Influence of instructor humor on learning engagement in the online learning environment

Abstract

Using instructional humor processing theory, in an online learning setting we explored the relationships between instructor humor types as perceived by students and the students' learning engagement. This study recruited 1,829 participants. The results revealed the following: (a) Course-related, courseunrelated, self-disparaging, and aggressive instructor humor were associated with behavioral, emotional, and cognitive engagement; (b) positive emotions mediated the relationships between course-related, course-unrelated, and aggressive instructor humor styles and students' behavioral and cognitive engagement; (c) negative emotions mediated the links between all four types of instructor humor, and behavioral and cognitive engagement. This study is the first to extend the theoretical model of instructional humor styles to the online learning environment, verifying the adaptability of the theory to China.

Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

“…Firstly, the results revealed that FLE positively affected online learning engagement. This finding is consistent with previous research that suggests that positive affective factors like enjoyment influence online learning engagement (Artino, 2012 ; Deng et al, 2022 ; Guo, 2021 ; Luo et al, 2023 ). FLE has been shown to promote language learning motivation and engagement (Dewaele & MacIntyre, 2014 ), and our study extends this finding to the online learning context.…”

“…FLE affects online learning engagement. In light of some studies which have found that motivation and enjoyment are key factors in predicting engagement in online learning activities (Deng et al, 2022 ; Guo, 2021 ; Luo et al, 2023 ), it is warranted to assume that individuals who enjoy learning a foreign language will be more engaged in online learning activities related to that language.…”