Chiming in...
This past semester, I added a bonus of up to 5% (translates into .5% of final
grade) for "creative" case presentations. In only a handful (3 or so) of cases
did the presentations lack content in favor of humor. In the vast majority of
cases, the entire class was doubled over in laughter. My sense is that the
"bonus" itself wasn't really a motivator, rather it was a license to have fun.
An example: a case about bank mergers (Bo-RING!) turns into a Montel Williams
show-skit about "Finding the Perfect Marriage", complete with a
non-English-native attempting a Texan drawl, dressed in drag... amazing how
analagous the two are. (I quickly followed that class with a presentation of a
paper co-authored by Kim Boal that uses Stepfamily literature to draw insights
into issues faced by merging firms).
OR... Lincoln Electric, a case from 1974, included an actual arc-welder
simulation in class (a welder was present, did something, looked to be welding a
desk at the front of class (minor heart attack)... turned out to have a
birthday-cake sparkler attached to his machine). The students in this case were
also dressed in 1970's garb. I don't care what anyone says, frilly dress shirts
and wiiiide collars is funny.
I HIGHLY recommend this approach, with caveats to students about "all sizzle, no
steak." In the end, I suppose the approach should fit with your teaching style.
I've found mine: I'm goofy. (knowing it is half the battle)
Laughing all the way to summer break,
Terry Rock