Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay

Kim, Beaumie; Ho, Wing

doi:10.1016/j.ijcci.2018.01.001

Cited by 17 publications

(9 citation statements)

References 22 publications

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“…Emerging as early as childhood, humor plays a pivotal role in shaping a child's self-concept and even their academic engagement (Iivari et al, 2020;Søbstad & Lillemyr, 2010). Beyond academic contexts, humor also fosters cooperative and social behaviors (Kim & Ho, 2018). Since the self is both a social construct and a shaping force, it can serve as a gauge to assess one's own strengths and weaknesses.…”

Section: -324mentioning

confidence: 99%

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Yıldırım,

Karaca,

Şenol

2024

iejee

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Self concept is an experiential formation gained as a result of certain experiences. The concept of self-concept has an interesting intersection with the psychological field of humour. The aim of the study is to examine the relationship between the humor styles and self-perceptions of primary school 4th grade students and to conduct the validity-reliability study of the humor styles measurement tool. The study group of the research was carried out with 525 students attending the 4th grade of primary school. “Humor Styles Questionnaire for Young Children” (HSQ-Y) and “Self-Perception Profile for Children” (CIBAP) were used as data collection tools. In the analysis of the research, first of all, the validity-reliability study of the humor styles questionnaire was conducted and the correlational scanning method of the general scanning model was used to examine the relationship between humor styles and self-perceptions of primary school students. In the results of the research; The humor styles questionnaire was found to be valid and reliable. In the relationship between; The sub-dimension of the humor styles questionnaire reveals the positive and significant relationship of the "participatory humor style" with all the sub-dimensions of the self-perception profile for children, and the "self-enhancing humor style" with the sub-dimension of "social acceptance". In the study, it was also observed that "aggressive humor style" was negatively related to "educational competence", "behavioral management", "social acceptance" "general self-worth" sub-dimensions, and "self-destructive humor style" was negatively related to "athletic competence" sub-dimensions.

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Section: -324mentioning

confidence: 99%

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Yıldırım,

Karaca,

Şenol

2024

iejee

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“…Within broader sociocultural views of learning, we draw on selfdirected theories of learning (i.e., Engle and Conant, 2002;Azevedo, 2006;Kim and Ho, 2018). Self-directed theories of learning describe how learners become engaged and motivated to continue an activity of their own volition.…”

Section: Self-directed Theories Of Learning and Personal Excursionsmentioning

confidence: 99%

Rising in the ranks!: learning math or playing games?

Sager,

Sherard,

Milton

et al. 2023

Front. Educ.

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This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a group of 18 middle grade learners who used MathExplorer to engage in math walks at a local nature preserve. While most youths in this study used the game as planned by the researchers, one group deviated from the plan and devised new ways of playing the game and participating in the math walks. We see this deviation, or personal excursion, as a source of insight for research on game-based math walks. To understand the learning that took place during this personal excursion, we draw upon sociocultural and self-directed theories of learning. Using methods of interaction analysis and embodied action conversation framework, we analyzed the small groups’ discussion, movement, and game-use to understand: (1) the point at which the students departed from the planned use of MathExplorer; and (2) the learning that took place after this departure. The findings include how the youth explicitly incorporate mathematics into game play through an activity-as-planned, and how the youth embark on a personal excursion relating to game mechanics and gamification, with an implicit focus on mathematics. We discuss the importance of personal excursions for designing informal mathematics learning experiences.

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“…Numerous studies have considered humor in games (e.g. [9,31]) and during gameplay [33,62]. In addition, humor has been considered in relation to human computer interaction as in the case of human-robot interaction [42,59] or in interaction with virtual agents [32,37].…”

Section: Related Researchmentioning

confidence: 99%

“…Some of these studies have already been conducted with children. Researchers have examined how humor pictures in gameplay [33], in social media [2], or in children's playful practices [53]. Studies have also proposed how humor can be integrated into children's design activities [19] and how humor can contribute to children's computing education [4].…”

Section: Related Researchmentioning

confidence: 99%

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"Arseing around was Fun!" Humor as a Resource in Design and Making

Iivari

Kinnula

Kuure

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Humor is an inevitable part of human life. Most of us are capable of experiencing and appreciating humor. From this perspective, surprisingly little HCI research can be found scrutinizing the existence, role, and potential of humor in our design practice. The gap remains also related to children and teenagers; there is a lack of studies appreciating the emergence and existence of humor in the design process without intentionally evoking it. Thus, this study examines humor as a naturally occurring phenomenon in the design process. The study was conducted in collaboration with a class of teenagers and their teachers. The study identifies various forms and functions of humor in the design process and reveals its situated, emergent nature as a resource in interaction within design. The study proposes a practical tool for designers for anticipating and potentially facilitating the emergence, forms and usages of humor as an interactional resource in design.

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Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay

Cited by 17 publications

References 22 publications

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Rising in the ranks!: learning math or playing games?

"Arseing around was Fun!" Humor as a Resource in Design and Making

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Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay

Cited by 17 publications

References 22 publications

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y

Rising in the ranks!: learning math or playing games?

"Arseing around was Fun!"  Humor as a Resource in Design and Making

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"Arseing around was Fun!" Humor as a Resource in Design and Making