- Title: Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong
- Authors: Ngai et al
- Access the original paper here
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Paper summary
This research explores the use of content-related humor in higher education and its impact on student learning. The authors developed a framework called PHISTLE to systematically incorporate planned humor into teaching. The study investigates how this pedagogical approach affects students’ learning competence, personal attributes, and future behaviors across different disciplines in Hong Kong. Results indicate that incorporating content-related humor enhances student engagement, motivation, and creates a more relaxed classroom environment. The research suggests that teachers’ humorous teaching styles positively influence students’ learning experiences and reduce stress. The authors posit that PHISTLE offers a way to improve learning outcomes in a consistent and adaptable manner.
What are the key implications for teachers in the classroom?
The key implications for teachers in the classroom include the potential benefits of incorporating content-related humor in a strategic and systematic way. The “Planned Humor Incorporation System for Teaching and Learning Enhancement” (PHISTLE) can enhance students’ learning outcomes.
Key aspects for teachers to consider:
- Strategic Implementation of Humor: Teachers should be strategic in how they use content-related humor. It is not just about using humor, but how it is used that determines its effectiveness in the classroom.
- Types of Humor: Specific types of content-related humor are effective, such as word play, exaggerated/absurd descriptions, analogies, and anecdotes. Aggressive, offensive, unrelated, other-disparaging, and sarcastic humor should be avoided.
- Frequency of Humor: The frequency of humor should be carefully considered. Three to four jokes or instances of content-related humor per lesson are optimal, as too much humor may divert students’ attention. In the study that developed PHISTLE, at least one, but no more than three, content-related humor instances were integrated into every 50 minutes of lecture.
- Modes of Incorporation: Humor can be incorporated before a topic (pre-topic) or after a topic (post-topic). When using pre-topic incorporation, a “Point of Return to Reality” (PRR) should be included to signal the end of the joke and avoid confusion.
- Impact on Learning: Content-related humor can enhance learning by making difficult concepts more accessible and memorable. It can also increase student motivation, interest, and attention. A relaxed and stress-free classroom environment can be fostered through humor, which helps reduce anxiety and stress.
- Cultural Context: Teachers should consider cultural differences in humor styles, as what is considered humorous may vary across cultures. The study that developed PHISTLE was conducted in Hong Kong, so its findings may be particularly relevant for similar Asian contexts.
- Balance and Professionalism: There should be a balance between humor and professionalism. Teachers should be judicious in their use of humor to maintain credibility in the classroom.
- Teacher-Student Relationships: Humor can help develop positive relationships between teachers and students by establishing rapport, reducing boredom, and creating more interaction.
By strategically using content-related humor, teachers can create a more engaging, enjoyable, and effective learning environment, ultimately improving student performance.
Quote
It is not simply the use of humor, but how humor is used, that determines its effectiveness in the classroom
