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Cognitive effects of humorous drawings on learning: An eye‐tracking study.

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Title: Cognitive effects of humorous drawings on learning: An eye‐tracking study.
Authors: Cazes, Mathilde (AUTHOR), Noël, Audrey (AUTHOR), Jamet, Eric (AUTHOR)
Source: Applied Cognitive Psychology. Jan2024, Vol. 38 Issue 1, p1-12. 12p.
Subjects: Eye tracking, Computer assisted instruction, Educational outcomes, Eye movements, Laughter, Learning, Active learning
Abstract: Although humor is frequently used in face‐to‐face courses and computer‐based training, there is no consensus in the literature on its effects on students' learning. The aim of the present study was therefore to assess the cognitive effects of adding humorous drawings in a computer‐based course on both learning outcomes and learning behaviors (eye movements). It was assumed that humorous drawings would improve learning through the active resolution of incongruity. To isolate this effect from those of the illustrations, a nonhumorous drawings condition was also compared with the text‐only condition. Eye‐movement data showed that humor increased visiting duration for the drawings. Learning outcomes were not affected by the nonhumorous drawings, whereas humor had a positive effect on comprehension, though not on retention. This effect of humor was not mediated by visiting time for the slides. Our results argue in favor of the use of content‐relevant cartoons to improve students' learning. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cognitive effects of humorous drawings on learning: An eye‐tracking study.
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  Data: <searchLink fieldCode="AR" term="%22Cazes%2C+Mathilde%22">Cazes, Mathilde</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Noël%2C+Audrey%22">Noël, Audrey</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jamet%2C+Eric%22">Jamet, Eric</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Jan2024, Vol. 38 Issue 1, p1-12. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+movements%22">Eye movements</searchLink><br /><searchLink fieldCode="DE" term="%22Laughter%22">Laughter</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink>
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  Label: Abstract
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  Data: Although humor is frequently used in face‐to‐face courses and computer‐based training, there is no consensus in the literature on its effects on students' learning. The aim of the present study was therefore to assess the cognitive effects of adding humorous drawings in a computer‐based course on both learning outcomes and learning behaviors (eye movements). It was assumed that humorous drawings would improve learning through the active resolution of incongruity. To isolate this effect from those of the illustrations, a nonhumorous drawings condition was also compared with the text‐only condition. Eye‐movement data showed that humor increased visiting duration for the drawings. Learning outcomes were not affected by the nonhumorous drawings, whereas humor had a positive effect on comprehension, though not on retention. This effect of humor was not mediated by visiting time for the slides. Our results argue in favor of the use of content‐relevant cartoons to improve students' learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/acp.4178
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        Text: English
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        Type: general
      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Educational outcomes
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              Text: Jan2024
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