The Role of Humor in Teaching and Its Relationship to Flow Experience
The Role of Humor in Teaching and Its Relationship to Flow Experience

Summary/Abstract: Among the challenges facing twenty-first-century education, the increasing importance of experiential learning, student engagement, and intrinsic motivation has be¬come increasingly apparent. The effectiveness of the learning process is determined not only by the amount of material taught or the quality of frontal knowledge transfer, but also by the psychological state in which the learner is immersed during the activity. One of the most widely recognised concepts of this mental state is flow, in which the individual’s full attention and competence are focused on a challenging yet achievable task, while perceptions of time, self-reflection, and external pressure are pushed into the background. The integration of flow theory into education has been on the agenda for decades, but in recent years, a flow-based pedagogical model has emerged that specifically aims to sustain this state of consciousness. One of the model’s unique features is that it takes into account not only the cognitive and methodological condi¬tions for inducing student immersion, but also the affective and interpersonal condi¬tions. In this context, teacher humour, as a tool for fostering emotional connections and enhancing motivation, is an integral part of the model. The aim of this study is to explore how teacher humour functions as a flow-supporting factor in Dominek’s Flow-based Pedagogical Model (hereinafter: FPM) and to examine the psychological, pedagogical, and methodological implications of this integration. In this study, the theoretical foundations of flow and humour will be reviewed, then present the relevant elements of the FPM, and finally an integrated interpretive framework will be proposed that can serve as a starting point for empirical research.

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