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Humor has been promoted as a teaching tool that enhances student engagement and learning. The present report traces the pathway from research to practice by reflecting upon various ways to incorporate humor into the face-to-face teaching of statistics. The use of humor in an introductory university statistics course was evaluated via interviews conducted with a random sample of 38 students. Responses indicated that humor aided teaching by providing amusement, breaking up content, bringing backdoi:10.1080/10691898.2009.11889525 fatcat:mwzcmqgpy5gyrb4lvighalm6km