Researchers analyzed audio from more than 45 instructors teaching small lab classes to study the effects of brief jokes and other forms of classroom humor. They identified moments when teachers used humor and then compared those moments with student survey responses about whether they found the instructor funny.
The study found a clear pattern: the researchers’ ratings of what was humorous did not predict students’ course emotions. Rather, students’ own judgments mattered. "We wouldn’t have seen that if we had only relied on whether we as researchers thought the instructor was funny or not," said Trevor Tuma, a coauthor and postdoctoral research associate at the University of Georgia. Erin Dolan, another coauthor and a professor, noted that emotions influence learning and motivation to continue a subject.
The instructors used different kinds of humor, and the researchers say short, situational jokes can make students feel more relaxed and more willing to participate. However, humor is subjective and may not always work; if it is not received well it can be ineffective or even have a negative effect. The study appears in the Journal of Microbiology & Biology Education and the source is the University of Georgia.
- Types of humor included self‑deprecating jokes, content jokes, and jokes about equipment.
- Students’ own views about humor linked to more positive emotions.
- Researchers advise instructors to be thoughtful about timing and type of humor.
Difficult words
- analyze — examine data or information carefullyanalyzed
- instructor — person who teaches a class or courseinstructors
- subjective — based on personal feelings or opinions
- ineffective — not producing the intended or desired result
- participate — take part in an activity or event
- motivation — reason or desire that makes someone act
Tip: hover, focus or tap highlighted words in the article to see quick definitions while you read or listen.
Discussion questions
- Have you seen humor used effectively in a class you attended? Describe what worked and why.
- What risks might there be when an instructor uses humor, and how could they reduce those risks?
- How could an instructor check whether students find a joke funny before using similar humor again?
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