Understanding the Relationship Between Different Types of Instructional Humor and Student Learning

Moshe Machlev,Nancy J Karlin

doi:10.1177/2158244016670200

Abstract

The purpose of this study was to examine the frequency of use of different types of humor in the classroom for a possible relationship with perceived and actual learning. This relationship was examined using quantitative methods. Participants answered questions about their perceived and actual learning and the type of humor to which they were exposed (examining the frequency of such exposure). Student’s final grade in the course served as the measure of actual learning. The study consisted of 195 undergraduate students ranging in age from 18 to 25. A factor analysis identified two distinct types of humor (relevant/appropriate and non-relevant) used in the classroom with relevant/appropriate humor predicting perceived learning. No relationship was found between the different types of humor and actual learning. There was also no difference in the interaction between different types of humor with gender.

Highlights

The current study considers the use of humor in the classroom as related to two specific constructs: perceived learning and actual learning
In the area of actual learning, most studies were limited to short interventions, while only a few lasted an entire semester
Humor is used within the classroom in various ways (Wanzer et al, 2006) with some instructors using humor as an instructional technique (Lundberg & Thurston, 2002)

Summary

Introduction

The current study considers the use of humor in the classroom as related to two specific constructs: perceived learning and actual learning. In the area of actual learning (specific leaning outcomes), most studies were limited to short interventions, while only a few lasted an entire semester. A third issue concerns the different variables (e.g., gender) that play a role in the relationship between humor and learning. In these studies, the gender of the instructor using humor within the classroom was a factor in how humor was perceived by the average student and the impact of humor use (Bryant, Comisky, Crane, & Zillmann, 1980; Van Giffen, 1990). Few studies have looked at the gender of students in this regard

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