An empirical investigation of the use of humor in university classrooms

Abstract Purpose – The purpose of this paper is to investigate the use of humor in university classrooms in Qatar. This paper also seeks to highlight the positive impact of humor on learning and creativity. Design/methodology/approach – Using two different surveys, 101 Qatar University business students, mostly accounting and finance majors, are asked to rate different statements about the use of humor in university classrooms. Findings – Students are overwhelmingly in favor of the use of humor. They think that most professors do not use it to enhance learning. On the other hand, they do not want extreme forms of humor; they would rather see a lighthearted approach where the professor is formal but yet approachable and relaxed. Finally, it appears that finance students have a higher appreciation for humor compared with accounting students. Originality/value – Using humor in the classroom is one aspect of learning that has been ignored by college education research in the area. University professors can dramatically increase the quality of learning by offering their students a pleasant environment.