Does humor in popular science magazine articles increase information retention and receptiveness in science education?

Abstract

Much current opinion suggests that humor as a communication tool in science communication is useful beyond the mere amusement value it provides. This study aimed to test if humor inserts in two popular science articles increased the retention of information and receptiveness to science among Portuguese undergraduate students. These articles and positive, non-aggressive humor inserts were created by the first author of the current article who has previous practical experience with science-related comedy. A sample of 226 students was randomly divided in two groups, with half reading humorous versions of the two articles and the other half reading control versions without humor. Retention of information and receptiveness were assessed through questionnaires, and comparisons were done using statistical tests. Results of the research showed that the increase in retention of information and interest with humor inserts in popular articles directed at science education was not statistically significant, thus suggesting little advantage in its use. The findings are discussed about the use of humor in popular science articles and the potential distracting qualities of humor in science communication and education.