Abstract
Humour has been shown to improve elements of the educational experience, but only under certain circumstances. We use Cognitive Load Theory to explain that these circumstances occur when humour does not overload the student's cognitive load. The problem‐solving approach, typically used in science, technology, engineering and math (STEM) education, already increases the cognitive load, and the addition of humour can push STEM education past this overload point. Using examples from the literature and classroom experiences, we illustrate how to integrate humour in an effective manner. We pay particular attention to integrating humour with STEM problem‐solving so as to avoid adding additional cognitive load. Copyright © 2016 John Wiley & Sons, Ltd.
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