{"title":"幽默教学主体对科学教育中学生投入和学习成绩的影响","authors":"Fateme Ashrafzade, Yousef Mahdavinasab, Nasrin Mohammadhasani, Mahsa Moradi","doi":"10.1111/jcal.70107","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non-humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study evaluates the effectiveness of humorous PAs compared to non-humorous PAs in improving academic performance and student engagement among fifth-grade students in science education.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A quasi-experimental design with pre-test and post-test measures was used. A sample of 78 fifth-grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (<i>n</i> = 28), non-humorous PA (<i>n</i> = 25) and no PA (<i>n</i> = 25). Data were collected using a researcher-developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non-humorous PA and no PA groups. The ‘humorous PA’ group achieved the highest scores in both engagement and academic performance.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. The study highlights the importance of considering the personality and style of PAs to optimise student engagement and academic performance.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education\",\"authors\":\"Fateme Ashrafzade, Yousef Mahdavinasab, Nasrin Mohammadhasani, Mahsa Moradi\",\"doi\":\"10.1111/jcal.70107\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non-humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study evaluates the effectiveness of humorous PAs compared to non-humorous PAs in improving academic performance and student engagement among fifth-grade students in science education.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A quasi-experimental design with pre-test and post-test measures was used. A sample of 78 fifth-grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (<i>n</i> = 28), non-humorous PA (<i>n</i> = 25) and no PA (<i>n</i> = 25). Data were collected using a researcher-developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non-humorous PA and no PA groups. The ‘humorous PA’ group achieved the highest scores in both engagement and academic performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. 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The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education
Background
The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non-humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied.
Objectives
This study evaluates the effectiveness of humorous PAs compared to non-humorous PAs in improving academic performance and student engagement among fifth-grade students in science education.
Methods
A quasi-experimental design with pre-test and post-test measures was used. A sample of 78 fifth-grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (n = 28), non-humorous PA (n = 25) and no PA (n = 25). Data were collected using a researcher-developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA.
Results
The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non-humorous PA and no PA groups. The ‘humorous PA’ group achieved the highest scores in both engagement and academic performance.
Conclusions
These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. The study highlights the importance of considering the personality and style of PAs to optimise student engagement and academic performance.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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