The relationship between student perceptions of instructor humor and students’ reports of learning

Abstract

The use of humor in the classroom has been investigated using a variety of humor operationalizations and methodologies with mixed results. In the present study we examine the role of teacher humor orientation rather than specific humorous behaviors. The relationship between perceived teacher humor orientation and learning was the focus of this study. Results indicated that a high humor orientation (HO) was associated with increased student perceptions of learning. Perceived teacher humor orientation was also examined in relation to nonverbal immediacy and socio‐communicative style. Additionally, we examined the interaction between teacher humor orientation and student humor orientation on learning. It was found that high HO students reported learning more with a high HO teacher.

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