# Can a Humorous Conversational Agent Enhance Learning Experience and Outcomes?

arXiv: https://arxiv.org/abs/2108.11259 · HTML: https://mlsanity.com/paper/2108.11259/

## Key facts

- Cited by 4 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 25 Aug 2021.

## Built on by (most cited first, 4 of 4)

- [Platform-Independent and Curriculum-Oriented Intelligent Assistant for Higher Education](https://mlsanity.com/paper/2302.09294/) (2023)
- [Leveraging Interesting Facts to Enhance User Engagement with Conversational Interfaces](https://mlsanity.com/paper/2404.06659/) (2024)
- [Natural Language Communication with a Teachable Agent](https://mlsanity.com/paper/2203.09016/) (2022)
- ["Not Human, Funnier": How Machine Identity Shapes Humor Perception in Online AI Stand-up Comedy](https://mlsanity.com/paper/2602.12763/) (2026)

## Abstract (arXiv)

Previous studies have highlighted the benefits of pedagogical conversational agents using socially-oriented conversation with students. In this work, we examine the effects of a conversational agent's use of affiliative and self-defeating humour -- considered conducive to social well-being and enhancing interpersonal relationships -- on learners' perception of the agent and attitudes towards the task. Using a between-subjects protocol, 58 participants taught a conversational agent about rock classification using a learning-by-teaching platform, the Curiosity Notebook. While all agents were curious and enthusiastic, the style of humour was manipulated such that the agent either expressed an affiliative style, a self-defeating style, or no humour. Results demonstrate that affiliative humour can significantly increase motivation and effort, while self-defeating humour, although enhancing effort, negatively impacts enjoyment. Findings further highlight the importance of understanding learner characteristics when using humour.