Two studies tested the effect of humor, embedded in learning materials, on task interest. College student participants (NStudy 1 = 359, NStudy 2 = 172) learned a new math technique with the presence or absence of humor in the learning program and/or test instructions. Individual interest in math was measured initially and also tested as a factor. The results showed that the effect of humor in the learning program depended on individual interest in math. Humor raised task interest for those with low individual interest in math but slightly lowered task interest for those with high individual interest in math....
The effect of humorous instructional materials on interest in a math task
Kristina L. Matarazzo • Amanda M. Durik • Molly L. Delaney | Motiv Emot (2010) 34:293–305