Cover Image

Teaching and learning with instructional humor: a review of five-decades research and further direction

The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the de...

Full description

Saved in:
Bibliographic Details
Main Authors: Zhou, Weichen, Lee, Jun Choi
Format: Article
Language:English
Published: Frontiers Media S.A. 2025
Subjects:
BF Psychology
L Education (General)
Online Access:http://ir.unimas.my/id/eprint/47457/1/Teaching%20and%20learning%20with%202025%20%28Scopus%29.pdf
http://ir.unimas.my/id/eprint/47457/
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1445362/full
https://doi.org/10.3389/fpsyg.2025.1445362
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.unimas.ir-47457
record_format eprints
spelling my.unimas.ir-474572025-02-03T02:18:13Z http://ir.unimas.my/id/eprint/47457/ Teaching and learning with instructional humor: a review of five-decades research and further direction Zhou, Weichen Lee, Jun Choi BF Psychology L Education (General) The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the definition and classification of instructional humor are overviewed. Then, the study introduces three theoretical frameworks, namely Instructional Humor Processing Theory (IHPT) and other two alternative models, which, respectively, based on Self-Determination Theory (SDT) or from an integrative perspective of cognition and affection, explaining how humor works in education settings. Based on the theoretical clarification of instructional humor, the paper further reviews existing empirical evidence regarding teachers’ use of humor in class and its impact on students’ learning, with emphasis on explaining inconsistencies in previous conclusions and identifying limitations in extant relevant works. The detailed analysis and comparison of previous results regarding instructional humor offer potential directions for further relevant research. Finally, the study concludes with feasible advice for teachers to maximize the positive benefits of humor in class. Frontiers Media S.A. 2025-01-29 Article PeerReviewed text en http://ir.unimas.my/id/eprint/47457/1/Teaching%20and%20learning%20with%202025%20%28Scopus%29.pdf Zhou, Weichen and Lee, Jun Choi (2025) Teaching and learning with instructional humor: a review of five-decades research and further direction. Frontiers in Psychology, 6. pp. 1-18. ISSN 1664-1078 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1445362/full https://doi.org/10.3389/fpsyg.2025.1445362
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic BF Psychology
L Education (General)
spellingShingle BF Psychology
L Education (General)
Zhou, Weichen
Lee, Jun Choi
Teaching and learning with instructional humor: a review of five-decades research and further direction
description The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the definition and classification of instructional humor are overviewed. Then, the study introduces three theoretical frameworks, namely Instructional Humor Processing Theory (IHPT) and other two alternative models, which, respectively, based on Self-Determination Theory (SDT) or from an integrative perspective of cognition and affection, explaining how humor works in education settings. Based on the theoretical clarification of instructional humor, the paper further reviews existing empirical evidence regarding teachers’ use of humor in class and its impact on students’ learning, with emphasis on explaining inconsistencies in previous conclusions and identifying limitations in extant relevant works. The detailed analysis and comparison of previous results regarding instructional humor offer potential directions for further relevant research. Finally, the study concludes with feasible advice for teachers to maximize the positive benefits of humor in class.
format Article
author Zhou, Weichen
Lee, Jun Choi
author_facet Zhou, Weichen
Lee, Jun Choi
author_sort Zhou, Weichen
title Teaching and learning with instructional humor: a review of five-decades research and further direction
title_short Teaching and learning with instructional humor: a review of five-decades research and further direction
title_full Teaching and learning with instructional humor: a review of five-decades research and further direction
title_fullStr Teaching and learning with instructional humor: a review of five-decades research and further direction
title_full_unstemmed Teaching and learning with instructional humor: a review of five-decades research and further direction
title_sort teaching and learning with instructional humor: a review of five-decades research and further direction
publisher Frontiers Media S.A.
publishDate 2025
url http://ir.unimas.my/id/eprint/47457/1/Teaching%20and%20learning%20with%202025%20%28Scopus%29.pdf
http://ir.unimas.my/id/eprint/47457/
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1445362/full
https://doi.org/10.3389/fpsyg.2025.1445362
_version_ 1823004896392118272
score 13.23648

Similar Items