(153a) Integrated Humor in the Engineering Classroom Using Isomorphic Mapping to Improve Learning Outcomes Via Increased Germane Cognitive Load

Numerous claims that humor can improve education have been made in various areas. However, there is precious little direct evidence of this, particularly in technical areas such as engineering. A method to formulate such humorous/relatable examples is described here that is simple for technical educators to use in educational interventions. Using a cognitive load survey, adapted from previous survey instruments, we characterized the cognitive load components of students in response to traditional and humorous/relatable educational interventions in two chemical engineering classes. Early results suggested that addition of humor was not effective. We hypothesized that humor distracted engineering students by increasing the extraneous cognitive load (the mental effort used in processing material not relevant to the educational lesson. To this end we integrated humor into the educational lesson to reduce the extraneous cognitive load. We hypothesized that a humorous/relatable example integrated into the educational lesson would increase the germane cognitive load (the mental effort used to observe patterns in the new material and facilitate learning). We hypothesized that a humorous relatable exmples would increase the germane cognitive load because the students could relate to such an example. If this example was sufficiently similar in structure to the actual technical lesson (isomorphic) then knowledge transfer to the actual lesson would occur. This adapted cognitive load survey produced self-consistent results that were used to determine what type of humorous/relatable intervention could improve the germane cognitive load associated with improved educational outcomes. If the intrinsic cognitive load is relatively high, a humorous/relatable example integrated into the educational lesson can improve germane cognitive load. However, the example must be isomorphic in structure to the associated educational lesson to achieve such results. If the intrinsic cognitive load is sufficiently low, then increased germane cognitive load can be achieved without such an intervention. Humor itself is not actually required as long as the humorous/relatable example is isomorphic and integrated into the educational lesson. However, humor often results from the incongruity of mixing a technical and non-technical concept that are isomorphic. Humor can add the additional benefits of increased student engagement and instructor immediacy.