Humor as an Interpersonal Communication Tool in Educational Settings: Promoting Engagement and Knowledge Retention

Abstract

The decreasing attention span of the learners demands innovative teaching strategies that can enhance student engagement and help them retain knowledge for a longer period. While traditional methods proved inadequate to capture the students' interest, humor is identified as a tool that can bridge the gap between active and passive learning. This study investigates the multifaced role of humor as an interpersonal communication tool and its usefulness for student engagement and knowledge retention. A qualitative approach was adopted involving semi-structured in-depth interviews with teachers as well as students. The insights gained from these interviews were then subjected to thematic analysis to uncover the role of humor in the educational context. Findings revealed humor as a valuable tool for reducing uncertainty in interpersonal communication, creating a positive environment, and establishing stronger bonds between teachers and students. Humor was identified as a social skill that can break the monotony in the class, and encourage shy students to participate leading to enhanced engagement. Various useful techniques like humorous mnemonics and concept reinforcement proved helpful for students in long-term knowledge retention. The study concludes that humor, if strategically used, can enhance student engagement by adding a new dimension to theories of interpersonal communication such as uncertainty reduction theory. It also suggests curriculum designers consider integrating humor into course content for more effective and enhanced learning experiences.