Stand Up Comics: Instructional Humor and Student Engagement

Wortley, Amy; Dotson, Elizabeth

doi:10.9743/jir.2016.3

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…In the specialized literature on the use of humor in higher education classrooms, there is an abundance of research based on the description of specific classroom experiences and the analysis of learning outcomes derived from the use of humor and student perception [51][52][53][54], both in traditional and virtual environments [55]. All of them coincide with highlighting the interest of humorous resources for the understanding of complex concepts and for increasing student motivation, especially in VLEs.…”

Section: Discussionmentioning

confidence: 99%

Usability of Memes and Humorous Resources in Virtual Learning Environments

et al. 2022

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This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors’ area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.

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Section: Discussionmentioning

confidence: 99%

Usability of Memes and Humorous Resources in Virtual Learning Environments

et al. 2022

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“…In this concern, Kılıç (2016) previously reported that humour may be used to make the learning environment more attractive and improve the linguistic skills and vocabulary of the students as an effective form of communication and socialization tool. Likewise, Wortley and Dotson (2016) asserted that it encourages students' retention of information and serves to create a hospitable, welcoming atmosphere which makes learning more enjoyable for all involved. furthermore, Fata, Komariah and Irfandy (2018) noted that humour could prevent students from feeling stress of learning English, develop a better relationship between teacher and students, help them understand the lesson, encourage them to be more active in the classroom and facilitates their learning English.…”

Section: The Teachers'mentioning

confidence: 99%

“…This could be linked to the fact that they develop and maintain better communication with students and that they are more self-confident with classroom management. Wortley and Dotson (2016) postulate that instructors can engage their students through many methods of integration: instructor delivery of humour, incorporation of visual humour through YouTube videos, and appropriate humour usage; thereby enabling students to absorb and retain more content focused information (p. 17). In a similar vein, Komariah and Irfandy (2018) argue that teachers need to build a good relationship and mutual trust with students and understand students' interests, likes and dislikes prior to applying humour, so that the humour would be more likely to be welcomed and it would not cause emotional and psychological impact such as bullying and etc for the students.…”

Section: Turkish Studies -Educational Sciencesmentioning

confidence: 99%

“…In a study based on views of faculty members working at a college of education, Huss and Eastep (2016) reported that the faculty members largely consider humour to be an integral part of their teaching plan, and that they believe humour relaxes students, contributes to a more enjoyable classroom climate, and helps students make content connections, in both traditional and web-based classes. Wortley and Dotson (2016) studied the use of instructional humour in higher education settings, and reported that when used appropriately, instructional humour can improve a student's academic experience and promote physiological and psychological wellness. The researchers conclude that 'humour not only encourages students' retention of information but serves to create a hospitable, welcoming atmosphere which makes learning more enjoyable for all involved' (p. 13).…”

Section: Introductionmentioning

confidence: 99%

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Mi̇zahin İlköğreti̇mde Kullanimi Üzeri̇ne Bi̇r Araştirma: Türki̇ye Örneği̇

ÜNSAL¹

2019

TurkishStudies

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Humour refers to an essential structure of human existence, more specifically to the fact that man is a tragi-comic being (Geybels & Herck, 2011). A great deal of research has documented that it is an effective tool in teaching and learning process at various levels of education. This study was motivated to probe classroom teachers' views on the use of humour in primary education and whether they differ in this concern with respect to gender and length of professional experience. Based on the research objective, the screening model was used in this particular research which was grounded on the quantitative research approach. The participants of the study were 221 classroom teachers who were working at state primary school in the province of Kahramanmaraş and who were selected through the purposive sampling method. Their views on the use of humour in primary education were collected through a scale comprising 22 Likert-type items and an open ended question developed by the researchers and statistically analysed. The research findings revealed that only 2 out of 221 participant teachers held negative views on the use of humour in primary education while 77% and 22% held positive views and conditionally positive views on this concern, respectively. The findings also indicated that humour makes contributions to teaching and learning process such as improving classroom atmosphere, inspiring self-confidence in students, helping students develop positive attitudes toward courses/ school, functioning as an instructional tool, and facilitating communication between teacher and students and among students. The study concludes with practical implications based on these findings and the existing literature, and offers a few suggestions for future research.

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“…Humor also can be found from social phenomena with analyzing, compiling, and then delivering it through speech and action. Humor is subjective because it depends on the context [1]. One feels that kind of humor but the other one does not feel the same.…”

Section: Introductionmentioning

confidence: 99%

A Critical Discourse Analysis of Dzawin’s Stand Up Comedy Humor

Romansyah¹,

Hidayat²,

Alek³

et al. 2020

Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01

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This research aims to describe the critical discourse analysis, the perception of comic and audience, and the content analysis of Dzawin's standup comedy humor discourse. Dzawin is the third winner of Indonesia Stand Up Comedy contest season 4 (SUCI 4) held by Kompas TV in 2016 and also the third winner of Maharaja Lawak Mega, one of the biggest comedy competitions in Malaysia in 2017. The qualitative descriptive method was employed in analyzing the data. The data were obtained from the video transcript of Dzawin accessed from YouTube. The data were then analyzed by using equivalent/ matching method (Padan Method). Additionally, the techniques used were the connect and compare distinguishing technique (teknik hubung banding membedakan/HBB Technique, hereafter), and connect and compare equation technique (teknik hubung banding menyamakan/HBS Technique, hereafter). The results show that Dzawin comedy heavily related to social-cultural construct discourse. Dzawin's humor discourse clearly shows negative and positive style where he humbly criticizes himself but simultaneously criticizes the society. Dzawin also appears to be a comic delivering the material not only to entertain but also to give some information to his audience. He somehow manages to deliver a moral value on his material of humor discourse. Finally, Dzawin's humor discourse exposes social problems occurred in Indonesia and attempts to persuade people to fix bad behavior.

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Stand Up Comics: Instructional Humor and Student Engagement

Cited by 7 publications

References 6 publications

Usability of Memes and Humorous Resources in Virtual Learning Environments

Usability of Memes and Humorous Resources in Virtual Learning Environments

Mi̇zahin İlköğreti̇mde Kullanimi Üzeri̇ne Bi̇r Araştirma: Türki̇ye Örneği̇

A Critical Discourse Analysis of Dzawin’s Stand Up Comedy Humor

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