ArticlePDF Available


Used in literature, medicine and psychology, but also in leadership, humor has a special role in the classroom being considered an effective and appreciated tool for teaching. Studies on this issue (Herbert .P., Cornett, C. etc.) indicate the importance of using humor in the process of capturing and maintaining students’ attention, in creating a positive relationship between teachers and students, in reducing stress and tension in the classroom, facilitating learning and supporting a good retention, developing creativity and streamlining teaching in general.
A preview of the PDF is not available
... Integrasi humor dalam proses pembelajaran (Humor in pedagogy) secara empirik berdampak positif terhadap minat dan motivasi belajar, baik dalam kondisi normal maupun kondisi pandemic seperti saat ini. Hasil riset Jeder (2015) melaporkan integrasi humor dalam pembelajaran berdampak positif terhadap kuatnya perhatian peserta didik pada materi yang didiskusikan di kelas. Integrasi humor juga mempengaruhi kedekatan hubungan social peserta didik dengan guru, serta tingkat stress dan ketegangan belajar mereka cenderung menurun. ...
... M. Cooper, Nadile, & Brownell, 2020). Kedua, artikel jurnal tentang humor in the classroom yang berbicara tentang manfaat positif bagi peserta didik, terutama dalam menghilangkan ketegangan kondisi kelas, stress, dan proses pembelajaran menyenangkan bagi peserta didik (Iivari et al., 2020;Jeder, 2015;B. Kim & Ho, 2018). ...
... Senada dengan itu, Jeder (2015) melalui riset kualitatif di sekolah, menemukan bahwa humor merupakan alat efektif dan diakui bagus digunakan dalam proses pembelajaran. Data riset menggambarkan humor berfungsi menjadikan atensi siswa bertahan lama, interaksi sosial dengan guru dan sesama siswa bertambah bagus, ketegangan dan kecemasan siswa di kelas juga cenderung menurun drastis. ...
Full-text available
Riset tentang humor in pedagogi merupakan ‘sesuatu’ dan ‘sisi lain’ yang ada dalam kegiatan pembelajaran, namun kurang banyak diperhatikan pendidikan, guru dan dosen. Naskah ini bertujuan untuk mengungkap persepsi mahasiswa tentang humor in pedagogy terhadap minat dan motivasi belajar, serta mengapa humor in pedagogy berdampak pada minat dan motivasi belajar. Riset campuran ini ditopang data survey dan wawancara. Partisipan riset melibatkan 320 mahasiswa FITK. Hasil menunjukkan humor in pedagogy berdampak positif terhadap minat dan motivasi belajar mahasiswa. Hasil wawancara menunjukkan, mahasiswa menyukai dosen yang mengajar dengan menyisipkan humor in pedagogy, sebaliknya mayoritas mahasiswa partisipan riset tidak menyukai dosen yang anti humor in pedagogy.
... Fourth, this study brings in a new theoretical perspective on the morality debate of leader humor by empirically showing the conditional indirect effect of leader humor on leader workplace deviance (Lycan, 2020;Smuts, 2010). Since the humor came into being in human life, philosophical scholars have had ongoing and heated debates about the morality of humor (Dadlez, 2011;Jeder, 2015;Lycan, 2020;Smuts, 2010). Specifically, the morality debate of humor mainly centers around the potentially harmful contents of humor toward the recipients, such as irony, satire, sarcasm, and teasing, which may omit the benefits of others and thus hurt others' feelings (Lycan, 2020;Smuts, 2010). ...
... Specifically, the morality debate of humor mainly centers around the potentially harmful contents of humor toward the recipients, such as irony, satire, sarcasm, and teasing, which may omit the benefits of others and thus hurt others' feelings (Lycan, 2020;Smuts, 2010). However, our study offers a new ego depletion theoretical perspective to the morality debate of humor by detecting the potentially harmful and immoral effect of leader humor on leader workplace deviance, which directly speaks to the moral nature of leader humor beyond the moral implications for the humor recipients (Dadlez, 2011;Jeder, 2015;Lycan, 2020;Smuts, 2010;Yam et al., 2019). ...
Full-text available
Extant research has identified various effects of leader humor on subordinates and work groups. In contrast, less research has explored the influence of leader humor on leaders themselves and leaders’ subsequent behaviors. To address these issues, we drew from ego depletion theory and investigated when and how leader humor impacted leader workplace deviance. We argued that leader humor along with high impression management motive would bring increased ego depletion to leaders themselves and ultimately result in more leader workplace deviance. We tested our theoretical model using a three-wave time-lagged field survey data collected from 103 leaders and 595 subordinates, as well as an experiment involving 487 leader participants, which provided overall support for our hypotheses. Our findings revealed the possible dark side of leader humor influencing both leaders themselves and organizations. Theoretical contributions and new avenues for future research are addressed.
... Since humor has several functions aside from being a tool used in education [30], in this paper, we will refer to humor used in an educational context as instructional humor. In the academic context, the usage of humor in the classroom has proved to have positive effects such as generating attention and arousing curiosity [31]. Prominent theories in instructional humor include the instructional humor processing theory (IHPT), which explains that the students need to perceive and solve the paradox in humor to ease their learning [32]. ...
... The results showed that humor is more commonly set during the start or first parts of the presentation rather than in the middle or end. These findings support the findings of previous works in which humor was used to seek attention [31]. Likewise, these results can also be linked to prior theories in instructional humor, wherein placing humor at the start of the lectures is more beneficial to student learning. ...
Full-text available
Humor is applied in pedagogy to create a positive learning environment. Recent research focuses on the theories, effects, individual differences, and qualitative aspects of humor for instruction. However, there is a lack of studies focusing on quantitative features. Therefore, this research explored the quantitative characteristics of instructional humor in a naturalistic setting and applied techniques from natural language processing (NLP). This paper describes the results of two studies. The first study focused on instructional humor frequency and the placement of humor, while the linguistic features of instructional humor and non-instructional humor were compared in the second study. Two corpora were used in this research: TED Talks and user-submitted jokes from “” The results found that educators used humor 12.92 times for popular talks, while less popular talks only had 3.92 times. Humor is also more commonly placed during the first parts of the talk and lessens toward the end. There were also significant differences between the linguistic features of instructional and non-instructional humor in terms of readability scores and sentiment. These results provide a substantial update on quantitative instructional humor research and help educators understand how to use humor in the classroom in terms of quantitative and linguistic features.
... Working with comics requires constant self-surveillance, in the sense of self-discipline and selfcontrol in view of ethical principles. Accordingly, it is important to pay a greater attention to training teachers so that they can use humor artfully and ethically (Jeder, 2015). As advocated, "the principles of openness, criticism and respect for all scientific perspectives should be followed by sociologists in their teaching and professional practices. ...
This chapter highlights the power of comics in the field of higher education with a focus on teaching for diversity and inclusion, particularly United Nations Sustainable Development Goal 5: Achieve gender equality and empower all women and girls. Examples are drawn upon pedagogical exercises explored in the university classroom. In the context of a course aimed at sociology undergraduate students, Argentinian Maitena Burundarena's (b. 1962, Buenos Aires) work is used to explore diverse contemporary family issues and the related ever-changing gender roles. At the end, humor is used to provoke strangeness with a relatively close behavior, thus applying the sociological principle of “turning the familiar strange” and, consequently, achieving reflexivity regarding the topics under analysis.
... A positive emotional response to a speech including hilarious comments highly contributes to the enhancement of that relation and environment considered to be essential for the educational activity. 5 The introduction of humor in teaching activities has demonstrated being useful in the following ways: ...
Conference Paper
Full-text available
The use of humor could be a useful tool in order to increase students' attention and their concept retention in classrooms, particularly regarding to STEAM (Science, Technology, Engineering, Arts and Mathematics) learning or other abstract and complex knowledge. This paper presents the advantages of humor introduction in teaching activity at different levels, providing some examples for didactics of mathematics and concludes with an analysis of results extracted from some scientific dissemination activities.
... Kekuatan keempat, humor dapat meningkatkan kegairahan dan motivasi anak didik dalam pembelajaran (Bieg, Grassinger & Dresel, 2019;Jawhar, S. S., 2018;Jeder, 2015;Darmansyah, 2012). Semangat dan motivasi belajar anak didik sangat dipengaruhi secara positif terutama pada saat mereka mengalami penurunan konsentrasi. ...
Full-text available
Tujuan penelitian ini adalah untuk mengetahui jenis pendekatan dalam pengelolaan kelas, menemukan kekuatan humor dalam mengatasi kejenuhan belajar, dan memahami jenis humor yang dapat digunakan dalam pengelolaan kelas dan pembelajaran. Penelitian ini merupakan researching from home dengan mengoleksi data-data mengenai pengelolaan kelas, humor, kejenuhan belajar, dan pembelajaran melalui eksplorasi buku-buku elektronik bersumber dari Google Books dan artikel-artikel ilmiah bersumber dari Google Scholar. Terdapat empat tahap pengumpulan data, yaitu mencatat temuan terkait variabel, memadukan temuan, menganalisis temuan dan mengkritisi untuk menghadirkan temuan baru. Teknik dokumentasi dengan instrument kartu data digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa terdapat sembilan pendekatan pengelolaan kelas. Humor terkaji memiliki sebelas kekuatan, yakni memiliki efek positif bagi kesehatan, membuka peluang perkenalan, mencairkan suasana, meningkatkan motivasi anak didik dalam pembelajaran, meningkatkan aktivitas dan kreativitas, penanda tingkat kecerdasan, mengurangi rasa bosan dan lelah, mengurangi tekanan atau stress, menghilangkan kejenuhan belajar, mengajarkan kebenaran, dan menambah popularitas. Jenis humor yang digunakan dalam pembelajaran adalah humor verbal yang direncanakan dan humor verbal yang tidak direncanakan.
... In this same sense, some research indicates that, before using memes, the professor should make an analysis exercise about their own ability to design these resources, to illustrate difficult concepts through them and to propose activities to students based on them [57]. Other authors emphasize the difficulty of satisfying certain learning objectives with humorous resources, especially memes [59], or the ethical lines that could be crossed if this type of resource is misused (e.g., the risk of offending people or social groups) [60]. In addition, there is an obvious risk of turning humorous resources, such as memes, into mere objects for students' amusement, without effectively aiding learning [61]. ...
Full-text available
This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors’ area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.
The onset of the COVID‐19 pandemic in 2020 put enormous pressure on educators to quickly adapt course materials for online delivery. In my case, a naturally humorous teaching style clashed with the arid world of computers in a virtual environment, leading me to believe in a reduced teaching effectiveness under such conditions and that my students would suffer from countless hours of dull screentime. This article narrates the story of how a simple technique —adding laugh tracks to pre‐recorded videos in Forestry undergraduate courses— was the foundation of a comprehensive approach to design online instruction with a high entertainment value. Several ideas to integrate humor in online (and face‐to‐face) learning are described based on these experiences and are accompanied by a brief theoretical background highlighting the value of bringing laughter to academic settings. Student feedback clearly indicated that the use of laugh tracks and other humorous elements was well received, especially during the challenging times of learning under lockdowns. This article is protected by copyright. All rights reserved
Full-text available
Human talk includes parts that are considered essential to share the understanding of the talk while some other parts may be viewed as just space filler, named 'small talk' (henceforth ST) (Coupland et al. 1992). This talk gains its name perhaps because it occurs at the side or margin of the 'main talk' (henceforth MT) as it may not contribute to the core of a talk. This does not mean to neglect this kind of talk as it could show a crucial role in participants' MT (Abu-Elrob 2019b). Therefore, the present paper aims to give ST the attention it deserves by analyzing its occurrence in remote classroom environment to find whether it is only talk filler or purposive. This study also conducted an analysis of ST types and the linguistic features realizing the occurrence of ST. For a deep analysis of the data (classroom MT and ST), the conversation analysis (CA) framework was used to analyze the sequences and turns. The findings showed the benefits of ST to the learning process in general and to the main topic of the lesson in particular. The findings provide insights into the importance of ST in the learning environment and how it can be developed as a strategy to improve this environment.
Full-text available
This study determined the Junior High School English teachers' use of humor as a teaching strategy in the classroom. The subjects of the study were the 31 English teachers and 318 Grade 10 students of Batangas National High School. It also sought to find out if there is a significant difference between English teachers’ use of humor in the classroom and students’ perception on the advantages and disadvantages of humor in the English classroom. The descriptive method of the study was utilized by the researchers with selfadministered questionnaires which served as the primary data gathering instrument. Frequency, percentage, weighted mean, and Analysis of Variance (ANOVA) were the statistical tests used to achieve the objectives of the study. The results have shown that there is a significant difference in the English teachers’ use of humor in the classroom when grouped according to years of teaching experience and educational attainment. Additionally, there is a significant difference in the students’ perception on the advantages of humor in the classroom when students are grouped according to their sex and academic performance. There is no significant difference in the students’ perception on the disadvantages of humor in the classroom when they are grouped according to their sex. However, there is a significant difference when students are grouped according to their academic performance.
Full-text available
The training of the professional in education implies, beside a very good specialization and psycho-pedagogical training, another extremely important aspect, with direct and powerful impact on the whole educational process - the outline of the ethical profile of the future teacher's personality. The work focuses on the following approaches: the role of studying the ethics of education in training for the teaching career, critical aspects regarding the practice of teaching and evaluation, the teacher's ethic responsibilities in approaching different types of curricula: hidden curriculum, null curriculum, phantom curriculum, curriculum –in- use, rhetorical curriculum and strategies of reflection on the ethical behaviours in education.
In an effort to improve profits and productivity for employers and the quality of work life for employees, many U.S. companies have begun to embrace humor in the workplace. Humor is thought to be a means to promote teamwork, reduce stress, stimulate creativity, and improve communication, morale, and productivity. Initiatives in business have included official programs such as creation of "humor rooms" for employee use as well as less-structured mechanisms such as encouraging the use of humor in memos and staff newsletters. This investigation discusses appropriate and potentially helpful applications of workplace humor to enhance the work atmosphere in academic libraries.
Focusing on humor as a powerful instructional resource, this booklet addresses a variety of issues regarding humor in the elementary and secondary classroom. Thirteen ways in which humor can help teachers to achieve educational goals are presented, specifically that it (1) attracts attention and provokes thought, (2) liberates creative capacities, (3) helps gain friends, (4) improves communication, (5) soothes difficult moments, (6) can stimulate intercultural study, (7) promotes health, (8) develops a positive attitude and self-image, (9) motivates and energizes, (10) solves problems, (11) increases quality and quantity of students' reading, (12) reinforces desired behaviors, and (13) has entertainment value. An age-based, developmental sequence of a child's sense of humor, derived from various cognitive stage theories, is outlined. Next, the booklet postulates that knowledge of this progression and an awareness of the nature of humor enables teachers to help students analyze their own sense of humor, use humor appropriately in social situations, and speak and write creatively. The physical aspects of humor and the superiority and incongruity theories of humor are discussed and 11 reasons for including humor in one's daily routine to relieve stress are presented. Finally, a list of 49 currently used, practical teaching ideas for employing humor in the classroom are offered. A bibliography is included. (JD)
Opinia publică, Strategii de persuasiune si manipulare, Editura Economică
  • S Chelcea
Chelcea S., ( 2006 ) Opinia publică, Strategii de persuasiune si manipulare, Editura Economică, Bucuresti.
Creating magic in the classroom
  • D K Duffy
  • J W Jones
Duffy, D. K, Jones, J.W. (1995) Creating magic in the classroom. In Teaching within the rhythms of the semester,. San Francisco.
Comunicarea intre persuasinune si manipulare
  • M Eși
Eși M, (2004) Comunicarea intre persuasinune si manipulare, in Analele Universitatii Stefan cel Mare Suceava, Seria Filosofie si Discipline socio-umane, Editura Universitatii din Suceava.
Humor in the classroom: Theories, functions, and guidelines
  • P Herbert
Herbert.P., 1991). Humor in the classroom: Theories, functions, and guidelines. Chicago, IL: Central States Communication Association.
Inside Jokes: using humor to reverse-engineer the mind-Massachusetts Institute of Technology Defense mechanisms
  • M Hurley
  • D Dennett
  • R Adams
Hurley M., Dennett, D. Adams R. (2011) Inside Jokes: using humor to reverse-engineer the mind-Massachusetts Institute of Technology Ionescu S, Jacquet M.-M., Lhote, C. (2002) Defense mechanisms, Polirom, Iasi.
Errors in the Unse of Persuasion Tools in the Educational Activitiesin -in Tradition and Reform, Reconstruction of Europe
  • D Jeder
Jeder, D. (2014) Errors in the Unse of Persuasion Tools in the Educational Activitiesin -in Tradition and Reform, Reconstruction of Europe, Madimond International Proceedings. Milano.