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Abstract The primary goal of the study is to investigate the effect of the usage of humor on behavioral, emotional, and cognitive engagement in online learning. Humorous elements were integrated into the online learning components. The mixed-method study was conducted over 14 weeks with the participation of 74 university students in an online university course. As a result, elements of humor can be integrated into materials for attention grabbing, recalling, feedback, and humor breaks. A diversity of humorous elements created a significant difference and improved behavioral engagement for course materials, discussions, and assignments. However, humorous elements did not contribute to the behavioral engagement for quizzes. It was additionally observed for emotional engagement that the use of humor created a significant difference and improved emotional engagement. As for cognitive engagement, a positive influence of the usage of humorous elements in course materials, discussions and assignments was observed.
Erdoğdu et al. (Mon,) studied this question.