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The 10 most absurd published scientific papers

This article was taken from the April issue of Wired UK magazine. Be the first to read Wired's articles in print before they're posted online, and get your hands on loads of additional content by subscribing online

Not many grad students see the funny side of science. Meredith Carpenter and Lillian Fritz-Laylin, from the Molecular and Biology Department at UC Berkeley, not only see it but blog it. Their site, ncbirofl.com (National Center for Biotechnology Information, Rolling On the Floor Laughing), is a repository for absurd published scientific papers. Here is their top ten...

Optimising the sensory characteristics and acceptance of canned cat food: use of a human taste panel. (Journal of Animal Physiology and Animal Nutrition)

Effects of cocaine on honeybee dance behaviour. (Journal of Experimental Biology)

Swearing as a response to pain. (NeuroReport)

Pigeons can discriminate "good" and "bad" paintings by children. (Animal Cognition)

The "booty call": a compromise between men's and women's ideal mating strategies. (The Journal of Sex Research)

Intermittent access to beer promotes binge-like drinking in adolescent but not adult Wistar rats. (Alcohol)

Fellatio by fruit bats prolongs copulation time. (PLoS One)

More information than you ever wanted: does Facebook bring out the green-eyed monster of jealousy? (Cyberpsychology and Behavior)

Are full or empty beer bottles sturdier and does their fracture-threshold suffice to break the human skull? (Journal of Forensic and Legal Medicine)

The nature of navel fluff. (Medical Hypotheses)

This article was originally published by WIRED UK

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Short talks to watch during your coffee break

Got just enough time for a coffee, but in need of a mental pick-me-up? These short, yet riveting talks may just do the trick.

8 secrets of success

Got a meeting? Take a walk

How to grow fresh air

Why I'm a weekday vegetarian

A visual history of social dance in 25 moves

Archaeology from space

Love letters to strangers

Let’s try emotional correctness

The surprising way groups like ISIS stay in power

Open-sourced blueprints for civilization

The 10 Most Ridiculous Scientific Studies

I mportant news from the world of science: if you happen to suffer a traumatic brain injury, don’t be surprised if you experience headaches as a result. In other breakthrough findings: knee surgery may interfere with your jogging, alcohol has been found to relax people at parties, and there are multiple causes of death in very old people. Write the Nobel speeches, people, because someone’s going to Oslo!

Okay, maybe not. Still, every one of those not-exactly jaw-dropping studies is entirely real—funded, peer-reviewed, published, the works. And they’re not alone. Here—with their press release headlines unchanged—are the ten best from from science’s recent annals of “duh.”

Study shows beneficial effect of electric fans in extreme heat and humidity: You know that space heater you’ve been firing up every time the temperature climbs above 90º in August? Turns out you’ve been going about it all wrong. If you don’t have air conditioning, it seems that “fans” (which move “air” with the help of a cunning arrangement of rotating “blades”) can actually make you feel cooler. That, at least, was the news from a study in the Journal of the American Medical Association (JAMA) last February. Still to come: “Why Snow-Blower Use Declines in July.”

Study shows benefit of higher quality screening colonoscopies: Don’t you just hate those low-quality colonoscopies? You know, the ones when the doctor looks at your ears, checks your throat and pronounces, “That’s one fine colon you’ve got there, friend”? Now there’s a better way to go about things, according to JAMA, and that’s to be sure to have timely, high quality screenings instead. That may be bad news for “Colon Bob, Your $5 Colonoscopy Man,” but it’s good news for the rest of us.

Holding on to the blues: Depressed individuals may fail to decrease sadness: This one apparently came as news to the folks at the Association for Psychological Science and they’ve got the body of work to stand behind their findings. They’re surely the same scientists who discovered that short people often fail to increase inches, grouchy people don’t have enough niceness and folks who wear dentures have done a terrible job of hanging onto their teeth. The depression findings in particular are good news, pointing to exciting new treatments based on the venerable “Turn that frown upside down” method.

Quitting smoking after heart attack reduces chest pain, improves quality of life: Looks like you can say goodbye to those friendly intensive care units that used hand out packs of Luckies to post-op patients hankering for a smoke. Don’t blame the hospitals though, blame those buzz-kills folks at the American Heart Association who are responsible for this no-fun finding. Next in the nanny-state crosshairs: the Krispy Kreme booth at the diabetes clinic.

Older workers bring valuable knowledge to the job: Sure they bring other things too: incomprehensible jokes, sensible shoes, the last working Walkman in captivity. But according to a study in the Journal of Applied Psychology , they also bring what the investigators call “crystallized knowledge,” which comes from “knowledge born of experience.” So yes, the old folks in your office say corny things like “Show up on time,” “Do an honest day’s work,” and “You know that plan you’ve got to sell billions of dollars worth of unsecured mortgages, bundle them together, chop them all up and sell them to investors? Don’t do that.” But it doesn’t hurt to humor them. They really are adorable sometimes.

Being homeless is bad for your health: Granted, there’s the fresh air, the lean diet, the vigorous exercise (no sitting in front of the TV for you!) But living on the street is not the picnic it seems. Studies like the one in the Journal of Health Psychology show it’s not just the absence of a fixed address that hurts, but the absence of luxuries like, say, walls and a roof. That’s especially true in winter—and spring, summer and fall too, follow-up studies have found. So quit your bragging, homeless people. You’re no healthier than the rest of us.

The more time a person lives under a democracy, the more likely she or he is to support democracy: It’s easy to fall for a charming strong-man—that waggish autocrat who promises you stability, order and no silly distractions like civil liberties and an open press. Soul-crushing annihilation of personal freedoms? Gimme’ some of that, big boy. So it came as a surprise that a study in Science found that when you give people even a single taste of the whole democracy thing, well, it’s like what they say about potato chips, you want to eat the whole bag. But hey, let’s keep this one secret. Nothing like a peevish dictator to mess up a weekend.

Statistical analysis reveals Mexican drug war increased homicide rates: That’s the thing about any war—the homicide part is kind of the whole point. Still, as a paper in The American Statistician showed, it’s always a good idea to crunch the numbers. So let’s run the equation: X – Y = Z, where X is the number of people who walked into the drug war alive, Y is the number who walked out and Z is, you know, the dead guys. Yep, looks like it adds up. (Don’t forget to show your work!)

Middle-aged congenital heart disease survivors may need special care: Sure, but they may not, too. Yes you could always baby them, like the American Heat Association recommends. But you know what they say: A middle-aged congenital heart disease survivor who gets special care is a lazy middle-aged congenital heart disease survivor. Heck, when I was a kid, our middle-aged congenital heart disease survivors worked for their care—and they thanked us for it too. This is not the America I knew.

Scientists Discover a Difference Between the Sexes: Somewhere, in the basement warrens of Northwestern University, dwell the scientists who made this discovery—androgynous beings, reproducing by cellular fission, they toiled in darkness, their light-sensitive eye spots needing only the barest illumination to see. Then one day they emerged blinking into the light, squinted about them and discovered that the surface creatures seemed to come in two distinct varieties. Intrigued, they wandered among them—then went to a kegger and haven’t been seen since. Spring break, man; what are you gonna’ do?

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Write to Jeffrey Kluger at [email protected]

12 mind-expanding TED talks to watch if you've got 5 minutes or less

You may not have all week to read a new book, but chances are you have five minutes to watch a TED talk.

Owing to their easy-to-digest format, even the shortest TED talks contain fascinating insights worthy of discussion.

Let these talks be the start of your next conversation.

"The jobs we'll lose to machines — and the ones we won't" by Anthony Goldbloom

Goldbloom is a machine learning expert. The research he presents in his 2016 talk reflects on how many jobs will get displaced by robotics and artificial intelligence software over the coming decades.

Machine learning will help computers get really smart at figuring out complex tasks to do them better and faster than a human — tasks such as essay writing and diagnoses of eye diseases.

Duration — 4:36

"How the news distorts our worldview" by Alisa Miller

Miller, CEO of Public Radio International, explains how news media fundamentally shapes the way people view the world. Her 2008 talk addresses the flaws of covering only the extremes — the really serious and the really fluffy.

Ultimately, her talk suggests a lack of global coverage prevents people from becoming global citizens.

Duration — 4:19

"Break the silence for suicide attempt survivors" by JD Schramm

Stanford lecturer JD Schramm urges people to reconsider the taboo surrounding suicide attempts, as people who fail the first time are far more likely to succeed  the second time, research shows.

Silence only furthers the isolation, Schramm says in his 2011 talk. He encourages viewers to learn more about the resources available to survivors.

Duration — 4:14

"How I built a windmill" by William Kamkwamba

Power was scarce in William Kamkwamba's home country of Malawi, so he decided to collect his own energy.

The windmill Kamkwamba built is the subject of his 2007 talk, in which he describes the steps of collecting spare parts to build a multi-story structure that, once completed, could power four light bulbs and two radios.

The talk highlights just how far ingenuity can take someone if their drive is strong enough.

Duration — 4:07

"How to grow fresh air" by Kamal Meattle

In his 2009 talk, activist Kamal Meattle reveals how three varieties of plants, arranged throughout a person's home, can produce measurably cleaner air. 

The plants are Areca Palm, Mother-in-Law's Tongue, and Money Plant. Based on when and how the plants convert carbon dioxide into oxygen, Meattle says they literally help people grow fresh air.

Duration — 3:59

"8 secrets of success" by Richard St. John

Marketer Richard St. John crams the many of elements of success into just a few minutes in his 2005 talk.  St. John's interviews have shown that people  are who successful, love the work they do, have persistence, give to others, and listen well to come up with new ideas.

The talk debunks the idea that successful people just get lucky. There are many other factors that deserve credit, too. 

Duration — 3:26

"Yup, I built a nuclear fusion reactor" by Taylor Wilson

When Taylor Wilson he was 14, he completed his homemade nuclear fusion reactor. He built it in his parents' garage.

In his 2012 talk, then 17-year-old Wilson explained some of his bigger breakthroughs since that time, including a system for detecting weapons-grade plutonium and uranium that costs orders of magnitude less than the models used by Homeland Security.

Duration — 3:25

"Got a meeting? Take a walk" by Nilofer Merchant

In her 2013 talk, Author Nilofer Merchant says a walking meeting is the perfect opportunity to get up and move after spending all day sitting at a desk. She says she now walks 20-30 miles a week, just taking meetings.

Her experience has taught her that "getting out of the box" of her office really does get her thinking out of the box.

Duration — 3:24

"Remember to say 'thank you'" by Laura Trice

The research on gratitude has found time and again that showing appreciation for someone or something is supremely important for personal happiness. 

Laura Trice's 2008 talk presents stories of how a simple "thank you" has transformed people's relationships and lives. Gratitude, Trice says, gives people a chance to express their insecurities however minor, and let others feel valued for being there.

"Try something new for 30 days" by Matt Cutts

Cutts, a software engineer, is no stranger to iteration. In his 2011 talk, he discusses the virtues of trying something new every 30 days.

Over his multi-month journey, he hiked parts of Mount Kilimanjaro, wrote a short novel, and became the kind of person who enjoys biking to work.

The biggest benefit: He learned the secret to creating new habits is setting small, concrete goals. Over time, they can't help but grow.

Duration — 3:20

"Keep your goals to yourself" by Derek Sivers

Sivers, an entrepreneur, presents compelling research in his 2010 talk that says people who achieve their goals are less likely to talk about those goals with others.

Studies have shown that discussing your goals makes you feel like you've already accomplished them, often leading you to work less hard at actually following through.

Duration — 3:15

"Forget multitasking, try monotasking" by Paolo Cardini

Paolo Cardini, a designer and teacher, urges people to reconsider the value of multitasking in his 2012 talk. He says it's overrated from a productivity standpoint.

And a lot of research agrees .

Instead, Cardini encourages people to try monotasking — doing one thing at a time until finishing, then starting the next task. It could make life a little easier.

Duration — 2:52

• Main content

5 Funniest Psychology Articles Ever

Psychology articles are never funny. except these ones..

Posted December 29, 2010

The unexpected jokes are always the funniest. Like remember when Bob the Builder accidentally swore on camera? Or when the Clippers won a game?

Who better to take advantage of this effect (i.e., the unexpected-comedic-communication-is-highly-humorous effect) than academic psychologists? In the thousands upon thousands of opportunities to publish funny psychology articles over the last 100 years, I found almost five!

Here they are: The five funniest psychology articles of all time.

Brevity Award

Writer's block! Arghh! This article aimed to fix it.

The unsuccessful self-treatment of a case of “writer's block”

(This one's been replicated , too.)

Lack of Brevity Award (and Best Title Award)

Danny Oppenheimer won the 2006 IgNobel prize for Literature with this paper. The title says it all:

Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly

The research in this one is really interesting.

Most Parachutes Award

Parachutes seem to work. But should we really trust our intuition ? This paper proposes asking science. (It's not technically psychology, but who cares.)

Parachute use to prevent death and major trauma related to gravitational challenge: systematic review of randomised controlled trials

The Fourth One

This is a really great paper. Its authors are funny, they do a study on jokes, and the opening anecdote is priceless. But it's also special because it has hilarious data.

Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments

Best Ever by a Long Shot Award

Measuring the Immeasurable: Or “Could Abraham Lincoln Take the Implicit Association Test?”

I can't tell which is more awesome, Figure 3 or Figure 5. It's too bad that the full pdf isn't available without a subscription because every word is worth reading. But here's a blog that covered some highlights . Arina Bones has done other research. This poster is also amazing:

Do Social Psychologists cause priming research or does priming research cause Social Psychologists?

And here is a list of the 10 weirdest science stories of 2010 from Discoblog, on Discovermagazine.com.

Follow me on Twitter @natekornell .

Nate Kornell , Ph.D. , is an Assistant Professor of Psychology at Williams College.

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Home » 200+ Funny Research Topics

200+ Funny Research Topics

Hello there! Are you tired of boring research topics that put you to sleep? Well, look no further because in this post we’ll be exploring some funny research topics that are sure to make your academic journey a little more enjoyable. From the psychology of why people find puns funny to the history of fart jokes, we’ll be diving into a range of lighthearted yet intriguing subjects that will surely leave you laughing and learning at the same time. So, buckle up and get ready for a wild ride through the world of humorous research!

Funny Research Topics

Some cool Funny Research Topics are as follows:

• Can cats really predict the end of the world?
• The correlation between the amount of coffee consumed and the frequency of spontaneous dance parties.
• An investigation into the validity of the “five-second rule” for food dropped on the floor.
• The effects of wearing a clown nose on productivity in the workplace.
• Can a person actually die of boredom?
• The impact of wearing a onesie on decision-making skills.
• The correlation between the number of puns in a conversation and overall happiness.
• An analysis of the personalities of people who prefer the Oxford comma versus those who don’t.
• The effects of listening to heavy metal music on the likelihood of encountering a unicorn.
• Can drinking pickle juice really cure a hangover?
• An investigation into the relationship between the size of a person’s feet and their ability to wiggle their ears.
• The effectiveness of a “dad joke” in diffusing a tense situation.
• The correlation between the frequency of taking selfies and the likelihood of winning the lottery.
• An analysis of the mental health benefits of singing show tunes in the shower.
• Can a person really sneeze with their eyes open?
• The impact of wearing a tiara on assertiveness in the workplace.
• An investigation into the relationship between the number of tattoos a person has and their likelihood of owning a pet snake.
• The effectiveness of using a rubber chicken as a stress ball.
• The correlation between the amount of cheese a person consumes and their likelihood of developing a superpower.
• An analysis of the effects of wearing a cape on the ability to parallel park.
• The impact of dad jokes on family relationships
• The correlation between sense of humor and musical taste
• The effectiveness of using humor to sell products
• The psychology of why we find bodily functions funny
• The history and evolution of comedy in video games
• A study on the comedic potential of artificial sweeteners
• The correlation between sense of humor and fashion choices
• The impact of comedy on public speaking anxiety
• The role of humor in reducing workplace turnover
• The use of humor in public health campaigns
• The effectiveness of using humor to promote safe driving behaviors
• The history and psychology of stand-up comedy
• A study on the comedic potential of emojis
• The correlation between sense of humor and dog breeds
• The impact of comedy on perception of online reviews
• The role of humor in reducing food waste
• The effectiveness of using humor to improve teamwork
• The history and evolution of comedy in animation
• The correlation between sense of humor and choice of alcoholic beverage
• The impact of comedy on perception of customer service
• The role of humor in promoting workplace safety
• A study on the comedic potential of interpretive dance
• The correlation between sense of humor and Myers-Briggs personality types
• The impact of comedy on public opinion of political candidates
• The role of humor in reducing environmental pollution
• The effectiveness of using humor to address social issues
• The history and psychology of prank shows
• The correlation between sense of humor and coffee preferences
• The impact of comedy on brand image
• The role of humor in promoting healthy eating habits
• A study on the comedic potential of home renovation shows
• The correlation between sense of humor and social media behavior
• The impact of comedy on customer loyalty in the retail industry
• The role of humor in promoting workplace productivity
• The effectiveness of using humor to promote energy conservation
• The history and evolution of comedy in comic books
• A study on the comedic potential of ASMR videos
• The correlation between sense of humor and horoscope signs
• The impact of comedy on public opinion of social issues
• The role of humor in reducing workplace stress
• The effectiveness of using humor to address racial prejudice
• The history and psychology of comedic game shows
• The correlation between sense of humor and breakfast food choices
• The impact of comedy on perception of brand personality
• The role of humor in promoting workplace creativity
• A study on the comedic potential of household appliances
• The correlation between sense of humor and music streaming service preferences
• The impact of comedy on public opinion of scientific research
• The role of humor in promoting sustainable fashion
• A study on the comedic potential of government press releases.
• The effectiveness of using dad jokes in diffusing tense situations
• The psychology of why people find cat videos on the internet so entertaining
• An investigation into the impact of using puns in job interviews
• The history and evolution of the knock-knock joke
• The correlation between liking pineapple on pizza and having a great sense of humor
• The art of comedic timing: a study on the perfect pause for punchlines
• An analysis of the funniest words in the English language
• The benefits of laughing in the workplace: a case study of a clown-filled office
• The role of sarcasm in effective communication
• A scientific investigation of the “dad bod” and its correlation with humor.
• The impact of humorous memes on memory retention
• The benefits of laughter yoga for stress relief
• A study on the correlation between bad puns and good pick-up lines
• The science of why some people are just naturally funnier than others
• The history of practical jokes and their evolution over time
• A comparative analysis of stand-up comedy in different cultures
• The influence of cartoons on children’s sense of humor
• The role of wit and sarcasm in romantic relationships
• The use of humor in advertising and its effectiveness on consumer behavior
• The impact of laughter on physical health and pain management
• The evolution of comedy in television sitcoms
• An exploration of why some people find bodily functions funny
• The impact of comedy on political discourse and public opinion
• The use of irony in everyday conversation and its effectiveness in communication
• The history and psychology of pranks in the workplace
• The correlation between sense of humor and intelligence
• The role of satire in social commentary
• A study on the comedic potential of emojis in online communication
• The effectiveness of using humor in education and learning
• The impact of social media memes on cultural trends
• An investigation into the impact of laughter on romantic attraction
• The role of humor in coping with difficult life situations
• A comparative analysis of humor in different languages and cultures
• The influence of comedy on language development in children
• The use of humor in therapy and mental health treatment
• The impact of humor on team building and workplace morale
• The correlation between sense of humor and creativity
• The history and evolution of stand-up comedy in the United States
• The use of humor in public speaking and its impact on audience engagement
• The role of irony and sarcasm in online communication and social media
• The influence of satire on political and social change
• A study on the comedic potential of animal behavior
• The correlation between sense of humor and job satisfaction
• The impact of humorous news stories on public opinion and trust in media
• The role of parody in popular culture
• The effectiveness of using humor in conflict resolution
• The history and evolution of comedy in film
• A comparative analysis of humor in different genres of music
• The impact of comedy on tourism and travel experiences
• The role of humor in shaping societal norms and values
• An exploration of the comedic potential of non-human entities, such as robots or aliens
• The use of humor in branding and marketing
• The correlation between sense of humor and social skills
• The effectiveness of using humor in public health campaigns
• The impact of comedy on intercultural communication and understanding
• The history and psychology of “dad jokes”
• A study on the comedic potential of scientific research
• The correlation between sense of humor and leadership qualities
• The impact of humor on memory and learning
• The role of humor in breaking down stereotypes and promoting diversity and inclusion.
• The effectiveness of using humor to diffuse awkward moments
• The correlation between sense of humor and success in dating
• The impact of puns on social media engagement
• The psychology of why we find animals dressed in human clothing funny
• The history and evolution of comedy in literature
• A study on the comedic potential of accents and dialects
• The correlation between sense of humor and physical attractiveness
• The impact of comedy on memory recall in advertising
• The role of humor in reducing workplace absenteeism
• The use of humor in public speaking to address sensitive topics
• The effectiveness of using humor to reduce test anxiety in students
• The history and psychology of comedic duos
• A study on the comedic potential of memes featuring politicians
• The correlation between sense of humor and emotional intelligence
• The impact of comedy on creativity and innovation in the workplace
• The role of humor in reducing burnout in healthcare workers
• The effectiveness of using humor in conflict resolution in romantic relationships
• The history and evolution of parody songs
• The use of humor in political campaign ads and debates
• The correlation between sense of humor and resilience
• The impact of comedy on brand loyalty
• The role of humor in cross-cultural communication
• A study on the comedic potential of artificial intelligence
• The history and psychology of physical comedy
• The effectiveness of using humor to address mental health stigma
• The correlation between sense of humor and trust in relationships
• The impact of comedy on customer satisfaction in the service industry
• The role of humor in promoting healthy lifestyle behaviors
• A study on the comedic potential of stock photos
• The correlation between sense of humor and academic success
• The impact of comedy on driving safety
• The role of humor in reducing workplace conflicts
• The effectiveness of using humor to teach difficult concepts in education
• The history and evolution of comedy in the theater
• A study on the comedic potential of internet memes
• The correlation between sense of humor and job performance
• The impact of comedy on environmental attitudes and behaviors
• The role of humor in promoting workplace diversity and inclusion
• The effectiveness of using humor to reduce stress in emergency situations
• The history and psychology of clowning
• The impact of comedy on charitable giving
• The correlation between sense of humor and physical fitness
• The role of humor in reducing ageism in the workplace
• The use of humor in promoting safe sex practices
• The history and evolution of comedy in radio broadcasts
• A study on the comedic potential of nature documentaries
• The correlation between sense of humor and leadership effectiveness
• The impact of comedy on customer retention in the hospitality industry
• The role of humor in promoting workplace innovation
• A study on the comedic potential of academic research titles
• The effectiveness of using dad jokes to diffuse tense situations
• The correlation between sense of humor and video game preferences
• The impact of comedy on perception of dating profiles
• The psychology of why we find puns funny
• The history and evolution of comedy in memes
• A study on the comedic potential of vegetable puns
• The correlation between sense of humor and hair color
• The impact of comedy on public opinion of sports teams
• The use of humor in public transportation safety campaigns
• The effectiveness of using humor to promote mental health awareness
• The history and psychology of improvisational comedy
• A study on the comedic potential of voice assistants
• The correlation between sense of humor and political ideologies
• The impact of comedy on perception of job candidates
• The role of humor in reducing social anxiety
• The effectiveness of using humor to promote exercise habits
• A study on the comedic potential of office supplies
• The correlation between sense of humor and ice cream flavors
• The impact of comedy on public opinion of climate change
• The role of humor in reducing workplace conflict
• The effectiveness of using humor to address gender stereotypes
• The history and psychology of comedy films
• A study on the comedic potential of houseplants
• The correlation between sense of humor and zodiac signs
• The impact of comedy on perception of social media influencers
• The role of humor in promoting workplace empathy
• The effectiveness of using humor to promote financial literacy
• The history and evolution of comedy in theater
• A study on the comedic potential of celebrity chef cooking shows
• The correlation between sense of humor and vacation destinations
• The impact of comedy on public opinion of the healthcare industry
• The role of humor in reducing online harassment
• The history and psychology of comedy television shows
• A study on the comedic potential of home gardening
• The correlation between sense of humor and coffee shop preferences
• The impact of comedy on perception of business brands
• The effectiveness of using humor to promote sustainable tourism
• The history and evolution of comedy in music
• A study on the comedic potential of office furniture
• The correlation between sense of humor and astrology signs
• The impact of comedy on public opinion of education policies
• The role of humor in reducing workplace gossip
• The effectiveness of using humor to address ageism
• The history and psychology of comedy podcasts
• A study on the comedic potential of cleaning supplies
• The correlation between sense of humor and horoscope compatibility.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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New Research

Once a Year, Scientific Journals Try to Be Funny. Not Everyone Gets the Joke

Holiday editions add a much-needed dose of humor to boring journal-ese. But is entertaining readers worth the risk of misleading them?

Harvard researcher Sarah Coseo Markt and her colleagues were dining on steamed asparagus with Hollandaise sauce at a Swedish scientific meeting when they came across a critical research question. Asparagus, as you might know, has a reputation for imparting a sharp, sulfuric smell to people's urine shortly after they eat it. Later that evening, Markt and her supervisor, Harvard University epidemiologist Lorelei Mucci, experienced that truism firsthand. But surprisingly, several of their companions said they had experienced no unusual bathroom odor. Why not?

After returning to Boston, the pair decided to investigate the conundrum further. Luckily for them, they had access to surveys collected every two years by Harvard from thousands of men and women of European-American backgrounds. For the 2010 surveys, Markt and her colleagues added a question asking people to rate the following sentence: "After eating asparagus, you notice a strong characteristic odor in your urine." Roughly 60 percent of the nearly 7,000 men and women surveyed said they had “asparagus pee anosmia,” or the lack of ability to smell asparagus-influenced urine.

The diligent researchers then pinpointed the specific cluster of genes that controlled this ability, by comparing the genomes of the people surveyed to whether or not they were able to smell the asparagus-y urine. They found that a difference in 871 nucleotides—the letters that make up a DNA strand—on Chromosome 1 appeared to control whether or not one could “enjoy” the smell after a meal of asparagus.

Markt’s research, cheerfully titled " Sniffing out significant 'Pee Values': genome-wide association study of asparagus anosmia ," ended up in this week’s issue of The British Medical Journal ( BMJ) , becoming part of a hallowed end-of-year tradition. For this "Christmas issue," the pages of the normally staid, 176-year-old publication fill with articles that might lead one to cock their head in confusion or even laugh out loud. A few past Smithsonian.com favorites include: an analysis of the heridity of magic among the characters of Harry Potter, a description of the possible circulation within Rudolph's famed nose , and " Sex, aggression and humour: responses to unicycling ."

While these types of humorous studies provide a good laugh for the holiday season—and a welcome break from the typically no-nonsense journal-ese—they have also received criticism. A study published last year in Science and Engineering Ethics , for example, questioned the "ethics of ironic science." It focused on a completely tongue-in-cheek “study” in the 2001 Christmas issue of BMJ that looked at whether praying for people with a blood infection years after they were in the hospital for it had any effect on how long their hospitalization had been . The “study” “found” that even prayer four to 10 years after an illness appeared to have led to a shorter hospital stay and fever duration.

While the papery was clearly meant to be a joke, it had unexpected repercussions in the literature: Eight years after its publication, the Christmas issue study was cited unironically in a study collecting research on the effects of intercessory prayer .

"Publishing ironic science in a research journal can lead to the same troubles posed by retracted research," the authors of last year's analysis concluded—namely, that these studies can get put into research databases without any context that would indicate their irony. For this reason, the authors suggest filing these satirical studies separately from regular research. ( BMJ editor Navjoyt Ladher says that the journal remains "mindful" of any potential misinterpretation by marking all of its Christmas issue articles in its own archives, but researchers often access such papers through databases like PubMed, where such indication could be lost.)

Gary Schwitzer, founder of the watchdog website Health News Review , recalls another BMJ article that caused troubles in 2006. Around April Fool's Day, when BMJ often   another humorous issue, Australian journalist and BMJ editor Ray Moynihan published a satirical article about scientists discovering a new disease: " motivational deficiency disorder ." The article went on to say that 20 percent of Australians suffered from this fictional disease, and that it in some cases, it could kill people if they lost the motivation to keep breathing.

Moynihan meant to point out how many normal human behaviors, such as laziness, had been "medicalized" and targeted with unnecessary drugs, according to Schwitzer. But many journalists missed the subtext and reported on the "discovery" as real news .

Schwitzer says he sees no harm in researchers publishing ironic or sarcastic research. The problem instead lies with the people who misinterpret it. "We have journalists reporting on science that have no business doing so," Schwitzer says. "They’re in over their heads." Schwitzer says that the journalism community needs to "shut off the tsunami of unvetted science news that floods the public every day" and move toward more thorough, "slow journalism" that wouldn't make the same mistakes.

So what motivates journals to publish these kinds of humorous research articles, especially if doing so runs the risk of confusing unknowing readers—and researchers?

Ladher notes that holding the interest of readers is important for any publication, including scientific journals. In her words,  BMJ 's annual Christmas issue offers readers a "festive break" from the otherwise serious mix of research and commentary found in the journal's pages. "I think it adds some fun and humor in a scientifically sound way,” Ladher says. At the same time, she stresses that articles for the holiday issue go through the same full peer review process that every other BMJ research article undergoes, which involves one of the journal's medical editors and two independent reviewers and can take months.

"They all have to stack up scientifically," she says.

The attention these holiday editions help bring to studies can also be useful to researchers, says Helen Ashdown, a diagnostic researcher at Oxford University. In 2012, Ashdown published an article in the BMJ 's Christmas issue finding that 97 percent of people diagnosed with appendicitis at a United Kingdom hospital reported pain when they went over any speed bumps on the way to the hospital . Ashdown intended her research to be humorous, but also useful. Last year, her work was also honored with the popular "Ig Nobel Prize," which recognizes "achievements that first make people laugh and then make them think."

Asking about speed bump pain is actually a good medical tool for doctors: It provides a quick and cheap extra test for a doctor to decide whether a patient needs immediate surgery for appendicitis, Ashdown says. This can be particularly important in areas where medical equipment and personnel are scarce. After publication, Ashdown says she has heard from many doctors who use her test in their own practices, and has received emails from people around the world who Googled about having abdominal pain when going over speed bumps and learned that they should get checked out for appendicitis.

Markt also sees real scientific potential in her humorous research on asparagus pee. The study ends by cheekily suggesting that gene editing could one day "cure" people of their asparagus anosmia. But by identifying parts of the genome where this anosmia arises from, Markt's research also helps lay the foundation for future research into the evolution of smell and what causes it to vary across individuals. She says she hopes future researchers will look into whether the genetic factors associated with anosmia could be associated with other conditions, including Parkinson's disease, which often causes people to lose their sense of smell.

At the end of the day, Markt says that outlets like BMJ 's Christmas issue give researchers the opportunity to share their whimsical side in what can often be a dry and logical profession. "It's fun to be creative sometimes too," she says—as long as readers realize when a study is meant to be taken at face value, and when its authors are taking a little creative license.

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Ben Panko is a staff writer for Smithsonian.com

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Ten cool research stories you might have missed this year

Innovative research includes takeout-inspired synthetic tissue, sustainably feeding 10 billion.

There’s been a lot going on in 2020, so nobody can be blamed for missing a few things. But amid a tumultuous year in which many pivoted to COVID-19 research , University of Chicago scholars and scientists have also been hard at work continuing to understand the planet and the universe we live in, to improve our lives, and to build a future that’s clean, safe and sustainable.

Here are a few interesting research findings from the University of Chicago in 2020:

Takeout noodles inspire UChicago scientists to invent remarkable synthetic tissue

While eating takeout one day, University of Chicago scientists Bozhi Tian and Yin Fang started thinking about the noodles—specifically, their elasticity. When they ordered pounds of noodles to experiment with, the restaurant thought they were trying to steal the recipe to open a rival restaurant. But what they were preparing was a recipe for synthetic tissue—that could much more closely mimic biological skin and tissue than existing technology.

Breakthrough mouse model of celiac disease could lead to new treatments

UChicago researchers have developed the first truly accurate mouse model of celiac disease—a scientific breakthrough more than 20 years in the making. That is, they managed to create a mouse with the same genetic and immune system characteristics as humans who develop celiac after eating gluten. The research provides a vital tool for developing and testing new treatments for the disease.

Feeding 10 billion people on Earth is possible—and sustainable, scientists say

Supplying a sufficient and healthy diet for 10 billion people while keeping our biosphere largely intact will require no less than a technological and sociocultural U-turn. It includes adopting radically different ways of farming, reduction of food waste and dietary changes. But it can be done, say researchers from the University of Chicago and the Potsdam Institute for Climate Impact Research.

What birdsong tells us about brain cells and learning

Zebra finches have a library of complex, personalized songs, so scientists tapped into the network of neurons to eavesdrop on how they learned these songs. The results help us understand the neural process of learning—and might even be helpful with stuttering.

Mysterious interstellar visitor was probably a ‘dark hydrogen iceberg,’ not aliens

The strange object named ‘Oumuamua, which means “messenger from afar arriving first” in Hawaiian, baffled astronomers in 2017 and led some to claim it could be a spacecraft sent by intelligent life. A new theory proposed by University of Chicago and Yale astronomers explains the phenomenon without aliens—but with interesting scientific implications.

A new math intervention helps narrow achievement gap among preschoolers

A team of researchers that included statisticians, psychologists and curriculum experts found a potential solution: By assessing a variety of specific skills one-on-one every 10 weeks, teachers can bring students up to speed more effectively—helping to reduce the achievement gap.

What plants were smoked in pre-colonial North America? Ancient pipes hold clues

North American indigenous communities smoked around 100 different plant species, but it had been difficult to pin down which species were smoked in any given pipe found by archaeologists. Using a new method, scientists were able to identify precisely which plants went into a 1,300-year-old pipe found in Washington state.

Scientists ‘knock out’ squid gene for the first time

The gene editing tool CRISPR helped scientists at the Marine Biological Laboratory “knock out” a gene in squid—a major research breakthrough. One cephalopod biologist was quoted as saying, “It’s incredibly impressive that they've gotten it to work and this is a huge advancement for cephalopod researchers all over the world ... We should all be popping bottles of champagne.”

Inspired by chameleons, scientists use liquid crystals to create color-changing materials

Scientists at the Pritzker School of Molecular Engineering stole a trick from chameleons to develop a way to stretch and strain liquid crystals to generate different colors. Their color-changing sensing system could be used for smart coatings, sensors and even wearable electronics.

Oriental Institute archaeologists help discover lost kingdom in ancient Turkey

A farmer in Turkey stopped by a dig and told the archaeologists about a strange rock he’d seen last winter while dredging a nearby canal.

“My colleague Michele Massa and I rushed straight there, and we could see it still sticking out of the water, so we jumped right down into the canal—up to our waists wading around,” said Asst. Prof. James Osborne of the OI, one of the foremost centers of research on the ancient world. “Right away it was clear it was ancient, and we recognized the script it was written in: Luwian, the language used in the Bronze and Iron ages in the area.”

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Scientists’ Silly, Dark, and Sometimes Inappropriate Humor

What’s in a (scientific publication) name.

Photo by Luis Molinero/Shutterstock

Burns in children. Psychiatric illness. Head injuries. These are not funny subjects. But apparently almost anything can seem funny if you think about it long enough—especially if you’ve devoted years to studying the subject. When it’s time to publish their research, many scientists try to get clever with their article titles, presumably to make their work seem more fun and interesting. Fortunately (for us), the results of this creativity range from hackneyed to outright offensive.

We’ve been collecting scientific articles with bizarre titles for more than five years for our blog, Seriously, Science? . (It used to be known as NCBI ROFL, for National Center for Biotechnology Information: Rolling on the Floor Laughing. NCBI runs PubMed, a database of scientific journal articles. You can see why we changed the name.) Here we’ve compiled some of our favorites, classified into the three top categories—although some clearly belong in multiple groups.

Literary and Pop Culture Allusions

We’re not the first to notice that scientists enjoy using literary allusions in their paper titles. In fact, according to an analysis by Neville Goodman of allusions in scientific publication titles , scientists overuse some (obvious) literary allusions. Goodman found, based on an extensive search of the PubMed database, that “more than 1,400 Shakespearean allusions exist, a third of them to ‘What’s in a name’ and another third to Hamlet—mostly to ‘To be or not to be.’ ” There were also 381 allusions to Back to the Future , and many to Hans Christian Andersen’s The Emperor’s New Clothes , where “all sorts of things have substituted for clothes, including isodose curves, bone densitometry, and the lateral ligaments of the rectum.” Unfortunately, says Goodman, “There are no ‘fat bottomed girls’ (Queen, 1978)” and “Obstetricians have so far ignored ‘Once more unto the breech.’ ”

On a related note, the annual (intentionally lighthearted) Christmas issue of the  British Medical Journal  was   released this week, and it included  an analysis by researchers in Sweden of Bob Dylan lyrics found in the biomedical literature . The study was inspired by the authors’ colleagues, who revealed in 2014 that they had been sneaking Dylan lyrics into their articles for years as part of a long-running bet. The list includes such title gems as “Like a Rolling Histone” and “Knockin’ on Pollen’s Door: Live Cell Imaging of Early Polarization Events in Germinating Arabidopsis Pollen.” Although the authors found few Dylan references prior to 1990, since then, the references have increased exponentially, with the two most cited songs being “The Times They Are a-Changin’ ” (135 articles) and “Blowin’ in the Wind” (36 articles). Interestingly, the journal  Nature  had a particularly high number of articles (six total) that cited Dylan.

Here are a few of the more clever titles we’ve come across—some so ridiculous that we suspect the authors might have come up with the titles first and figured out the studies later.

From Urethra With Shove: Bladder Foreign Bodies. A Case Report and Review.

Wax on, Wax off: Pubic Hair Grooming and Potential Complications.

Guess Who’s Not Coming to Dinner? Evaluating Online Restaurant Reservations for Disease Surveillance.

A “Rose Is a Rose Is a Rose Is a Rose,” but Exactly What Is a Gastric Adenocarcinoma?

Nifty Ways to Leave Your Lover: The Tactics People Use to Entice and Disguise the Process of Human Mate Poaching.

You Probably Think This Paper’s About You: Narcissists’ Perceptions of Their Personality and Reputation.

Carbon Monoxide: To Boldly Go Where NO Has Gone Before.

Dark Humor/Insensitive

Some titles take a joke a bit too far, especially for those of us viewing the field as an outsider. Maybe these scientists chose to use their paper’s title to lighten the mood on a heavy topic, but still … there’s dark humor, and then there’s just inappropriate.

Ashes to Ashes: Thermal Contact Burns in Children Caused by Recreational Fires.

An Unusual Penpal: Case Report and Literature Review of Posterior Urethral Injuries Secondary to Foreign Body Insertion

 A Lucky Catch: Fishhook Injury of the Tongue.

“Here’s Egg in Your Eye”: A Prospective Study of Blunt Ocular Trauma Resulting From Thrown Eggs.

Children and Mini-Magnets: An Almost Fatal Attraction.

Factitious Diarrhea: A Case of Watery Deception.

Head and Neck Injury Risks in Heavy Metal: Head Bangers Stuck Between Rock and a Hard Bass.

Hung Jury: Testimonies of Genital Surgery by Transsexual Men.

Crazy Like a Fox: Validity and Ethics of Animal Models of Human Psychiatric Disease.

Unintentionally Funny?

And finally, there are the titles that seem so out there that their humor must have been unintentional … or at least we hope so?

Friends With Benefits: On the Positive Consequences of Pet Ownership.

Practice Makes Perfect: Rectal Foreign Bodies.

Obscene Telephone Calls to Children: A Retrospective Field Study.

Role of Childhood Aerobic Fitness in Successful Street Crossing.

Chemical Processes in the Deep Interior of Uranus.

Does having a clever title affect how well a paper is received? One study actually looked at whether articles with “amusing titles” get cited more often. Unfortunately, “while the pleasantness rating was weakly associated with the number of citations, articles with highly amusing titles received fewer citations.” But hey, at least they get cited on our blog! Do you have a favorite article title? Please share it in the comments below or send us a tip .

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When Everything Is Heavy, a Touch of Humor Can Help

Beyond making tough moments a little easier, cultivating levity is good for your health.

By Carolyn Todd

Wendi Aarons was writing at her local library when the sound of an angry voice made everyone look up. A patron, outraged over a book policy, vowed to take her child to another library and stormed off after berating the staff. The entire room was “so upset,” recalled Ms. Aarons, a humorist in Austin, Texas. “It was just this awful, uncomfortable silence.”

But Ms. Aarons, a pro at balancing humor and discomfort, saw an opening: She stood up and said, “‘Hey, does anybody have the number for this other library? Because I want to call and give them a heads up.’”

Laughter erupted; the mood lifted. Things returned to normal. This is the subtle power of “lightening up.”

“Levity is a mind-set,” said Naomi Bagdonas, a lecturer at the Stanford Graduate School of Business who advises executives on leading with humor and humanity. “It’s looking for reasons to be delighted rather than disappointed in the world around you.”

Ms. Bagdonas joins a chorus of experts who say cultivating levity is essential to well-being. Trying to lighten up might seem challenging given the state of the world; a more somber practice — like mindfulness, which certainly comes with perks — can feel more appropriate for “these unprecedented times.” But taking things less seriously allows us to “travel more lightly,” said Willibald Ruch, a professor and positive psychology researcher at the University of Zurich , and “saves the organism and the soul from too much of a bumpy road.”

Humor and levity have physiological benefits.

When you’re stressed, your nervous system initiates the “fight or flight” response, causing a cascade of physiological effects: Your body releases stress hormones that cause your heart rate and blood pressure to rise. Your breathing becomes short and shallow, and your muscles tense. Sometimes this is helpful, like when you’re in immediate danger. But often — like when you’re running late and stuck in traffic — the stress response adds unnecessary discomfort to an already unpleasant situation. Over time, chronic stress can negatively affect health.

“Levity is our primary vehicle for restoring a relaxed state,” said Emiliana Simon-Thomas, science director of the Greater Good Science Center at the University of California Berkeley. It helps create a buffer and escape from the mental and physical stress that underpins so much of our suffering, she said.

Humor and levity are related, but the terms aren’t interchangeable. There are more studies on humor — and other phenomena like laughter, playfulness, amusement and cheerfulness, Dr. Ruch said. But much of the related research falls under the umbrella of levity, he explained. The core element that underlies these overlapping experiences is a sense of lightness, as well as a posture of not taking everything so seriously.

Though declaring “laughter is the best medicine” might be a bridge too far, a good chuckle has potent effects. There are studies linking laughter to positive changes in heart rate, blood pressure and muscle tension .

And reams of other evidence support the idea that living with levity can help people feel better. There are small studies that connect laughter, humor and feeling amused to increases in optimism, feeling in control and life satisfaction , as well as decreases in depression, stress and anxiety . Research also suggests that humor helps us build stronger bonds with each other, with links to greater satisfaction in both romantic relationships and the workplace .

So, how do you cultivate more levity?

The idea of “working on levity” may feel a little forced. But, like building any other habit, practice helps — and there’s evidence that purposely creating amusing experiences has the same benefits as spontaneous amusement. This applies even to the Eeyores among us: “The capacity to experience amusement and levity is one of the ways that people can change,” said Caleb Warren, co-director at University of Colorado Humor Research Lab and marketing professor at the University of Arizona.

To wit: Dr. Ruch and his colleagues had participants take an eight-week humor training course in which they completed the following tasks in the name of science: They watched more funny TV shows, laughed louder or longer than they normally would, identified puns in media and conversations, and made self-deprecating jokes. Humor trainees reported increases in cheerfulness and decreased seriousness as a result.

So how do you try this at home, without the help of an official humor training? Here are some ways to start.

Look for things that are just the tiniest bit amusing.

Searching for things that are “funny” can turn levity into a chore. Instead, try noticing “what’s true, and a little bit delightful,” Ms. Bagdonas advised. When your angry kid stomps into the room, does she kind of resemble a tiny, drunk dictator? When you pass a dog park, can you appreciate how the entire affair seems like a canine singles bar?

Sensitizing yourself to these moments primes you to notice and savor them, said Heather Walker, an organizational psychologist who describes herself as a “recovering serious person” and runs a workplace consultancy called Lead with Levity (“lead” is not in reference to the heavy metallic element, but a reader spotting puns in the name of levity could be forgiven for reading it that way).

Create a levity diary.

Find time to record your amusing experiences. Maybe on your morning run, a man jogs past you wearing in a Santa suit. During your commute, perhaps the train conductor makes a completely unintelligible announcement, and you make eye contact with another commuter and laugh. These small moments are prime candidates for your diary.

Humor-based intervention studies have found that simply writing down three funny things from your day (or counting them throughout and reviewing the total at night) for one week can reduce symptoms of depression and enhance well-being for up to six months.

Read your diary periodically to replay the good feelings and maybe even make yourself giggle. “When you’re rereading that, you are reliving that experience. Your body is going to benefit,” Dr. Walker explained.

When something goes “wrong,” try to take it lightly.

The “benign violation” theory of humor says that harmless improprieties have lots of potential to be funny if you look at them the right way, Dr. Warren explained. So, any time you commit, or witness, an innocuous faux pas — say, forgetting to mute during a Zoom meeting and treating everyone to a conversation between you and your cat — that’s a prime opportunity to experience amusement.

Small mishaps are easy to reframe in the moment, but save more challenging material for later. Reframing bigger violations is easier in retrospect because time provides the psychological distance you need to reduce the perception of a threat, Dr. Warren said. A fight with your partner about who was supposed to unload the dishwasher, for instance, might feel more amusing a day or two after the initial set-to.

Spend time with people who make you chuckle.

If the thought of keeping a levity journal or laughing at your own misfortunes makes you want to cry, let levity bubble up in the company of loved ones.

Humor and lightness come very naturally when we’re with the people who put us in a joyful state, Ms. Bagdonas said. It’s “a fundamental melody of human conversation.”

Get to know your own sense of humor.

If you’re sure you don’t have a single funny bone in your body, you might not know your sense of humor. Everybody has one, said Jennifer Aaker, a behavioral scientist and General Atlantic Professor of Marketing at the Stanford Graduate School of Business. And putting a finer point on yours allows you to wield it.

She and Ms. Bagdonas have identified four humor styles: Those who are bold and irreverent; those who are more earnest and often self-deprecating; those who use sarcasm — masters of the unexpected dig; and those who are expressive and charismatic entertainers.

Understanding your style allows you to notice and appreciate it, and primes you to be more aware of other people’s attempts at humor, inclining you to be more generous with your laughter, Dr. Aaker said.

Make humor a main ingredient in your media diet.

Along with fostering a levity mind-set, enjoy the low-hanging fruit of good comedy. There are an infinite number of TikTok posters, TV shows, writers and podcasts out there. Why not exchange some of the grisly crime dramas with content that leaves you feeling amused?

Ms. Aarons recommended following comedians, humor writers, and personalities on social media, as well as mining Netflix for series that tickle your particular tastes. “I would strongly suggest setting aside time to prioritize it,” Ms. Aarons said. “Even on really dark days, I try to find something that makes me laugh or smile — even if it’s a stupid cat meme.”

Carolyn Todd is a freelance health journalist who covers wellness, mental well-being and diabetes.

Managing Anxiety and Stress

Stay balanced in the face of stress and anxiety with our collection of tools and advice..

How are you, really? This self-guided check-in will help you take stock of your emotional well-being — and learn how to make changes .

These simple and proven strategies will help you manage stress , support your mental health and find meaning in the new year.

First, bring calm and clarity into your life with these 10 tips . Next, identify what you are dealing with: Is it worry, anxiety or stress ?

Persistent depressive disorder is underdiagnosed, and many who suffer from it have never heard of it. Here is what to know .

New research suggests people tend to be lonelier in young adulthood and late life. But experts say it doesn’t have to be that way .

How much anxiety is too much? Here is how to establish whether you should see a professional about it .

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5 Bizarre Research Papers That Will Make You Wonder, ‘Why?’

Research papers, especially scientific ones, are usually thought to be serious and dull. Makes sense, since the research jargon in any field is quite different from the language of a layperson. But some of these research topics and papers are rather hilarious. From the title to the conclusion, it’s probable that you will have a good time reading these research papers.

1. Penguin Poop Trajectory

Yes. Someone decided to research the angle of penguin poop. And someone funded it.

The study , a research paper published in 2003, details several properties of penguin excrement, such as distance, viscosity, color and so forth. A 60-centimeter tall penguin can propel its fecal matter around 40 centimeters away, which is quite impressive if you think about it. Theories about why penguins developed such an impressive pooping strategy came up. The researchers noted that it can prevent the excreta from coming in contact with baby chicks.

In the cold climates where penguins are usually found, a penguin parent wouldn’t want their children left alone in the elements while the adults leave the nest to perform their natural duties. However, a Reddit thread managed to come up with a better theory — penguins can shoot their stool at predators like bats. Questionable deduction, but fun to think about, nevertheless.

The penguin poop study is a rather famous one in the odd research paper category. It seems appropriate, though, considering the discussions that could arise from it. And now we know to keep away from penguins, not just out of respect for nature, but lest they poop on you if you’re too close.

2. Music and Mosquitoes

Instead of buying bug spray to keep the mosquitoes away, just blast loud electronic music , preferably Skrillex. It’ll do the trick just fine. At least, that’s what this one study says.

The researchers found that playing the music kept female mosquitoes away for a longer period of time compared to those who didn’t hear the music. The complex sound waves also deterred them from sexual intercourse. So, if we want to kill all the mosquitoes, we better blast electronic music for all the world to hear.

The research was based on the possibility of using music as a defense against disease-carrying mosquitoes. Who knows, maybe it’s more effective and safe in the long run compared to chemical bug repellants, both for humans and the environment.

3. Christmas With the In-Laws and Stress

“The Christmas season can have a major impact on human health” starts off this research paper . The first thing one might think when reading this is weight gain. Or maybe even mental health improving due to the festive atmosphere. Or perhaps the stress levels of your gut microbiome when you eat at your in-law’s place. Yes, definitely the last one.

This paper, published in 2019, sees in-laws as a serious threat to human health. These threats are based on findings that show a decrease in a certain bacterium in the gut that is associated with stress. Indeed, this study takes the connection between mental health and physical health to a whole other level.

But as odd as the overall topic seems at first, the very fact that eating at the in-law’s during festivities causes signs of stress to show up in the gut makes human psychology even more interesting. That morbid feeling in your stomach was probably right all along.

4. The Poop Knife

Yes, this list has a little too many references to stool. But this research paper is amazingly hilarious. From the initial justification to the study’s methodology, reading about a knife made of excrement was a surprisingly fulfilling journey.

It seems that there exists a popular account of an old Inuit man constructing a knife made from his frozen feces and then butchering a wild dog to make a getaway sled. He was driven to these extremes when his relatives took his tools away when he refused to move into a settlement.

And so, to verify whether this tale was hearsay or not, a group of researchers made their own poop knife. Complete with one of the researchers eating an Arctic diet for eight days to provide the necessary materials.

The experiment failed however, with the paper using gross yet descriptive language to capture the knife’s attempt to do any cutting.

The researchers ended the paper by urging those in the social sciences to be skeptical of the stories they gather. Potentially harmful claims must not be allowed to spread before they are tested. What better way to showcase this point than to test a tool made of stool!

5. The Origin of Navel Lint

Navel lint is that stuff you somehow find in your belly button. It’s just there, and no one knows where it comes from — until they find this research paper that is. It shows how the navel fluff (as the paper calls it) is formed and where it comes from. Apparently, hairs around the bellybutton act like shepherd dogs to lint from shirts, gathering them up and depositing them into the bellybutton. The paper details which cloth materials create more lint, and how old clothes create less lint compared to new ones. The paper even figured out the average size of these tiny balls of lint.

The topic behind this paper is probably one of those random questions that come up during late night talks. The ones that make everyone wonder, but never figure out the answer. Probably because no one has found the answer, until 2006.

All of these research papers cater to those small and odd questions that come up every now and then. The way they explore their topics are funny in ways only science can make it. It seems research isn’t always the boring thing most make it out to be.

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Janani Mangai Srinivasan, Wake Forest University

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Janani mangai srinivasan, wake forest university creative writing.

I am passionate about creative writing and making stories. I enjoy all mediums in which stories are spread around the world — be they fiction novels, animation or movies.

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Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?

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Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.

1. Introduction

Emotion is a key factor affecting the process and outcome of learning. Academic settings are abound with emotions such as happiness, enjoyment, hope, pride, anger, anxiety, shame, hope, or boredom. The study of emotion in learning has aroused the interest of many researchers. Many studies have shown that some emotions promote learning while some hinder it. Based on how they promote or hinder learning, emotions can be divided into two broad categories, positive and negative. Happiness, enjoyment, and hope are examples of positive emotions that can boost intrinsic and extrinsic motivation, enhance the use of flexible learning strategies, and assist self-regulation, all of which can improve academic performance under most circumstances [ 1 ]. Negative emotions such as boredom and anger impede students’ motivation and learning engagement, thereby hinder learning [ 2 ]. Hence, how to arouse students’ positive learning emotions is an important prerequisite to achieve the desired learning results.

In the study of emotion in multimedia learning, previous studies have mainly revealed that the positive emotions of instructors in video lectures and the emotional design of learning materials can promote the generation of positive emotions, so as to promote students to achieve better learning results. These studies provide empirical evidence for the integrated cognitive-affective theory of learning with multimedia. However, promoting students’ learning through external emotional induction has not been fully studied. Emotions are dynamic and not as stable as mood or affect [ 3 ]; they are easily triggered and affected. In multimedia learning, students’ emotions can be influenced by three sources. First, learners’ own emotions. Students do not start learning without emotions, and their pre-learning emotions are inherent just as their prior knowledge, but they are not as stable and lasting as prior knowledge. The second is the emotion generated by the interaction with the learning material. Shapes, colors, pictures, and emotional attributes of learning materials affect emotions. For example, bright colors tend to give people a bright feeling and make them feel positive, while gray tends to give people a dull feeling and make them feel sad [ 4 ]. The third situation involves an instructional video with the teacher’s presence. The instructor’s vocal feedback, facial expressions, tone of voice, and body posture all convey emotions. From the existing literature, most studies have focused on the influence of the latter two emotional sources on students’ learning, while inadequate attention has been paid to the first emotional source—pre-learning emotion.

Students’ pre-learning emotion can be induced by various external materials. We often see students viewing funny videos to relieve pressure and regulate emotions while learning. It remains unclear whether funny videos are effective in inducing positive emotion and boosting learning, or how watching funny videos before learning changes students’ emotion after learning. Therefore, this study aimed to investigate how learners’ pre-learning emotions affect learning outcomes by determining whether the use of funny videos before learning evokes positive emotions and facilitates learning. Learning results were assessed by a retention and a transfer test. Moreover, measures of emotions after learning as well as motivation and satisfaction were used to elucidate how the emotional state might affect learning.

2. Literature Review

2.1. emotion and multimedia learning.

Emotions are intrinsically motivating and intertwined with cognition, allowing and sustained cognitive activity including key learning mechanisms such as attention and memory [ 5 ]. The integrated cognitive-affective theory of learning with media stipulates that emotions and cognition are inseparable in multimedia learning. Learners experience emotional responses when they perceive auditory and visual information in the learning environment. In the working memory phase, emotions are involved in the choice of texts and images of the material process; in this stage, emotion is a type of mood. In the organization stage, emotions are involved in the visual process of psychological representation of image materials, with interest and motivation influencing each other. Finally, after the integration stage, the emotional schema is formed and stored in the long-term memory.

Considering the key role of emotions in multimedia learning, it has become a research hotspot to influence learners’ emotional experience and thus learning results through emotional design of learning materials. Lately, a growing number of studies have focused on emotional design of educational videos that support learning. For example, Mayer and Estrella [ 6 ] redrew the learning material of how a virus causes colds using bright colors such as red or blue, with expressive eyes (registering surprise, fear, and sickness at various stages in the process). The results revealed that the enhanced emotional design markedly improved students’ learning performance compared with the black-and-white design. A more detailed comparison of appearance elements is provided in Uzun and Yıldırım [ 7 ]. Not limited to comparing colors and anthropomorphizing features, they added the element of sound. Specifically, they designed teaching materials with four different levels of emotional design: neutral, color, anthropomorphic, and anthropomorphic plus sound. The results revealed that positive emotions typically increased as the amount of emotional design features increased. Besides the shapes, colors, and anthropomorphic features of multimedia elements, the text exhibited an emotional potential, which could be estimated according to the linguistic aspects on how many emotional aspects (e.g., emotional states and emotional situations) are expressed in the text. Stark et al. [ 8 ] enriched the original text with either positive or negative emotional parentheses to test its impact on learning, establishing that the emotional text designs improved cognitive processing. Although these studies confirmed the impact of emotional design on learning, some studies highlighted that students’ emotions actually decreased after learning emotional learning materials. That is, positive emotional design did not increase the learning effect by influencing students’ emotions but promoted more effective information selection, organization, and processing by bright colors or eye-catching shapes, thereby improving students’ performance in learning tasks [ 9 ].

In video lectures with the instructor’s presence, the instructor’s emotion also attracted many researchers’ attention. To promote positive emotional states among students, some studies focused on the instructor’s emotion expression. For example, Lawson et al. [ 10 ] explored whether students noticed an instructor’s emotions during an instructional video, as well as how effectively participants could perceive different emotions depicted by a human and virtual instructor (i.e., animated pedagogical agent) in a video lecture. The results revealed that participants could recognize each of the emotions displayed by the instructor. Furthermore, without the presence of the teacher image, learners could distinguish whether the teacher was in a positive or negative emotion just by listening to the teacher’s voice [ 11 ]. Moreover, students rated the teacher with a positive voice higher. Regarding learning outcomes, students who studied from teachers with positive emotions attained better learning outcomes than those who studied from teachers with negative and neutral emotions [ 12 ]. In conclusion, the above mentioned studies demonstrated that instructors’ positive emotions can promote students’ learning owing to the impact of teachers’ emotions on students’ emotions. Students’ emotions become positive when they learned from teachers with positive emotions, which in turn stimulated students’ learning engagement through better learning motivation, and ultimately led to better learning outcomes.

Overall, the studies mentioned above aimed to enhance the learning effect through emotional design of learning materials or teachers’ positive emotional expression in the process of learning. However, these studies overlooked students’ pre-learning emotions. Learners always have a basic emotion when entering the learning situation. The learners’ pre-learning emotions is a crucial personality characteristic that cannot be ignored in teaching, such as students’ previous knowledge and experience, and it exerts a more profound impact on the learning process, even affecting how students perceive teachers’ emotions and the emotional design of learning materials [ 13 ]. Thus, this study aimed to investigate whether promoting students’ pre-learning emotion can enhance the learning outcome.

2.2. Pre-Learning Emotion

Emotions are situational; that is, different emotions are triggered in different situations. Thus, the research on emotions should be combined with specific situations. According to different academic scenes, emotions were divided into class-related emotions, learning-related emotions, and test-related emotions. For each situation, it could be categorized into three parts based on the time period. For example, learning-related emotions could be divided into pre-learning emotions, during-learning emotions, and post-learning emotions. In this study, we largely focused on learning related emotions and more specifically, pre-learning emotions.

To date, few empirical studies have focused on learners’ pre-learning emotions, and only two studies have investigated this issue. Park et al. [ 14 ] established that by inducing students to have positive pre-learning emotions, their understanding of learning content and transfer performance could be improved; however, they did not compare how negative pre-learning emotions affected learning outcomes. Knörzer et al. [ 15 ] filled this gap by using a combination of music and autobiographic recall to induce learners to produce positive, negative, or neutral emotions in the laboratory environment. The negative emotion group outperformed the positive emotion group, according to the findings. However, they claimed that they could not deduce whether the negative emotional state before learning was beneficial to learning because the negative emotion group was actually in a neutral emotional state in the experiment, and the results should be explained such that the positive emotion exerted an adverse impact on learning. In other studies, the highly active positive emotional state broadened students’ scope of attention [ 16 ] or distract students from learning materials [ 17 ]. The negative or neutral emotional state made students’ attention more focused and cognitive processing more detailed. Although the conclusions of the two studies mentioned above are inconsistent, this might be caused by the sample and task difficulty; however, both showed that learners’ pre-learning emotions are essential factors that affect cognitive results.

2.3. Emotion Induction

Emotion induction and emotion regulation are similar but different terms; both denote the change or influence of emotion. The difference between the two is that emotion induction is primarily influenced by others by certain means and methods. Emotion regulation includes not only the influence and change of others on individual emotions but also the influence and change of oneself on emotions [ 18 ]. In this study, we mainly referred to the emotional change of individuals by others, that is, emotion induction. In addition, emotions are the psychological process evoked by a perception of an event, a memory, and specific types of media such as photographs, voice, and words [ 19 ]. Siedlecka and Denson [ 20 ] broadly classified emotion induction techniques into five specific methods: visual stimuli (including static images or videos), listening to music, autobiographical recall, situational procedures, and imagery.

When it comes to inducing students’ pre-learning emotions, video may be the best choice. In traditional classroom teaching, we often see or experience that teachers organize students to watch a video before class to stimulate their positive emotions. Learners themselves often unconsciously use short funny videos to regulate their emotions; they watch short videos for entertainment and relaxation after studying for a period, and then re-devote themselves to their studies. In addition to its good ecological validity, video as an emotion inducing material has the following advantages. First, videos convey more information than pictures or sounds alone and thus induce emotions quicker. Second, unlike autobiographical recall and imaginary which relies on individual personality traits, video presents external information to elicit emotion; thus, it induces cleaner emotions [ 21 ]. Third, videos save time and manpower when compared with situational procedures, which require creating a social scenario that elicit the desired emotion. Overall, using videos to induce students’ emotions is a relatively simple, effective, and scalable method.

2.4. Research Questions

Can watching funny videos before study improve learning? This study explored whether using funny videos to induce students’ pre-learning emotions can effectively promote their learning. Although two previous studies [ 14 , 15 ] have examined the effects of regulating learners’ pre-learning emotions on multimedia learning outcomes, participants learned the material independent of their professional background. In addition, the researchers highlighted that future research should focus on whether inducing students’ pre-learning emotions can produce different results when learning materials related to their own learning task; that is, in a conventional learning environment, students’ motivation to learn is different from participating in an experiment to learn unrelated learning materials. Motivation is a key driver of learning; therefore, it might lead to conclusions different from those of existing studies. This study explored whether regulating students’ pre-learning emotions while learning materials related to their own tasks would affect their learning outcomes. In addition, unlike previous two studies, participants in our experiment were primary school students, and we used funny videos as a means of emotion induction.

The specific research questions addressed in this study are:

• RQ1: Can funny videos make students in the experimental group feel more positive before learning?
• RQ2: How is the change of emotion between the two groups after learning?
• RQ3: Does the experimental group have higher learning motivation and satisfaction than the control group?
• RQ4: Does the experimental group perform better in knowledge retention and knowledge transfer than the control group?

3. Materials and Methods

3.1. participants and experimental design.

In this study, participants were 5th grade (approx. age: 11 years) students from a primary school in south-central China. A total of 81 students participated in the study. The students here had video learning experience; they often used computers and iPads to surf the Internet to collect learning materials or view videos at school and at home. All participants gave written informed consent of their parents and received a small gift for participating in the study. The Academic Committee of the School of Psychology at CCNU approved the study protocol.

3.2. Materials

3.2.1. emotion induction material.

We edited two short videos (2–3 min) to induce positive emotions as well as neutral emotions. One video was excerpts from an online program named “light moment”, with a child and a dog eating lunch together to induce positive emotions ( Figure 1 ). The other was a multicolored display of moving blue bars to induce neutral emotions ( Figure 2 ).

A screenshot of the positive emotion induction video.

A screenshot of the natural emotion induction video.

3.2.2. Learning Material

We created an instructional video, the teaching content of which was the elementary science knowledge point “The Composition of Rocks”. In order to reduce the influence of emotional design of learning materials on students’ emotion in the process of learning, we strictly controlled the emotional design of various multimedia elements to make them present neutral emotional colors. Specifically, the video manuscript, as well as the text and pictures in the slides all did not contain strong emotional attributes. As for the instructor, she kept a gentle facial expression, fluctuated her tone, and faced her body toward the camera. When she used gestures to point to the teaching material, her eyes also looked at the teaching material, and her body turned to the teaching material. ( Figure 3 ). We also invited six master-level graduate students and two doctoral students majoring in education to watch the video materials and score the emotional attributes of the video materials. Among them, 1 represents very negative, 4 represents neutral, and 7 represents very positive. The results showed that the affective attribute of learning materials was neutral (M = 4.25, SD = 0.43).

A screenshot of the video lecture.

3.3. Measures

The measurements included one demographic questionnaire, three knowledge tests, two emotion questionnaires, one learning motivation scale, and one learning satisfaction scale.

3.3.1. Demographic Questionnaire

Participants were asked to report their sex, age, and year in school.

3.3.2. Knowledge Tests

We invited a science expert, together with the teacher in the video lecture, to design three knowledge tests: (I) a prior knowledge test; (II) a knowledge retention test; and (III) a knowledge transfer test. The pre-knowledge test was designed to understand students’ background knowledge about rocks. It included true or false questions (e.g., gold is not a mineral), single-choice questions (e.g., what is true about the composition of rocks? (A) rock is composed of one mineral, (B) rock is composed of three or more minerals, and (C) rock is composed of one or more minerals), and multiple-choice questions (e.g., the following characteristics of rocks are? (A) color, (B) length, and (C) gloss), with a total of 10 points; the higher the score, the higher the level of knowledge. The retention test was designed to measure students’ memory of the content. The answers to the questions could be found directly from the video material. It included fill-in-the-blank questions (e.g., the hardest mineral found in nature is ____), true or false questions (e.g., sand is a kind of rock), and picture recognition questions (the pictures included in this section can be found in Supplementary Materials ), with a total of 18 points; the higher the score, the better the knowledge retention. The transfer test was designed to test students’ understanding of the content and its application to the knowledge [ 22 ]. The answers to the questions could not be found directly from the video materials. It required learners to make appropriate reasoning based on their understanding of the learning material. It included true or false questions (e.g., rocks and minerals are the mineral resources of the earth, not the resources that people produce and live in), single choice questions (e.g., the reflection of light on the surface of rock forms the ___ of rock. (A) color, (B) gloss, and (C) transparency), and a short answer question (e.g., name two examples of the use of rocks in your life), with a total of 13 points; the higher the score, the better the knowledge transfer.

3.3.3. Emotion Questionnaires

We adopted the emotion questionnaires from Horovitz and Mayer [ 23 ] to evaluate students’ pre-learning emotions and post-learning emotions.

Before learning, participants rated their emotions on a five-point Likert scale (1 = strongly disagree and 5 = strongly agree) on the following four items: before learning, I feel happy; before learning, I feel content; before learning, I feel frustrated; before learning, I feel bored. After class, participants rated their emotions. Students’ post-class emotions also included four questions: after learning, I feel happy; after learning, I feel content. after learning, I feel frustrated. after learning, I feel bored; these four questions used the five-point Likert scale (1 = strongly disagree and 5 = strongly agree).

3.3.4. Learning Motivation

The learning motivation questionnaire was an excerpt from Stull et al. [ 24 ], containing six items on participants’ enjoyment, willingness to learn in this way in the future, understanding of the learning materials, desire to learn more about the content, finding the lesson useful, and motivation to learn the content. The questionnaire used a seven-point Likert scale (1 = strongly disagree and 7 = strongly agree). In this study, Cronbach α for learning motivation was 0.904.

3.3.5. Learning Satisfaction

The learning satisfaction questionnaire contained three items to measure students’ satisfaction with the teacher’s teaching, teaching content, and learning environment. Each item used a five-point Likert scale (1 = strongly disagree and 5 = strongly agree). In this study, Cronbach α for learning satisfaction was 0.814.

3.4. Procedure

This study was conducted in a multimedia classroom with a projector. All participants came from two parallel classes, that is, there was no significant difference in the students’ academic performance in the two classes. Moreover, the two classes had similar sex ratio and age distribution. Therefore, the randomization process was class-based. We randomly assigned one class as the control group and the other as the experimental group. In the control group, there were 22 boys and 18 girls. In the experimental group, there were 23 boys and 18 girls. Both groups were escorted into different multimedia classroom where the study was conducted. The order of measurement implementation may affects the accuracy of the measurement [ 25 ]; we fully considered this point. The specific procedure was shown as below:

• First, all participants filled out the demographic questionnaire and prior knowledge test. Then, students in the control group watched blue moving bars for 2 min. Meanwhile, students in the experimental group watched funny videos for about 2 min.
• Second, the control group and the experimental group filled in the pre-learning emotion questionnaire. Rather than taking an emotion test before the prior knowledge test, we avoided pre-learning emotions reported by students from being affected by the prior knowledge.
• Third, both groups watched the same video to learn the material.
• Fourth, both groups reported their post-learning emotions.
• Fifth, both groups did retention and transfer tests.
• Finally, students were invited to report their motivation and satisfaction with the course.

3.5. Statistical Analysis

Different data analysis methods were used in this study to address the research question. For RQ1, RQ3, and RQ4, the independent sample t -test was conducted to compare the differences between the experimental group and the control group on several dependent variables. Our null hypothesis H0 states that there was no significant difference between the experimental group and the control group in pre-learning emotion, motivation, satisfaction, retention score, and transfer score. The formula is μ 1 − μ 2 = 0; accordingly, our alternative hypothesis H0 states that there was a significant difference between the experimental group and the control group in pre-learning emotion, motivation, satisfaction, retention score, and transfer score. The formula is μ 1 − μ 2 ≠ 0. If the significance of t is less than 0.05, the null hypothesis should be rejected; otherwise, the null hypothesis should be accepted. p value was considered statistically significant when it was two-tailed.

For RQ2, the generalized estimation equation (GEE) was used to compare the emotional differences between the two groups at different time points and the emotion differences of each group at different time points. Although repeated measure ANOVA was also applicable to solve this problem, the prerequisite conditions of repeated measure ANOVA are relatively strict such as normality, homogeneity, and particularly sphericity [ 26 ]. The generalized estimation equation (GEE) has unique advantages in data analysis of repeated measurements and can support multiple data types and distribution patterns [ 27 ]. This study mainly involved two independent variables, time and group, and four dependent variables: happy, content, frustrated, and bored. To answer the research question, we analyzed the interaction effect of time and group with one emotion as the dependent variable. The model of the five correlation structures was carried out and the QIC value was recorded. The structure that obtains the smaller QIC value shows better fit of the model to the data [ 28 ]. The QIC results are shown in Table 1 . It suggests that AR, exchangeable, M-dependent, and unstructured all had a smaller QIC compared to independence. Thus, we could choose one of them except independence for the correlation structure to build the model.

QIC for different correlation structures.

IBM SPSS (version 25, IBM Corporation, Armonk, NY, USA) was used to process the data.

To adequately interpret the results, it was crucial to determine whether the groups differed significantly on basic characteristics. Thus, we conducted an independent sample t -test between the two groups. As shown in Table 2 , the independent sample t -test showed no significant differences in prior knowledge between the two groups ( p = 0.703).

The basic characteristics of the two groups.

4.1. RQ1: Can Funny Videos Make Students in the Experimental Group Feel More Positive before Learning?

To examine whether the funny video promoted the pre-learning emotions of the experimental group, an independent sample t -test was conducted on the pre-learning emotion data of the two groups. A significant difference was noted in pre-learning emotions, as shown in Table 3 . Students in the experimental group were significantly happier ( p < 0.001) and more content ( p = 0.002) than students in the control group. In addition, students in the control group were significantly more frustrated ( p = 0.003) and more bored ( p = 0.001) than students in the experimental group.

The emotional state of the two groups before learning.

Note. Pre indicated before learning. * p < 0.05, ** p < 0.001, two-tailed.

4.2. RQ2: How Is the Change of Emotion between Two Groups after Learning?

To examine the change in emotions between the two groups after learning, we conducted generalized estimation equations(GEE) to analyze the data. The tests of model effect results are shown in Table 4 . It shows that the interaction effect of time and group was not significant for the happy and content emotions, but for the frustrated and bored emotions, the interaction effect of time and group was significant.

The tests of model effect.

Note. * p < 0.05, two-tailed.

The estimated marginal mean and pairwise comparison results are shown in Table 5 . The rows 3–6 of the table show the interaction between time and group; it represents the differences in emotion between the experimental group and the control group at different time points. It can be seen that before learning, there were significant differences in happy, content, frustrated, and bored emotions between the experimental group and the control group. Specifically, the experimental group was happier and more content than the control group. The control group was more frustrated and bored than the experimental group. After learning, there were still significant differences in happy, frustrated, and bored emotions between the experimental and control groups. The experimental group was happier than the control group, and the control group was more frustrated and bored than the experimental group. There was no significant difference in content emotion between the two groups.

Multivariable GEE results.

Note. * p < 0.05, two-tailed. ** p < 0.001, two-tailed.

The last four rows of the Table 5 show the interaction between group and time; it represents the difference in emotion between the experimental group and the control group at different time points. It can be seen that the happy, frustrated, and bored emotions of the experimental group changed significantly before and after learning. Specifically, after learning, the students’ happiness decreased and frustration and boredom increased. Students’ content emotion also decreased, but there was no significant difference. For the control group, happy, content, frustrated, and bored emotions did not change significantly before and after learning. However, it can be seen from the mean value that the happy and content emotions of the control group showed an upward trend, while the frustrated and bored showed a downward trend. The emotion changes of different groups before and after learning are illustrated in Figure 4 and Figure 5 . The overall emotion changes of the two groups at different time points are shown in Figure 6 .

The emotion changes of the control group.

The emotion changes of the experimental group.

The overall emotion changes of different group at different time points.

4.3. RQ3: Does the Experimental Group Have Higher Learning Motivation and Satisfaction than the Control Group?

To determine any difference between the two groups on motivation and satisfaction, the independent sample t -test was used. The results showed no significant differences on motivation ( p = 0.286) and satisfaction ( p = 0.520). Table 6 presents the descriptive data.

Dependent variables between the two groups.

4.4. RQ4: Does the Experimental Group Perform Better in Knowledge Retention and Knowledge Transfer than the Control Group?

To determine any difference between the two groups on retention and knowledge transfer, the independent sample t -test was used. The results showed no significant differences in knowledge retention ( p = 0.143) between the two groups. However, the transfer test ( p < 0.001) of the experimental group was significantly higher than the control group. Table 7 presents the descriptive data.

Note: ** p < 0.001, two-tailed.

5. Discussion

5.1. this work.

This study examined the effect of students’ pre-learning emotions on primary students’ emotional state, motivation, satisfaction, and learning performance in video lectures. The following is an analysis and discussion of the research results.

5.1.1. RQ1 Can Funny Videos Make Students in the Experimental Group Feel More Positive before Learning?

Students in the experimental group were significantly happier ( p < 0.001) and more content ( p = 0.002) than students in the control group. Meanwhile, students in the control group were significantly more frustrated ( p = 0.003) and more bored ( p = 0.001) than students in the experimental group. These findings corroborate previous studies. Abel and Maxwell [ 29 ] reported that viewing a humorous video compared with a nonhumorous video reduced anxiety and improved positive affect under both low and high stress. Moreover, when watching a funny video, one experienced joy and delight [ 30 ].

5.1.2. RQ2 How Is the Change of Emotion between Two Groups after Learning?

After completing video learning, students’ emotions in the experimental group became significantly negative, while that of the control group became slightly but not significantly positive. This could be a comparison effect; that is, the comparison between the induction videos and the learning videos resulted in the different trends in emotions of both groups. Regarding the experimental group, the learning videos were not as interesting as the funny videos; thus, the students’ emotions became negative after watching the learning videos. Regarding the control group, the learning videos were less monotonous than the color-block videos; thus, after watching the learning video, students’ emotions became slightly but not significantly positive.

5.1.3. RQ3 Does the Experimental Group Have Higher Learning Motivation and Satisfaction than the Control Group?

We found no significant difference in motivation and satisfaction between the two groups, which is contrary to a previous study. It was confirmed that students’ enjoyment of learning positively correlated with their intrinsic and extrinsic motivation [ 22 ], whereas correlations for boredom with motivation were negative. The lack of significant difference in motivation between both groups is attributable to the way emotions were induced. The funny video materials used in this study were funny fail videos of humans and animals. Per Gable and Harmon-Jones [ 31 ] proved that cute animal and human videos triggered emotions of low motivational intensity. Food videos, instead, stimulated high motivational intensity. Thus, the motivation of positive emotions evoked by video clips used in this study was limited. In addition, it correlated with the time of emotion induction. The duration of emotion induction before a formal learning task might not be as long as the duration of emotion induced by the learning environment. Thus, temporary positive emotional experiences might not motivate students to learn.

Regarding satisfaction, we also found no significant difference in learning satisfaction between the two groups. A previous study confirmed that emotions could influence a learner’s attitude toward something or somebody [ 32 ]. However, in this study, we did not find a significant difference between the two groups, which could be caused by the comparison, with the control group in a natural emotion rather than a negative emotion. Artino [ 33 ] demonstrated that happy emotions positively predicted students’ learning satisfaction, while depression negatively predicted students’ learning satisfaction. In addition, students’ emotions and motivation jointly influenced satisfaction, and they explained a significant portion of variance in satisfaction [ 34 ]. Owing to no significant difference in motivation and the emotion difference being small after learning between the two groups, no significant difference was found in satisfaction.

5.1.4. RQ4 Does the Experimental Group Perform Better in Knowledge Retention and Knowledge Transfer than the Control Group?

We found no significant difference in the retention test, which mainly focused on students’ memory of learning material; this is attributable to no significant difference in students’ learning motivation. Motivation is the driving force behind cognitive processing, which results in improved learning outcomes. The second reason may due to the level of difficulty of retention tests. Perhaps positive emotions enhance performance on tasks that mostly require divergent thinking (e.g., think about the various uses of the pencil) [ 35 ]. In addition, the retention test largely examined the students’ knowledge through memory and repetition; it did not require much positive emotion input, but negative emotions impaired students’ memory [ 36 ]. The third reason is that the activation levels of emotions might influence performance on tasks [ 37 ]. Finally, the funny video we used in this study was not related to the learning content. A previous study demonstrated that funny videos that were compatible with the course topic boosted student acquisition and content retention [ 38 ].

Regarding the transfer test, it reflected the deep processing of learning materials. We found a significant difference between the two groups in the transfer test, and the experimental group performed better in the transfer test, which is consistent with a previous study. Um et al. [ 22 ] showed that external induction of positive emotions did not enhance retention but did improve transfer. Moreover, Politis and Houtz [ 39 ] also found that participants who in the positive emotion condition were significantly more fluent when solving creative problem than those who watched the neutral video. Gökçen showed that watching a funny video, especially about a foreign language, affected learning [ 40 ]; this may be because positive emotions improved the flexibility of thinking, promoted deep processing, and thus improved transfer performance [ 41 ]. The second reason could be that positive pre-learning emotions can increase cognitive engagement, which results in better transfer performance [ 42 ].

5.2. Theoretical and Practical Contributions

This study extended the literature on emotions in multimedia learning beyond college samples and further considered pre-learning emotion induction. We examined the effects of watching funny videos before learning on primary school students’ learning outcomes. This study supported the integrated cognitive-affective theory of learning with media and the understanding that positive emotions promote learners’ cognitive processing. When students are in a positive emotion, they are more willing to put more mental work into processing the learning material, thereby producing better learning results. Moreover, the study offered important new insights into emotions. Learners’ pre-learning emotions are the real starting point that affects their deep learning.

The practical implication of this study is that the efficacy of funny short videos as a regulation of learning emotions was verified. This study shed light on teaching practices in the following two aspects. First, the appropriate use of short videos can promote students’ positive emotions and thus improve their learning performance. Of note, watching funny videos is often used for leisure and entertainment, but few researchers have used it as a means of regulating students’ emotions. Teachers can evoke positive emotions of students by using this easy and economic method. Second, teachers should pay attention to students’ pre-learning emotions which affect their learning results. It is wise to execute some activities such as singing and playing games to prepare students for positive emotions before learning.

5.3. Limitation and Future Research

Although meaningful findings were reported in this study, there are three limitations. First, this study only used self-ratings of emotional state; it was subjective data. Although previous studies have highlighted that self-reported arousal correlates with students’ regulation of their effort in task and self-reported valence correlates with cognitive regulation processes. Our study lacked some objectivity in this regard. Thus, future research would benefit from more direct measures such as skin conductance response (SCR) and facial muscle electromyogram (EMG). With the combination of multimodal objective (SCR and EMG) and subjective (self-report) data, the learning process can be captured in a new continuous way. The second limitation is generalizability. This study was conducted in a relatively short learning session, and the knowledge type was declarative knowledge with only students from a primary school in China. It was unclear whether the effect of pre-learning positive emotion could last for longer instructional videos. In addition, when it comes to learning procedural knowledge, it may produce different learning results. Finally, do emotions change differently in different cultural contexts for people of different age? Additional studies are needed to examine the efficacy of funny videos to regulate students’ pre-learning emotions in a more extended learning session for different knowledge types or in different cultures. The third research limitation is the type of emotion-inducing videos. The video used in this paper was a funny video, which makes students produce positive emotions. However, there are several kinds of videos that can elicit positive emotions such as food videos and singing and dancing videos. Whether these other kinds of videos can produce the same results as this study remains to be further studied.

6. Conclusions

This study examined whether watching funny videos before learning can make students’ emotions more positive, thereby improving their motivation, satisfaction, and task performance. The findings established that students who watched the funny video actually had more positive pre-learning emotions than students who did not. However, no significant differences were reported in learning motivation, learning satisfaction, and knowledge retention between the two groups. Furthermore, students in the experimental group performed better on the transfer test than those in the control group.

Abbreviations

Supplementary materials.

The knowledge tests used in this study can be downloaded at: https://www.mdpi.com/article/10.3390/ijerph19084434/s1 .

Author Contributions

Conceptualization, M.W. and Z.C.; methodology, M.W.; software, M.W.; validation, M.W.; formal analysis, M.W.; investigation, M.W.; resources, Z.C.; data curation, M.W.; writing—original draft preparation, M.W.; writing—review and editing, M.W. and Z.C.; visualization, M.W.; supervision, Z.C.; project administration, Z.C.; funding acquisition, Z.C. All authors have read and agreed to the published version of the manuscript.

This research was funded by the National Natural Science Foundation of China (No. 62077022) and National Collaborative Innovation Experimental Base for Teacher Development of Central China Normal University (No. CCNUTEIII 2021-21).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of the School of Psychology at Central China Normal University (ccnu-irb-202111-003).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Home > Arts and Culture > 10 Hilarious Skit Ideas For 2-5 People In Under 5 Minutes!

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10 Hilarious Skit Ideas For 2-5 People In Under 5 Minutes!

Published: February 15, 2024

Written by: Ethel Bolt

Looking for quick and entertaining skit ideas for small groups? Explore 10 hilarious skit ideas for 2-5 people in under 5 minutes! Perfect for arts and culture enthusiasts.

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Table of Contents

Introduction, skit idea 1: the awkward elevator ride, skit idea 2: the office prank, skit idea 3: the misunderstood mime, skit idea 4: the overly competitive game night, skit idea 5: the superhero support group, skit idea 6: the awkward blind date, skit idea 7: the uncoordinated dance class, skit idea 8: the ridiculous job interview, skit idea 9: the absentminded waiter, skit idea 10: the clumsy yoga class.

Are you ready to bring some laughter and entertainment to your next gathering? Skits are a fantastic way to engage and entertain a small group of 2-5 people in under 5 minutes. Whether you're planning a family gathering, a team-building event, or a social get-together, these hilarious skit ideas are sure to leave everyone in stitches.

From awkward elevator rides to misunderstood mimes, these skits offer a delightful blend of humor and creativity. With minimal props and a dash of imagination, you can easily bring these scenarios to life. So, gather your friends, family members, or colleagues, and get ready to unleash your inner comedian with these 10 uproarious skit ideas!

Let's dive into the world of quick-witted humor and side-splitting scenarios that are bound to leave your audience in fits of laughter. Whether you're a seasoned performer or a first-time skit enthusiast, these ideas are designed to spark creativity and bring joy to any occasion. So, grab your imaginary spotlight and let's explore the comedic possibilities that await!

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The scene opens with two individuals, played by the performers, entering a makeshift elevator. As the doors close, an uncomfortable silence fills the confined space. The characters exchange hesitant glances, clearly unaccustomed to sharing such close quarters with a stranger. One of them, let's call him Bob, nervously presses the button for his floor, while the other, let's name her Sarah, stands awkwardly by the control panel.

Suddenly, the elevator jolts to a stop, plunging the characters into darkness. Bob lets out a startled yelp, and Sarah gasps in surprise. As the emergency lights flicker on, the two characters find themselves in a comically awkward situation. Bob attempts to break the tension with a nervous joke, but his efforts only seem to make the situation more uncomfortable.

The elevator remains motionless, and the characters' attempts at small talk become increasingly strained. Bob fidgets with his tie, while Sarah nervously taps her foot. The silence is palpable, and the audience can't help but squirm in amusement at the characters' predicament.

Just as the tension reaches its peak, the elevator suddenly lurches back to life, causing Bob to stumble and Sarah to grab onto the handrail for dear life. The characters exchange a look of mutual relief, only to be met with the sound of a loud, unexpected belch echoing through the elevator. Their expressions of relief quickly turn to horror as they realize the source of the sound.

As the elevator finally reaches Bob's floor, the doors open to reveal a group of colleagues waiting to board. Bob and Sarah exchange a mortified glance before hastily shuffling out of the elevator, leaving their unwitting audience in a state of bemused confusion.

This skit capitalizes on the universally relatable experience of awkward elevator encounters, infusing it with exaggerated humor and physical comedy. The performers can utilize exaggerated facial expressions, awkward body language, and comedic timing to bring this scenario to life, eliciting uproarious laughter from the audience. With its blend of discomfort and hilarity, "The Awkward Elevator Ride" is a surefire crowd-pleaser that will leave everyone in stitches.

The stage is set in a typical office environment, with a desk, chairs, and a water cooler serving as the backdrop. The skit opens with two employees, played by the performers, engaging in casual office banter. One of them, let's call him Tom, is known for his mischievous sense of humor, while the other, let's name her Emily, is often the unwitting target of his pranks.

As the scene unfolds, Tom seizes an opportune moment to execute his latest practical joke. With a sly grin, he surreptitiously swaps the contents of Emily's coffee mug with a concoction of exaggeratedly colored water, carefully concealing his actions from her view. Unaware of the impending mischief, Emily continues chatting, oblivious to the impending prank.

Moments later, Emily takes a sip of her "coffee" and recoils in exaggerated horror at the taste, her facial expressions comically portraying her shock and disgust. Tom struggles to contain his laughter as Emily frantically searches for an explanation, her exaggerated gestures and expressions amplifying the comedic effect.

As Emily's confusion reaches its peak, Tom finally reveals the nature of his prank, unable to contain his amusement any longer. The two characters engage in a playful back-and-forth, with Emily feigning indignation while Tom attempts to apologize through fits of laughter. The tension between them dissolves into shared laughter, culminating in a lighthearted moment of camaraderie.

This skit capitalizes on the relatable dynamics of office pranks and the lighthearted camaraderie that often accompanies such antics. The performers can leverage exaggerated facial expressions, physical comedy, and playful banter to bring this scenario to life, eliciting uproarious laughter from the audience. With its blend of mischievous humor and heartwarming camaraderie, "The Office Prank" is a delightful crowd-pleaser that will leave everyone in stitches.

The skit concludes with Tom and Emily sharing a good-natured laugh, the audience joining in their amusement as the curtain falls on this uproarious office escapade.

The stage is adorned with a simple, imaginary box, serving as the invisible stage for our protagonist, the Mime. As the skit begins, the audience is introduced to a lone Mime, portrayed by one of the performers. Dressed in classic black and white attire, the Mime exudes an air of exaggerated theatricality, complete with invisible walls and a palpable sense of whimsy.

The Mime's performance commences with a series of comically exaggerated actions, such as pretending to be trapped in an invisible box, encountering a gust of wind, and engaging in a one-sided tug-of-war with an unseen adversary. The performer's expressive gestures and exaggerated facial expressions bring these invisible scenarios to life, captivating the audience with the sheer absurdity and charm of the performance.

Unbeknownst to the Mime, a second character, played by another performer, enters the stage, completely oblivious to the Mime's invisible antics. As the newcomer goes about their business, they inadvertently interrupt the Mime's imaginary escapades, leading to a series of hilariously misinterpreted interactions.

The Mime's attempts to convey their invisible world are met with confusion and bewilderment from the unwitting newcomer, who misinterprets the Mime's actions as bizarre and inexplicable behavior. The resulting misunderstandings escalate into a delightful symphony of comedic chaos, with the Mime's invisible scenarios colliding with the newcomer's real-world activities.

As the skit unfolds, the audience is treated to a delightful spectacle of miscommunication and visual humor, as the Mime's exaggerated gestures and the newcomer's perplexed reactions intertwine in a symphony of comedic timing and physical comedy. The performers seamlessly blend expressive pantomime, exaggerated facial expressions, and comedic timing to create a whimsical and uproarious performance that transcends language barriers and tickles the audience's funny bone.

The skit reaches its crescendo as the Mime and the newcomer find themselves entangled in a series of misinterpreted gestures, culminating in a riotous display of comedic chaos. The audience is left in stitches, thoroughly entertained by the delightful absurdity and universal humor of "The Misunderstood Mime."

The skit concludes with a harmonious resolution, as the Mime and the newcomer share a lighthearted moment of understanding, bridging the gap between their invisible and tangible worlds with a shared sense of whimsy and laughter.

The stage is set with a cozy living room backdrop, adorned with a table and a few chairs, creating the perfect setting for a lighthearted game night. As the skit unfolds, the audience is introduced to a group of friends or family members, portrayed by the performers, eagerly gathering for a night of friendly competition and camaraderie.

The characters exude an air of jovial anticipation as they prepare for a series of classic board games and interactive challenges. One of the characters, let's call her Lily, is known for her competitive spirit and unwavering determination to emerge victorious in every game. The other characters, each with their unique quirks and personalities, eagerly join in the festivities, unaware of the comedic chaos that is about to unfold.

As the game night commences, the characters engage in a series of uproarious competitions, from classic board games to comically exaggerated challenges. Lily's unyielding determination to win becomes increasingly evident as she fervently strategizes and maneuvers her way through each game, her competitive fervor bordering on the absurd.

The games escalate into a riotous display of exaggerated competitiveness, with the characters employing outlandish tactics and comically intense expressions in their quest for victory. Lily's antics, in particular, elicit uproarious laughter from the audience as she becomes increasingly embroiled in her zealous pursuit of triumph.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the characters' competitive fervor. The audience is treated to a symphony of laughter as the characters' lighthearted competitions spiral into a riotous display of comedic chaos.

As the game night reaches its peak, the characters find themselves entangled in a series of outlandish challenges and comically exaggerated confrontations, each vying for the coveted title of game night champion. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Overly Competitive Game Night," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit culminates in a harmonious resolution, as the characters share a lighthearted moment of camaraderie, their competitive fervor giving way to shared laughter and a sense of lighthearted camaraderie.

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The stage is adorned with a circle of chairs, creating an intimate setting for the members of the Superhero Support Group. Each performer embodies a unique and comically exaggerated superhero persona, complete with colorful costumes and larger-than-life personalities. As the skit begins, the audience is introduced to a motley crew of caped crusaders, each grappling with their own hilariously mundane and relatable personal challenges.

The scene opens with the group's facilitator, played by one of the performers, attempting to maintain order amidst the chaotic assembly of superheroes. The facilitator, armed with an exasperated yet empathetic demeanor, strives to guide the group through a series of lighthearted and farcical discussions aimed at addressing their everyday struggles.

The superheroes, each grappling with their own comically exaggerated personal dilemmas, take turns sharing their outlandish predicaments, infusing the support group with a delightful blend of absurdity and relatability. From grappling with the perils of untangling their capes to navigating the complexities of secret identities, the characters' struggles offer a whimsical and relatable glimpse into the humorous mundanity of superhero life.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the superheroes' everyday challenges. The audience is treated to a symphony of laughter as the characters' lighthearted anecdotes and shared experiences unfold in a riotous display of comedic camaraderie.

As the support group session progresses, the superheroes find themselves entangled in a series of comically exaggerated interactions, each attempting to outdo the others with their outlandish tales of everyday heroism. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Superhero Support Group," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as the superheroes, amidst a backdrop of uproarious chaos and camaraderie, find solace in their shared experiences, forging a lighthearted sense of community amidst the hilariously mundane trials and tribulations of superhero life.

The stage is set with a charming café backdrop, complete with cozy tables and flickering candlelight, creating the perfect ambiance for a lighthearted yet comically awkward blind date. As the skit unfolds, the audience is introduced to two characters, portrayed by the performers, each exuding an air of nervous anticipation and endearing awkwardness.

The scene opens with the characters, let's call them Alex and Riley, tentatively greeting each other with awkward smiles and fumbling handshakes, their exaggerated nervousness palpable in their comically exaggerated gestures and expressions. As they settle into their seats, the awkward silence hangs heavily in the air, punctuated only by the nervous tapping of utensils and the occasional forced chuckle.

Alex, with their endearing yet exaggerated attempts at suave conversation, unwittingly stumbles into a series of hilariously awkward topics, each more cringe-inducing than the last. Meanwhile, Riley, with their comically exaggerated expressions of discomfort and disbelief, valiantly attempts to navigate the sea of awkward conversational landmines, their shared discomfort serving as a delightful source of comedic tension.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the characters' awkward interactions. The audience is treated to a symphony of laughter as Alex and Riley's endearing yet hilariously uncomfortable attempts at conversation unfold in a riotous display of comedic chaos.

As the blind date progresses, the characters find themselves entangled in a series of comically exaggerated miscommunications and cringe-inducing moments, each vying to salvage the situation with increasingly absurd attempts at small talk and forced laughter. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Awkward Blind Date," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as Alex and Riley, amidst a backdrop of uproarious chaos and shared discomfort, find solace in their mutual understanding of the hilariously awkward nature of blind dates, forging a lighthearted bond amidst the comically cringe-inducing trials and tribulations of their endearingly awkward encounter.

The stage is adorned with a vibrant dance studio backdrop, complete with colorful props and an enthusiastic dance instructor, setting the scene for a hilariously chaotic and uncoordinated dance class. As the skit unfolds, the audience is introduced to a group of endearingly uncoordinated individuals, portrayed by the performers, each exuding a comically exaggerated lack of rhythm and coordination.

The dance instructor, played by one of the performers, exudes an infectious enthusiasm and unwavering determination to instill the joy of dance in their motley crew of students. As the energetic music fills the air, the characters tentatively attempt to follow the instructor's choreography, their exaggerated lack of coordination and rhythm serving as a delightful source of comedic chaos.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the characters' uncoordinated dance attempts. The audience is treated to a symphony of laughter as the characters' endearing yet hilariously uncoordinated dance moves unfold in a riotous display of comedic chaos.

As the dance class progresses, the characters find themselves entangled in a series of comically exaggerated missteps and flailing limbs, each attempting to navigate the choreography with increasingly absurd attempts at coordination. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Uncoordinated Dance Class," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as the characters, amidst a backdrop of uproarious chaos and shared enthusiasm, find solace in their mutual understanding of the hilariously uncoordinated nature of their dance endeavors, forging a lighthearted bond amidst the comically chaotic trials and tribulations of their endearingly uncoordinated dance class.

The stage is set with a professional yet comically exaggerated office backdrop, complete with a desk, chairs, and a conspicuously out-of-place potted plant, setting the scene for an uproarious and utterly ridiculous job interview. As the skit unfolds, the audience is introduced to two characters, portrayed by the performers, each embodying a comically exaggerated persona that encapsulates the absurdity of the job interview scenario.

The scene opens with the job interviewer, played by one of the performers, exuding an air of exaggerated professionalism and a penchant for the absurdly mundane. Their comically exaggerated gestures and expressions serve as a delightful source of comedic tension, setting the stage for the hilariously absurd interactions that are about to unfold.

The job candidate, portrayed by the other performer, embodies an endearingly quirky and comically exaggerated portrayal of an interviewee, complete with a series of outlandish and utterly nonsensical responses to the interviewer's questions. From hilariously exaggerated tales of professional prowess to comically absurd anecdotes about their purported expertise, the candidate's responses serve as a riotous display of comedic chaos, eliciting uproarious laughter from the audience.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the characters' interactions. The audience is treated to a symphony of laughter as the job interviewer's deadpan professionalism collides with the candidate's hilariously absurd responses, resulting in a riotous spectacle of comedic chaos and shared amusement.

As the job interview progresses, the characters find themselves entangled in a series of comically absurd miscommunications and nonsensical exchanges, each attempting to navigate the hilariously ridiculous nature of the interview scenario with increasingly absurd attempts at professionalism and coherence. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Ridiculous Job Interview," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as the job interviewer and the candidate, amidst a backdrop of uproarious chaos and shared amusement, find solace in their mutual understanding of the hilariously absurd nature of the job interview, forging a lighthearted bond amidst the comically nonsensical trials and tribulations of their utterly ridiculous encounter.

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The stage is adorned with the bustling ambiance of a charming yet comically chaotic restaurant setting, complete with tables, chairs, and a palpable sense of frenzied activity. As the skit unfolds, the audience is introduced to a hapless yet endearing waiter, portrayed by one of the performers, who embodies the quintessential essence of absentmindedness and comically exaggerated mishaps.

The scene opens with the waiter, adorned in a slightly disheveled yet charmingly earnest attire, bustling about the restaurant with a comically exaggerated sense of urgency. From misplaced orders to hilariously botched attempts at balancing precarious trays of dishes, the waiter's endearing yet utterly absentminded antics serve as a delightful source of comedic chaos, eliciting uproarious laughter from the audience.

As the skit progresses, the waiter finds themselves entangled in a series of comically exaggerated missteps and befuddling mishaps, each serving as a riotous display of comedic chaos and shared amusement. From mixing up orders to comically misinterpreting the customers' requests, the waiter's endearing yet hilariously absentminded escapades unfold in a symphony of laughter and lighthearted camaraderie.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the waiter's absentminded interactions. The audience is treated to a riotous spectacle of laughter as the waiter's earnest yet hilariously mischievous antics unfold amidst the bustling backdrop of the restaurant, leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as the waiter, amidst a backdrop of uproarious chaos and shared amusement, finds solace in their endearing yet utterly absentminded nature, forging a lighthearted bond with the customers amidst the comically chaotic trials and tribulations of their uproariously entertaining restaurant escapades.

The stage is adorned with a serene yet comically chaotic yoga studio backdrop, complete with yoga mats, soothing ambient lighting, and an air of tranquil mindfulness. As the skit unfolds, the audience is introduced to a group of endearingly uncoordinated individuals, portrayed by the performers, each exuding a comically exaggerated lack of grace and balance.

The yoga instructor, played by one of the performers, radiates an aura of serene patience and unwavering determination to instill the art of yoga in their motley crew of students. As the calming music fills the air, the characters tentatively attempt to follow the instructor's serene movements, their exaggerated lack of coordination and balance serving as a delightful source of comedic chaos.

The performers infuse the skit with a delightful blend of physical comedy, exaggerated facial expressions, and comedic timing, amplifying the absurdity of the characters' uncoordinated yoga attempts. The audience is treated to a symphony of laughter as the characters' endearing yet hilariously unbalanced yoga poses unfold in a riotous display of comedic chaos.

As the yoga class progresses, the characters find themselves entangled in a series of comically exaggerated missteps and flailing limbs, each attempting to navigate the serene art of yoga with increasingly absurd attempts at balance and grace. The audience is thoroughly entertained by the delightful absurdity and universal humor of "The Clumsy Yoga Class," leaving everyone in stitches and thoroughly amused by the uproarious spectacle.

The skit reaches its peak as the characters, amidst a backdrop of uproarious chaos and shared enthusiasm, find solace in their mutual understanding of the hilariously uncoordinated nature of their yoga endeavors, forging a lighthearted bond amidst the comically serene yet chaotic trials and tribulations of their endearingly clumsy yoga class.

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