Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Nghiên cứu so sánh về việc sử dụng hài hước trong thiết kế giáo dục
Tóm tắt
Nghiên cứu này đã kiểm tra tác động của ba thiết kế giảng dạy tích hợp và liền mạch sử dụng hài hước không phù hợp đối với việc nhận diện và hồi tưởng thông tin, được đo bằng các bài kiểm tra học tập ngay lập tức và khả năng lưu giữ. Học sinh lớp một trong ba lớp (N=58) được phân bổ ngẫu nhiên vào một trong ba nhóm điều trị thiết kế hài hước và một nhóm đối chứng. Trong hai ngày liên tiếp trước khi nhận được điều trị bằng hài hước, mỗi nhóm đã nhận một đoạn băng đọc một câu chuyện quen thuộc, điều này đã thành công trong việc thao tác chủ thể đến mức độ hưng phấn và hứng thú thấp trên tất cả các nhóm. Ba thiết kế hài hước bao gồm một trải nghiệm hài hước ngay lập tức được theo sau bởi một bài thuyết trình nghiêm túc về thông tin mới (thiết kế liền mạch-ngay lập tức), trải nghiệm hài hước giống nhau với một sự trì hoãn một tuần trong việc trình bày thông tin mới (thiết kế liền mạch-trì hoãn), và một bài trình bày thông tin mới có hài hước được xen kẽ (thiết kế tích hợp). Kết quả cho thấy rằng hai nhóm điều trị hài hước liền mạch có điểm số trí nhớ và khả năng lưu giữ ngay lập tức cao hơn nhóm đối chứng, đặc biệt là về việc hồi tưởng thông tin mới. Điều trị hài hước tích hợp không đạt được phản ứng hài hước như mong đợi. Những hạn chế của các nghiên cứu trước đây, mà thường không hỗ trợ giá trị giảng dạy của hài hước, được thảo luận theo lý thuyết cơ bản và nghiên cứu về hài hước, động lực và học tập.
Từ khóa
#hài hước #thiết kế giáo dục #khả năng lưu giữ #hồi tưởng thông tin #tâm lý học giáo dụcTài liệu tham khảo
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