Why is failure shameful at school and work, but in sports and games it’s skill development? 

At F.A.I.L. University, rapid failure and recovery is encouraged. Our “Fearless Adventures In Learning” model research-based motivation and resilience-building strategies for instructors of all stripes. By making failure fun, we inspire learners to tackle their education without fear.




When I began designing my public and grad school lessons like games there was a dramatic shift:  my students were more engaged, they persevered through difficult problems, and most importantly, they embraced failures as opportunities for growth.

Now I’m on a quest to share this approach with teachers, trainers and coaches in and outside of school.  Together we can inspire all learners to think of education as an adventure.

Jeremy Royster, Founder


Science Supports F.A.I.L. U.


There is a growing body of research about the importance of failure and gaming in an educational setting:

  • “[The] Number of level failures in an educational game [are] shown as a positive predictor of learning gains” (Anderson, 2018).

  • “21st-century skills such as critical thinking and grit are fostered most in games that give players maximum agency to define their game world” (Rementilla, 2016).

  • “game-based experiential learning increased such indicators of engagement as attention and temporal dissociation even though players widely failed to meet game objectives” (Jensen, 2016).

  • “Not only do games present failure as a challenge to overcome, game-based learning helps students better retain information and offers an engaging way to meet learning outcomes” (ISTE, 2015).

  • “fundamentally, all good games … engender in players a desire to persist past failure” (Gee, 2004; Hayes & King, 2009).


The evidence is clear: 

The gamified instruction taught at F.A.I.L. U. imbues learners with the tenacity they need to lead successful lives.



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