Abstract
In this investigation we assessed whether different formats of media (video, text, and video + text) influenced participants’ engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV/AIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video + text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed 6 weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video + text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content.
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Acknowledgments
We would like to thank Mark Bergland and Karen Klyczek, Biology Department of University of Wisconsin-River Falls for their support. This research was partially funded by NSF Grant DUE 0229156. Any opinion, finding, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of any of the supporting institutions.
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Yadav, A., Phillips, M.M., Lundeberg, M.A. et al. If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases. J Comput High Educ 23, 15–37 (2011). https://doi.org/10.1007/s12528-011-9042-y
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DOI: https://doi.org/10.1007/s12528-011-9042-y