Previous studies on humor in education have focused on the use of humor embedded in the presentation of content material. Some research, however, suggests that humor is an effective tool for increasing divergent thinking and information acquisition if the humor is given prior to the presentation of content material. This study used an experimental design to test if humor given prior to content presentation was more effective in helping students understand and remember information and enjoy the presentation than a control group treatment. Statistical tests did not support either hypothesis. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/30668 |
| Date | 18 August 1998 |
| Creators | Whisonant, Robert Dowling |
| Contributors | Curriculum and Instruction, Burton, John K., Moore, David M., Magliaro, Susan G., Jones, Franklin, Holmes, Glen A. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | Whisonant.pdf |
Page generated in 0.0022 seconds