Narrative and choice effects on learning outcomes

Abstract

ABSTRACT In a 2 (choice) X 2 (message format) study (N = 283), participants were randomly assigned to either have a choice or no choice in message format and to read either a narrative or a non-narrative. They then completed a quiz on the material. We examined whether dispositional tendency to become transported into a narrative (transportability) would increase learning from narrative material, and whether manipulations would affect quiz scores, satisfaction, or performance self-esteem. Choice led to higher quiz scores but did not improve satisfaction or performance self-esteem. Transportability did not predict participants’ choice in material, but it was correlated with higher quiz scores for narrative readers. Findings suggest some educational benefit from choice and matching to narrative-relevant personality traits.