{"title":"动画视频与有声视频在科学传播中的效果比较","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":"{\"title\":\"Comparing the effectiveness of animated videos and talking-head videos in science communication\",\"authors\":\"Clara L. Marx, Laura M. 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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}","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
摘要
在线视频在获取营养相关信息方面越来越受欢迎。学习理论认为，视频在传递知识的效果上可能会因视听内容的对应关系而有所不同。因此，我们测试了两种流行的视频格式，即谈话视频和动画视频，在知识转移有效性和促进内容共享的能力方面是否存在差异。设计2个视频格式x 3个主题的受试者间实验。方法共有358名参与者，他们在年龄、性别和教育水平方面具有代表性，被随机分配观看三种营养相关主题之一的视频格式。之后，他们对视频进行评分，表示愿意与他人分享信息，并回答一系列关于这三个主题的测试问题，以评估他们的知识水平。结果视频在评价（F[1,352] = 0.16, p = .898）、知识转移（F[2,352] = 0.10, p = .749）和内容共享（F[1,352] = 0.12, p = .727）方面没有差异。然而，参与者对他们观看的视频主题的知识得分高于其他两个主题（F[4,704] = 50.00, p <）。001，偏η2 = 0.22)。因此，可以认为这两种格式在科学传播中同样有效。
Comparing the effectiveness of animated videos and talking-head videos in science communication
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.
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.
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