ORCID
https://orcid.org/0009-0005-2256-9411
Keywords
Instructional Communication, Humor, Human-Machine Communication, Artificial Intelligence, Computers as Social Actors (CASA)
Abstract
This research examined the role of humor in instructional communication, focusing on human-to-human and human-machine communication (HMC). As artificial intelligence (AI) becomes increasingly embedded in learning environments, it is critical to understand how elements such as humor influence user perceptions and, consequently, affective learning outcomes. Previous arguments about humor in educational settings, particularly those centered on traditional student-teacher interactions, have been arguably derelict. Therefore, this research revisited earlier assertions about humor, extending the inquiry to include online communication and AI-driven chatbots in learning management systems. Specifically, the study explored how humor and the type of agent (human or AI chatbot) influenced perceptions of likability, communication effectiveness, communication appropriateness, and source credibility. The findings revealed that humor had both positive and negative effects on perceptions of human and AI teaching assistants, depending on the specific variable measured. Furthermore, learners consistently rated human assistants more favorably than AI-powered chatbots across nearly all metrics assessed in the study. These results challenge the long-standing Computers as Social Actors (CASA) paradigm, which posits that humans mindlessly treat machines per existing scripts for social interactions, and instead suggests that humans may be developing distinct scripts specifically for interacting with technology, separate from those used in human-to-human communication.
Completion Date
2024
Semester
Fall
Committee Chair
Yu, Nan and Strawser, Michael
Degree
Doctor of Philosophy (Ph.D.)
College
College of Sciences
Department
Nicholson School of Communication and Media
Degree Program
Strategic Communication
Format
Identifier
DP0029008
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
UCF Downtown
STARS Citation
Looney, Melissa M., "Humor as an Instructional Communication Tool: Revisiting Humor and Exploring the New Punchline in Human-Machine Communication" (2024). Graduate Thesis and Dissertation post-2024. 44.
https://stars.library.ucf.edu/etd2024/44
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