Comparing the effectiveness of animated videos and talking-head videos in science communication

IF 3.5 2区心理学 Q1 PSYCHOLOGY, CLINICAL

British Journal of Health Psychology Pub Date : 2025-02-20 DOI:10.1111/bjhp.12786

Clara L. Marx, Laura M. König

{"title":"Comparing the effectiveness of animated videos and talking-head videos in science communication","authors":"Clara L. Marx, Laura M. König","doi":"10.1111/bjhp.12786","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objectives</h3>\n \n <p>Online videos are becoming increasingly popular for obtaining nutrition-related information. Learning theories suggest that videos may differ in their effectiveness of conveying knowledge depending on the correspondence between audio and visual content. We thus tested whether two popular video formats, i.e. <i>talking-head</i> and <i>animated video</i>s, differed regarding knowledge transfer effectiveness and their ability to stimulate content sharing.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>2 video format x 3 topic between-subjects experiment.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 358 participants who were representative for the German population regarding age, gender and level of education were randomly assigned to viewing one video format about one of three nutrition-related topics. Afterwards, they rated the video, indicated willingness to share the information with others and answered a set of quiz questions about all three topics to assess knowledge.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Videos did not differ in their evaluation (<i>F[</i>1, 352] = 0.16, <i>p</i> = .898), knowledge transfer (<i>F</i>[2, 352] = 0.10, <i>p</i> = .749) or content sharing (<i>F</i>[1, 352] = 0.12, <i>p</i> = .727). However, participants received a better knowledge score for the video topic they watched a video about than for the other two topics (<i>F</i>[4, 704] = 50.00, <i>p</i> < .001, partial η2 = .22).</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Therefore, both formats can be considered equally effective for use in science communication.</p>\n </section>\n </div>","PeriodicalId":48161,"journal":{"name":"British Journal of Health Psychology","volume":"30 1","pages":""},"PeriodicalIF":3.5000,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjhp.12786","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Health Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjhp.12786","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 0

Abstract

Objectives

Online videos are becoming increasingly popular for obtaining nutrition-related information. Learning theories suggest that videos may differ in their effectiveness of conveying knowledge depending on the correspondence between audio and visual content. We thus tested whether two popular video formats, i.e. talking-head and animated videos, differed regarding knowledge transfer effectiveness and their ability to stimulate content sharing.

Design

2 video format x 3 topic between-subjects experiment.

Methods

A total of 358 participants who were representative for the German population regarding age, gender and level of education were randomly assigned to viewing one video format about one of three nutrition-related topics. Afterwards, they rated the video, indicated willingness to share the information with others and answered a set of quiz questions about all three topics to assess knowledge.

Results

Videos did not differ in their evaluation (F[1, 352] = 0.16, p = .898), knowledge transfer (F[2, 352] = 0.10, p = .749) or content sharing (F[1, 352] = 0.12, p = .727). However, participants received a better knowledge score for the video topic they watched a video about than for the other two topics (F[4, 704] = 50.00, p < .001, partial η2 = .22).

Conclusions

Therefore, both formats can be considered equally effective for use in science communication.

Abstract Image

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Health Psychology PSYCHOLOGY, CLINICAL-

CiteScore

14.10

自引率

1.30%

发文量

期刊介绍： The focus of the British Journal of Health Psychology is to publish original research on various aspects of psychology that are related to health, health-related behavior, and illness throughout a person's life. The journal specifically seeks articles that are based on health psychology theory or discuss theoretical matters within the field.