The educational power of humor on student engagement in online learning environments

Erdoğdu, Fatih; Çakıroğlu, Ünal

doi:10.1186/s41039-021-00158-8

Cited by 39 publications

(31 citation statements)

References 46 publications

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“…Research findings by Aguilera-Hermida (2020) revealed that attitude, motivation, self-efficacy and technology use play an important role in students' cognitive engagement and academic performance. In the study conducted by Erdoğdu and Çakıroğlu (2021), the positive effect of humour elements in online materials on increasing behavioural, cognitive and emotional engagement was observed. In the study conducted by Petillion and McNeil (2020), open communication and flexible teaching and assessment methods are recommended to ensure student engagement.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 96%

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment

Zeybek

2022

JL4D

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The aim of this study was to examine pre-service teachers’ readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the “Online Learning Readiness Scale” and the “Student Engagement Scale” were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers’ readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioral engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers’ readiness levels for online learning and engagement levels in the online environment.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 96%

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment

Zeybek

2022

JL4D

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“…В ряде недавних исследований изучается взаимосвязь между онлайн-образованием и уровнем студенческой вовлеченности с акцентом на разработке учебных курсов [Tualaulelei et al, 2021], через призму теории детерминации [Chiu, 2021] и даже с точки зрения влияния юмора [Erdoğdu, Çakıroğlu, 2021]. Очевидно, что цифровые технологии, инструменты и платформы имеют большой потенциал как средства поддержки дистанционного обучения [García-Morales, Garrido-Moreno, Martín-Rojas, 2021].…”

Section: аннотация ключевые словаunclassified

Hybrid Model for Tutorial Engagement

Globa

2022

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Technology has increasingly become a key component of teaching and learning, particularly with the rapid shift to delivery through online platforms as a result of the ongoing COVID-19 pandemic. In 2020–2022, students who studied online often struggled to achieve key learning outcomes and receive lower marks than their on-campus peers, demonstrating reduced engagement in an online environment. A shared concern identified within the School of Architecture, Design, and Planning at the University of Sydney, was the ability to deliver a sense of physical experience to students who are studying online. This paper details our proposed solution to improve engagement in online tutorials through a "Hybrid Model" that: leverages rapidly advancing virtual reality technology; integrates the fundamental principles of gamification and incorporates experiential learning into the learning process. These three key areas are further supported by a recommended tutorial structure or time proportion model. The manuscript presents the developed theoretical hybrid model informed by existing literature and studies; and illustrates this theory by examples of practical implementation and initial proof-of-concept studies. The manuscript further discusses future research that will focus on in-depth user studies and rigorous evaluation of the approach.

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“…Estas evidencias científicas han ayudado a fortalecer y dar soporte directo a la Teoría del Procesamiento del Humor Instructivo (IHPT) propuesta por Wanzer et al (2010), y recientemente validada por Tsukawaki e Imura (2020). Esta teoría ha sido mencionada y utilizada en la introducción/marco teórico del 24% de las investigaciones publicadas sobre el humor y el aprendizaje Goodboy et al, 2015;Machlev y Karlin, 2016;Bolkan et al, 2018;Tsukawaki e Imura, 2020;Erdoğdu y Çakıroğlu, 2021).…”

Section: Relación Entre El Humor Y El Aprendizajeunclassified

Humor y aprendizaje: Una revisión sistemática de literatura

2022

RCS

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En la literatura reciente, el uso del humor en las aulas despierta mayor interés en los docentes como una innovación pedagógica. El objetivo del estudio fue analizar la relación entre el humor y el aprendizaje a través de la literatura científica, publicada en el periodo 2010-2021, en Scopus y Web of Science. Se formularon las preguntas: ¿Qué características tiene el acercamiento científico que han realizado los investigadores para entender la relación entre el humor y el aprendizaje? y ¿qué concluye la evidencia científica acerca de la relación entre el humor y el aprendizaje? lo que derivó en el análisis exhaustivo de 29 artículos científicos. Se evidencia un predominio del enfoque cuantitativo frente al cualitativo o mixto. Además, las investigaciones están mayormente orientadas en evaluar a los estudiantes universitarios. Se identifica que los países de América Central y América del Sur no están adecuadamente representados en la literatura científica. Cuando se agrupan las investigaciones, la relación entre el humor y el aprendizaje tiende a ser positiva (82,8%) a través de su influencia en mediadores como la atención y la motivación. Finalmente, como conclusión se sugieren algunas rutas epistémicas para las futuras investigaciones que aborden esta relación.

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The educational power of humor on student engagement in online learning environments

Cited by 39 publications

References 46 publications

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment

Hybrid Model for Tutorial Engagement

Humor y aprendizaje: Una revisión sistemática de literatura

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