Abstract
This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors’ area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.
Highlights
In recent years, there has been a significant increase in the use of Virtual LearningEnvironments (VLE) in higher education, which has generated adaptation needs in universities and in continuing teacher training
This strong irruption of virtual learning environments (VLEs) is motivated by several reasons, among which technological development and the needs derived from the COVID-19 crisis stand out [1]
The main objective of the study was to analyze the perception that Latin American university professors (Figure 2) have about the employability and formative effectiveness of the use of humorous resources in VLEs in higher education
Summary
Environments (VLE) in higher education, which has generated adaptation needs in universities and in continuing teacher training. As a consequence of the above, there is an abundance of research that seeks to develop didactic and methodological resources to achieve an adequate academic and formative performance among university students through the VLE [4]. In this sense, the specialized literature recognizes that it is essential to design mechanisms to capture the attention and facilitate the motivation of students when the teaching–learning process is carried out through these environments [5,6]
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