IADR Abstract Archives
Development of Entertainment-Education Videos as Interventions to Change Social Bias
Objectives: To design and develop Entertainment-Education videos as interventions to change social biases towards individuals with visible loss of a facial part.
Methods: Three video interventions were designed following the guidelines of Entertainment-Education (E-E). For their development, images of both male and female averaged faces were obtained from the Face Research Average Demo platform. Images obtained here were validated by the Face Research Laboratory in the Institute of Neuroscience and Psychology at the University of Glasgow. These pictures were graphically and artistically modified to obtain realistic and anatomically correct images of individuals with visible loss of a facial part. Following E-E design guidelines, a script was developed and written for each of the three characters, which describes them in their daily activities, showing how they live a normal life despite appearance-related prejudices. Using the images and the scripts, the videos were then developed.
A Patient and Public Involvement meeting (PPI) was held where three participants observed an image of a man’s averaged face and one of the same man without his nose. Several social biases were described by the participants immediately after watching the pictures, especially ones related to attractiveness, social competence and psychological adjustment. Afterwards, an example of the mocked up video intervention was shown to the participants.
Results: Following the PPI, it was possible to observe a reduction of the social bias after one exposure to the intervention, as the participants related to feel identified and involved with the character’s story.
Conclusions: E-E is a relevant educational strategy with the potential to positively influence knowledge and beliefs, which are prerequisites for behavioural change. E-E videos can be used to disconfirm stereotypes about different social groups by presenting genuine information merged in an entertaining experience for the observers, with relatable characters and an engaging storyline.
Methods: Three video interventions were designed following the guidelines of Entertainment-Education (E-E). For their development, images of both male and female averaged faces were obtained from the Face Research Average Demo platform. Images obtained here were validated by the Face Research Laboratory in the Institute of Neuroscience and Psychology at the University of Glasgow. These pictures were graphically and artistically modified to obtain realistic and anatomically correct images of individuals with visible loss of a facial part. Following E-E design guidelines, a script was developed and written for each of the three characters, which describes them in their daily activities, showing how they live a normal life despite appearance-related prejudices. Using the images and the scripts, the videos were then developed.
A Patient and Public Involvement meeting (PPI) was held where three participants observed an image of a man’s averaged face and one of the same man without his nose. Several social biases were described by the participants immediately after watching the pictures, especially ones related to attractiveness, social competence and psychological adjustment. Afterwards, an example of the mocked up video intervention was shown to the participants.
Results: Following the PPI, it was possible to observe a reduction of the social bias after one exposure to the intervention, as the participants related to feel identified and involved with the character’s story.
Conclusions: E-E is a relevant educational strategy with the potential to positively influence knowledge and beliefs, which are prerequisites for behavioural change. E-E videos can be used to disconfirm stereotypes about different social groups by presenting genuine information merged in an entertaining experience for the observers, with relatable characters and an engaging storyline.