Research shows the positive effects of humor on classroom environment, student-teacher relationships, and student engagement. This article seeks to continue the discussion on the positive effects of humor on learning and memory in adult learners. Gain scores from a pretest to two post-tests was analyzed to determine if students who receive humor-embedded instruction would perform better on multiple-choice assessments on electrical theory and sound application, than students who did not receive the treatment. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom.
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The humor group performed as well as, or better, than the non-humor group on post-tests. The interview data supported the quantitative findings that humor indirectly and directly improves learning. Humor-embedded instruction not only contributes to a positive classroom environment, but it also increases educational retention. The use of humor acts as a stress relief, which aids in cognition and memory. Most importantly, students report that they enjoy humor. The implications for this student include teacher training on humor strategies and implementing humor into instructional design for higher education.
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PublicationsMatthews, M. L. M. (2011). A funny thing happened on the way to the hippocampus: the effects of humor on student achievement and memory retention. Arizona State University. Available from ProQuest Dissertations and Theses data base (publication number; AAT 3453480).
V’Marie, J., Blake, M., & McCartney, M. (2016) Let's get gritty: measures of student outcomes. Southern Arizona Intercollegiate Journal (5)1. 50-53. Presentations
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