ERIC Number: EJ1047704
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 58
Exploratory Theoretical Tests of the Instructor Humor-Student Learning Link
Bolkan, San; Goodboy, Alan K.
Communication Education, v64 n1 p45-64 2015
Instructors' use of humor is generally a positive influence on student outcomes. However, examinations of humor have found that specific types of messages may not impact, or may even reverse, its positive effect. Instructional humor processing theory (IHPT) has been used to explain how humor impacts student learning. The current study sought to examine the tenets of this theory by testing whether the relationships articulated by its authors function the way the theory predicts they should. Three hundred participants responded to measures assessing their perceptions of affective learning, attention, self-determination, cognitive engagement, perceived cognitive learning, and instructors' humor. Results indicated that IHPT did not adequately explain the relationship between instructor humor and perceived cognitive learning. However, self-determination theory was a suitable alternative explanation.
Descriptors: Teaching Methods, Humor, Educational Theories, Predictor Variables, Measures (Individuals), Affective Behavior, Affective Measures, Attention, Learner Engagement, Cognitive Processes, Self Determination, College Students, Instructional Effectiveness, Hypothesis Testing, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A