Investigating the Effects of Instructional Humor in Multimedia Learning When Humor Pre-Disposition, Prior-Knowledge, and Working Memory Are Controlled

This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimul...

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Bibliographic Details
Published inInternational Journal of Education and Practice Vol. 10; no. 2; pp. 182 - 203
Main Author Dorambari, Diedon
Format Journal Article
LanguageEnglish
Published Conscientia Beam 26.05.2022
Subjects
Affective Behavior
Bayesian Statistics
Cognitive Ability
Comparative Analysis
Error Patterns
Fear
Humor
Instructional Design
Instructional Effectiveness
Learning Processes
Measures (Individuals)
Metacognition
Multimedia Instruction
Prior Learning
Short Term Memory
Teaching Methods
Undergraduate Students
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Summary:This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimuli conditions in the classic experimental design. The data analysis involved a MANCOVA in SPSS and ANCOVA in R-WRS2 package (for DVs with non-homogenous variances) to control the covariates. The data from both null hypothesis significance testing and Bayesian factor design analysis showed that the data were in favor of outcomes which demonstrated that although IHCALM was funnier (p < 0.01) it was not another type of a seductive detail that harmed learning (p > 0.05). It was less interesting (p < 0.01), yet made the participants more aware of what they did not learn (p < 0.01). The practical and theoretical implications of teaching with IHCALM were also discussed.
ISSN:2311-6897
DOI:10.18488/61.v10i2.3006