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The effect of humorous instructional materials on interest in a math task

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Abstract

Two studies tested the effect of humor, embedded in learning materials, on task interest. College student participants (N Study 1 = 359, N Study 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. Mediating variables of this effect were tested across both studies. Although the mediating variables showed inconsistency, humor may affect task interest through affective responses immediately following the instruction, rather than in subsequent interaction with the task.

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Acknowledgments

We would like to thank John Skowronski, Lisa Finkelstein, and several anonymous reviewers for their help with the development of this paper.

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Authors and Affiliations

  1. Northern Illinois University, DeKalb, IL, USA

    Kristina L. Matarazzo, Amanda M. Durik & Molly L. Delaney

Authors
  1. Kristina L. Matarazzo
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  2. Amanda M. Durik
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  3. Molly L. Delaney
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Correspondence to Amanda M. Durik.

Appendices

Appendix 1: Manipulations in the program

Introduction to task

Non-humorous version

Even though calculators have been around for a long time, people were doing math long before they had help from these devices. What did people do without the ability to multiply large numbers at the press of a few buttons? Well, today, you are going to learn just how they might have done that. You’re going to learn mental math.

Humorous version

Try your best to imagine a time, long, long ago. You know, that time your parents are always referring to—when they had to walk 18 miles to work, uphill, during a blizzard just to earn 10 cents an hour. A time when life wasn’t so easy for us “crazy kids.” A time before computers, cell phones, and other electronic devices. A time with no video games (even before old-school Nintendo), no color TV, no email. A time WITHOUT the most important tool of all… insert dramatic music here… The Calculator. Gasp!

What did our ancestors do without the ability to multiply large numbers at the press of a few buttons? It is horrifying to imagine, but—believe it or not—they got by, and they multiplied their little hearts out. Today, you are going to learn just how they might have done that.

First word problem

Non-humorous version

Anna McDougall signed up for an online chat room. Since then, she has chatted for 14 hours each month for the last 12 months. How many hours has Anna spent chatting online?

Humorous version

Anita Man signed up for an online dating service. Since then, she has gone on 14 first-dates each month for the last 12 months, and is STILL single. How many men has Anita Man driven away with her charm?

Second word problem

Non-humorous version

For reasons we will not discuss here, it takes 23 professors to teach the classes in the Psychology Building. If each professor has 42 students, how many students are taking classes in the Psychology Building?

Humorous version

For reasons we will not discuss here, it takes 23 professors to screw in a lightbulb. If there are 42 lightbulbs in the psychology building, how many professors do you need to screw in them all?

Appendix 2: Manipulations in the test instructions

Non-humorous version

Using the new mental math technique that you’ve learned, you will have 3 minutes to complete as many of the problems as you can. Record your answers to each problem on the numbered answer sheet given to you by the experimenter. When the 3 minutes are up, you will be asked to stop. Begin when you are ready.

Humorous version

Now is the time that you have been waiting for! A chance to show your parents that you, too, could have walked uphill, 18 miles to work in a blizzard. A chance to show them that you could have survived without a calculator. Using the new mental math technique that you’ve learned, you will have 3 min to complete as many of the problems as you can. Record your answers to each problem on the numbered answer sheet given to you by the experimenter. When the 3 min are up, you will be asked to stop. Begin when you are ready to multiply your little heart out.

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Matarazzo, K.L., Durik, A.M. & Delaney, M.L. The effect of humorous instructional materials on interest in a math task. Motiv Emot 34, 293–305 (2010). https://doi.org/10.1007/s11031-010-9178-5

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