The authors report that jokes helped learners pay more attention and increased concentration during class¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Results are said to show that joke-based lessons helped students pay more attention in class and raised their level of concentration. → Sanchez 2018

Evidence¶

Sanchez 2018¶

Sanchez, A. C. & Magro, L. J. C. (2018). Humour in the teaching of English and German equivocal words. Cypriot Journal of Educational Sciences, 13(4), 645-653. https://eric.ed.gov/?id=EJ1202228

q2 · i? · causal · r1

Authors' general interpretation of the pilot study results, presented in the Results section alongside the post-test figures; it is a stated observation without a printed measure or test statistic.

"Generally speaking, the r esults show that jokes help them pay more attention during class and increase their level of concentration"

Discussion¶

Related Claims¶

• Within the experimental groups, the humour-based memory strategy operated more efficiently with older participants than with younger ones — related
• Spanish B1 learners taught equivocal words through joke-telling retained more vocabulary on a two-week delayed post-test than learners taught the same items conventionally — related
• The yellow behavioral cluster corresponds to a joking frame in which ambiguous tone protects students who venture risky ideas — related