ReviewFrontiers in psychology2025
Teaching and learning with instructional humor: a review of five-decades research and further direction.
Review in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- The power of narrative storytelling: using comics to bring microbiology concepts to life.Journal of microbiology & biology education · 2026Article
- From Stress to Strength: Fostering a Positive Learning Climate to Promote Learning, Performance, and Well-Being.The western journal of emergency medicine · 2026Article
- Attention, Engagement, and Retention Walk Into a Noon Conference: Using Humor to Improve Resident Education.Journal of graduate medical education · 2026Article
- Breaking barriers: transforming healthcare education for transgender patient equity in a South African undergraduate paramedic program.BMC medical education · 2026Article
- Development of a Pilot Artificial Intelligence Education Curriculum for Hospital Staff.AMIA Joint Summits on Translational Science proceedings. AMIA Joint Summits on Translational Science · 2026Article
- Preservice teachers' attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline.BMC psychology · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the definition and classification of instructional humor are overviewed. Then, the study introduces three theoretical frameworks, namely Instructional Humor Processing Theory (IHPT) and other two alternative models, which, respectively, based on Self-Determination Theory (SDT) or from an integrative perspective of cognition and affection, explaining how humor works in education settings. Based on the theoretical clarification of instructional humor, the paper further reviews existing empirical evidence regarding teachers' use of humor in class and its impact on students' learning, with emphasis on explaining inconsistencies in previous conclusions and identifying limitations in extant relevant works. The detailed analysis and comparison of previous results regarding instructional humor offer potential directions for further relevant research. Finally, the study concludes with feasible advice for teachers to maximize the positive benefits of humor in class.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.