The effect of humor in instructional text on learning, interest, and enjoyment: Is good humor just for ice cream

This study examined the effect of humor in text-based instruction on learning, interest, and enjoyment. A review of the literature indicated both theoretical and empirical support for the potential effects of humor on learning, and research suggests that interest and enjoyment, in addition to being outcomes of humor, may also influence learning.;For this study, a humorous version and a nonhumorous version were developed for each of two chapters from a book on basic experimental psychology; one chapter was on how to get experimental ideas, and the other chapter was on how to be fair with science (i.e., research ethics). Subjects read the humorous version of one chapter and the nonhumorous version of the other chapter. After reading each chapter, subjects answered several questions regarding how interesting and relevant they found the chapter, how much they enjoyed the chapter, how much they believed they learned from the chapter, and how well the chapter held their attention. Subjects were also asked what they liked and disliked about each chapter, what helped them learn the information in each chapter, and what the two most important ideas were that they learned from each chapter. Subjects then completed a short-answer and multiple-choice quiz. After reading both chapters and answering questions specific to each chapter, subjects were asked to compare the two chapters on several measures. Two weeks later, subjects completed another quiz for each chapter to determine long-term retention of the information.;On the tests of immediate learning, humor was associated with increased learning for the experimental ideas (EI) chapter, but not for the scientific fairness (SF) chapter. There was no difference in long-term retention as measured by the delayed tests of learning. Humor was associated with increased enjoyment, increased situational interest, and improved attention for both chapters. Humor had no effect on personal interest or perceived relevance for either chapter. Differences in the effect of humor on immediate measures of learning may be due to differences in the amount, type, and integration of humor in the two chapters, and to differences in the cognitive burden placed on readers by the content of the chapters.;In comparisons of the two chapters, subjects reported that the experimental ideas chapter was easier to stick with, more enjoyable, and preferred for leisure reading, regardless of use of humor. Subjects reported they would more likely to find the nonhumorous version in a textbook, regardless of topic.;Additional research is needed to determine the effects of humor in a classroom situation, and to determine if there is an optimal amount of humor in instructional text. Further experimental studies should explore the effect of humor on learning when the materials are more closely matched for type and amount of humor, general interest, and difficulty of content.