August 14, 2025

Debate: Is Edutainment the Enemy of Learning?

Frustration around the expectation to entertain while educating has grown in frequency and intensity as technology, social media, and other sources of entertainment increasingly compete for the attention of our students. Fortunately, we do not necessarily have to choose one or the other. We can provide students with experiences that feature both entertainment and education. It is possible to hold two ideas in our thinking at the same time. We can focus on standards and learning goals while seeking the best ways to achieve them.

The Cambridge dictionary defines edutainment as “The process of entertaining people at the same time that you are teaching them something, and the products such as television programs, software, and others that do this.” Edutainment might be thought of as a continuum featuring entertainment and education. There is a time and place for edutainment and time for an exclusive focus on learning. Of course, overreliance on edutainment can lead students to believe that learning should always be colorful, entertaining, and fun. They can reach the conclusion that they are the audience and educators are the entertainers.

Stories, analogies, humor, examples, videos, role play scenarios, games, and simulations can provide a context, stimulate interest, and present crucial information to support learning. However, we must be careful not to focus so heavily on the supporting activities that shortchange or abandon the intended learning. Edutainment might be thought of as a resource and strategy to support a learning effort or activity. It is not pedagogy.

Building motivation and activating engagement play important roles in learning, but they are not learning. They can prepare students for learning, but they are not ends in themselves. Our work is to help students to develop cognitive connections and structure. This work requires thinking, reflection, and application. It may feature multiple attempts before success is achieved. It can be enjoyable and rewarding, but it is not always fun.

So how might we think about the role of edutainment in our classrooms without assuming that we must be entertainers? Here are six elements to consider:

Think of edutainment as a strategy. We might use it as a hook to build interest, a means to renew or build background knowledge, or an experience to make a connection.
Start with learning goals and outcomes. If we choose to engage in or enlist some form of edutainment, we need to be certain that it aligns with and supports what we want students to learn. If we don’t and they fail to make a connection, it is just entertainment.
Include multiple learning modes. The more ways in which we expose and engage students to hints, previews, visuals, sounds, and actions related to learning, the wider the range of students we are likely to engage.
Search for emotional hooks. Some of the best options for engaging students involve love, hate, outrage, compassion, irony, intrigue, and other emotional connections. Compelling stories, persuasive analogies, heart-tugging examples, and other invitations for students to care can generate surprisingly strong motivation and engagement.
Find ways to involve students in creating the experience. Students might design games, develop role play scenarios, create videos, or other engaging activities to introduce and support learning.
Follow up edutainment activities. The value of this type of activity is found in the connections and reflections that students make. Observations, analyses, discussions, and even debates can move students from passive listening to active thinking.

Meanwhile, we need to be mindful of several cautions:

Avoid activities that are overly simplistic and superficial. Our goal is to prepare students for the learning that lies ahead. Activities that lack depth and connections can leave students confused and unable to grasp the intended purpose.
Resist over-engineering edutainment activities. Time and other resources are precious. Too much time spent preparing and conducting introductory activities can distract and compromise the focus on the time available for learning.
Use edutainment sparingly. Overuse of fun, entertaining activities can reduce students’ attention spans and leave them impatient and intolerant of extended and rigorous learning.
Make sure that students have access to necessary resources. Some students may not have the technology and other material resources necessary to participate. Check to be certain all students can participate before presenting an edutainment experience.
Don’t confuse entertainment and instruction. The real work of learning comes after an edutainment experience. Explicit instruction, reflection, practice, application, and formative assessment are the elements that make learning happen.

The bottom line is that educators do not have to be entertainers. However, finding ways to engage students in experiences that make learning more interesting, intriguing, and compelling can build intrinsic motivation and support deeper engagement.