This study examined the effects of humor-embedded instruction on student achievement and memory retention. It found that while humor-embedded instruction did not lead to higher post-test scores, it did result in better long-term retention of content. Students who received humor instruction self-reported that humor helped them remember information and engaged them in the learning process. The results validate prior research on the cognitive and social benefits of humor in education.

1. A Funny Thing Happened
on the Way to the Hippocampus:
The Effects of Humor on Student Achievement and Memory Retention
Melissa McCartney
Arizona State University

2. Purpose of Study
to examine the effects of humor-
embedded instruction on student
achievement and memory retention

3. Population
Demographics
2 campuses, 450 students
97% male
22-30 years old
12:1 student to teacher ratio
5.3% loan default rate

4. Modifications
as a result of Pilot
Assessment Format
Treatment Design
Interview Questions

5. Treatment

6. Research and Analysis Design

7. Questions and Results

8. Question #1
Will students who receive humor-embedded instruction achieve higher gain
scores on post-tests than students who do not receive humor-embedded
instruction?
No, the non-humor group scores were statistically insignificant, yet
slightly higher. However, both groups showed significant increase in
scores from pretest.

9. Question #1
Will students who receive humor-embedded instruction achieve higher gain
scores on post-tests than students who do not receive humor-embedded
instruction?
No, the non-humor group scores were statistically insignificant, yet
slightly higher. However, both groups showed significant increase in
scores from pretest.

10. Question #2
How will students who received humor-embedded instruction score on post-tests that
indicate memory retention compared to students who did not receive humor-embedded
instruction?
Students who received humor-embedded instruction showed higher gain
scores that students who did not receive the humor-embedded instruction
indicating more content retention.

11. Humor group
shows better long-
term retention

12. Question #3
What do students self-report concerning humor, achievement,
and memory retention on open-ended interview questions?
Humor triggers memory
Calming and lively
Strong association with the
teacher
Interesting and engaging
instruction

13. Qualitative data
validates prior research
in the areas of:
Neuroscience
Cognitive and humor
development
Social development &
Community
Best Practices

14. Design Challenges
Number of questions on tests
Pretest instructions
Powerful teaching techniques

15. Implications
Future Research Humor in Practice Humor & Leadership
Gender Teacher training Paradigm Shift
Socioeconomic groups Online Learning Course
Economical Evaluations

16. Summary
Humor-embedded instruction has similar results as
instruction that uses traditional best practices, but
has the additional social, cognitive, physical and
emotional benefits.