Humour as a teaching tool in higher education

How exactly does a well-timed joke affect our learning abilities? 

In higher education, where the stakes are high and topics can get pretty heavy, strategically using humour can significantly enhance student involvement and learning outcomes (Banas et al., 2011). This isn't just hearsay; it’s deeply embedded in educational theory and practice and backed by a wealth of academic exploration. 

Now, using humour as a teaching tool opens up a ton of interesting questions. How does it actually affect students' cognitive and emotional states? Does it genuinely boost learning outcomes, or is its impact superficial? What are the risks, especially in a diverse educational environment where cultural sensitivities are at play? 

Pioneering research, such as by Askildson (2005), shows that when used right, humour can really break down barriers to learning, reducing student anxiety and resistance to tricky subjects. Wanzer, Frymier, & Irwin (2010) propose that humour can enhance the instructor-student relationship, reduce communication apprehension and increase cognitive interest. So, looking into the role of humour in higher education, discussing its psychological and pedagogical benefits, the potential pitfalls, and how educators can use it effectively, may answer some of the questions that are raised. 

Theoretical foundations and benefits  

The use of humour in education isn’t just a throw-in; it’s backed by solid theory from psychology, education and cognitive science. Essentially, humour can light up the learning environment, engaging students’ emotions and minds in a unique way: 

• Cognitive and psychological impact From a cognitive perspective, Martin (2007) points out that it serves as a cognitive stimulant, sparking connections in the brain and fostering creative thinking - critical in higher education where complex problem-solving is key. Psychologically, humour can be a stress-buster. It can cut through the high-pressure atmosphere typical of higher education settings, creating a more relaxed learning environment that encourages openness and reduces anxiety 
• Enhancing retention and understanding Humour also plays a key role in boosting memory retention. Askildson (2005) highlights its effectiveness particularly in language learning, where it helps lower psychological barriers, making students more willing to engage and take risks in their learning. Furthermore, the emotional response triggered by humour enhances the likelihood of remembering information. Banas et al. (2011) found consistent evidence that humour not only makes learning experiences stickier but also correlates with higher recall rates 
• Student engagement and satisfaction Beyond helping the brain and easing stress, humour significantly ramps up student engagement and satisfaction. It creates a dynamic and interactive learning atmosphere, making the educational journey enjoyable and building a positive connection between students and educators (Wanzer, Frymier, & Irwin, 2010). 

Practical applications and pedagogical strategies 

Integrating humour into higher education goes beyond dropping the occasional joke. It involves a thoughtful approach that enhances learning while respecting student diversity.  

1. Purposeful integration of humour - humour should always serve a clear pedagogical purpose, like simplifying complex concepts or lightening the introduction of tough topics. Bell and Pomerantz (2015) recommend using it to directly support educational goals, using relevant humorous examples or analogies.  
2. Creating an inclusive environment - it’s crucial to ensure that humour is inclusive and doesn’t sideline any student. Educators need to be culturally sensitive and steer clear of humour that might be misunderstood or considered insensitive.  
3. Using various humorous tools - from cartoons to memes, diverse humorous tools can be employed to align with educational goals, acting as ice-breakers or making abstract concepts more relatable, as discussed by Wagner and Urios-Aparisi (2011).   
4. Timing and dosage - the timing and amount of humour used are crucial. It should never overshadow the main educational content or be overused. Striking the right balance can rejuvenate the learning atmosphere and deepen student engagement.  
5. Encouraging student participation - allowing students to share their own humorous takes on the material can make the classroom livelier and more interactive, empowering them and enhancing their learning experience.  
6. Reflective practice and feedback - it’s essential for educators to continually assess and refine their use of humour based on student feedback, ensuring it meets the evolving needs and preferences of their classes. 

Handle with care 

Humour in higher education is a powerful tool but needs to be handled with care. It offers tremendous potential to enhance learning, ease communication barriers, and create a supportive educational environment. 

However, it requires careful consideration and strategic application to ensure it serves as a bridge, not a barrier, in the learning process. As education continues to evolve, so too should our understanding and implementation of humour within it.  

Let’s keep the dialogue open and continue exploring how we can best use humour to enrich the educational experience for students, making learning not just more effective but a whole lot more enjoyable too!  

How have you experienced humour in your educational journey?  

Shilpa Pulapaka, a Lecturer and Module Leader at BPP University, teaches on the BSc and MSc Programmes teaching on Management, Business and Personal Effectiveness modules. Specialising in international learner education for over 15 years, she is passionate about enhancing teaching methods. Shilpa is currently pursuing a second master's in Educational Neuroscience to deepen her understanding of pedagogical science. 

References:

Bell, N.D. & Pomerantz, A. (2015). Humour in the classroom: A guide for language teachers and educational researchers. Routledge. 1st Edition. 

Martin, R.A. (2007). The psychology of humour: An integrative approach. Burlington, MA: Elsevier Academic Press. 1st Edition.