Dear Park,

Studies have proved that there are sharp variations in terms of time in our speaking, listening, grasping and retaining skills. After specific time interval our mind require rest or pause for getting refreshed. During this time 'Humor at workplace' has its own value. I personally believe that student course evaluation scores depend on instructors' ability to perform and generate empathy, fun, engagement, and even entertainment. 

The ability empathy will help the instructor in understating the students in a better way as the instructor will rotate the roles while considering him as a student which will lead learning direct to the head and heart.

Fun and entertaining will help the student in refreshing the mind for new assignment or the same assignment in a fresh way way.

This whole phenomenon  will keep the student and teacher engaged in the task ultimately resulting in improved score.

In teaching nontraditional students, it is imperative to make classes both instructional and entertaining. Keeping an upbeat teaching style definitely facilitates student listening and learning. This is not always possible, but definitely something I strive to bring to each class.

Part of the responsibility of the teacher is to create an external learning climate that is positive for all (including the instructor).  Using games, humor or any other playful technique can influence the inner environments of students.  To to Accelerated Learning/Lozanov to explore internal barriers to learning, including emotional, intellectual and other barriers that can be altered by a master teacher.  See Gordon & Breach publications, especially Schuster and Gritton, on techniques.  See ERIC for the Journal of Accelerative Learning and Teaching for research articles.

It is not part of teacher's duty. Teachers can use appropariate tools like being funny and entertaining within the boundry of respect and safety to the audiance to cross the point and course objectives in a authentic and more understandable way. To walk on that very fine line and have a balance to keep the class environmented as well as understand is an art.

My personal perefrence is to giving my students the feel of safety to learn the course material, obviously being funny and entertaing can be very beneficial.

Research shows attention one of the element which can benefit learners feeling satisfied with their subject. Among attention parts are like giving a short story before beginning the class, play a short video/shows/montage etc, giving a question and sharing some jokes. After then students would be ready to start their lesson rather than teachers started his/her class in a way of serious mood. Fun learning will make student thinks freely and enjoy the class. Students will be able to share the ideas and getting feedbacks from his/her teacher and their colleagues in the enjoyable mood. Student can learn more than we expect. Thus in other way, teachers play an important role to make his/her lesson session in the best way with the creativity they have.

My deep gratitude to you all. I am working on the issue of boredom and education with a PhD student under my supervision.We are looking at fun as a reaction to boredom. I start thinking that fun itself will eventually lead to another cycle of tediousness and boredom. Perhaps human condition (Arendt)?

@ Dr Palmer: Thanks a lot for the references. I will look into them.

Apparently, the opinions of professors matter little in the 21st century. Read this study: https://www.theladders.com/career-advice/new-study-finds-college-students-expect-professors-to-be-as-entertaining-as-youtube