The Effects of Humor on Cognitive Learning in a Computer-Based Environment

Previous studies on humor in education have focused on the use of humor embedded in the presentation of content material. Some research, however, suggests that humor is an effective tool for increasing divergent thinking and information acquisition if the humor is given prior to the presentation of content material. This study used an experimental design to test if humor given prior to content presentation was more effective in helping students understand and remember information and enjoy the presentation than a control group treatment. Statistical tests did not support either hypothesis.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1998

Author dc:creator

• Whisonant, Robert Dowling

Chair dc:contributor.committeechair

• Burton, John K.

Committee members dc:contributor.committeemember

• Moore, David M.
• Magliaro, Susan G.
• Jones, Franklin
• Holmes, Glen A.

• humor
• instructional technology
• CBI
• comic strips
• cartoons

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-71798-173628

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/30668