IADR Abstract Archives
Development and Evaluation of Entertainment-Education Videos as Social Bias Interventions.
Objectives: To evaluate the design and development of three videos as interventions to change social biases towards individuals with visible loss of a facial part and assess their alignment with the Entertainment-Education (E-E) design guidelines.
Methods: Male and female average facial images were sourced and authenticated by the Face Research Laboratory at the University of Glasgow's Institute of Neuroscience and Psychology. These images were subjected to graphical and artistic enhancements to create anatomically precise depictions of individuals with visible loss of a facial part. Adhering to E-E design guidelines, videos of three different characters were developed, depicting their ability to lead typical lives despite appearance-related prejudices.
Using experts with instructional design background in video development, the videos were evaluated. These experts received information about E-E and its design guidelines and were asked to assess the videos based on their design quality, alignment with educational objectives and overall effectiveness by answering an anonymous questionnaire based on the Patient Education Material Assessment Tool (PEMAT).
Results: Overall, the experts assessed the videos positively, acknowledging their high quality, characterized by lifelike and relatable characters and excellent multimedia production, effectively capturing the viewers' attention. Additionally, they found themselves deeply engaged with the narratives, experiencing a sense of familiarity with the stories being told, and perceiving the subtle integration of the main message into the storyline, without being overt or distracting.
Conclusions: E-E is a relevant educational approach that holds the capacity to effectively impact knowledge and beliefs, essential precursors for behavioural change. These E-E videos have the potential to serve as interventions to investigate disconfirmation of stereotypes associated with visible loss of a facial part by seamlessly blending authentic information within an engaging and enjoyable experience for the viewers.
Methods: Male and female average facial images were sourced and authenticated by the Face Research Laboratory at the University of Glasgow's Institute of Neuroscience and Psychology. These images were subjected to graphical and artistic enhancements to create anatomically precise depictions of individuals with visible loss of a facial part. Adhering to E-E design guidelines, videos of three different characters were developed, depicting their ability to lead typical lives despite appearance-related prejudices.
Using experts with instructional design background in video development, the videos were evaluated. These experts received information about E-E and its design guidelines and were asked to assess the videos based on their design quality, alignment with educational objectives and overall effectiveness by answering an anonymous questionnaire based on the Patient Education Material Assessment Tool (PEMAT).
Results: Overall, the experts assessed the videos positively, acknowledging their high quality, characterized by lifelike and relatable characters and excellent multimedia production, effectively capturing the viewers' attention. Additionally, they found themselves deeply engaged with the narratives, experiencing a sense of familiarity with the stories being told, and perceiving the subtle integration of the main message into the storyline, without being overt or distracting.
Conclusions: E-E is a relevant educational approach that holds the capacity to effectively impact knowledge and beliefs, essential precursors for behavioural change. These E-E videos have the potential to serve as interventions to investigate disconfirmation of stereotypes associated with visible loss of a facial part by seamlessly blending authentic information within an engaging and enjoyable experience for the viewers.