posted on: 2009-02-20 11:58:34
Is Visual Media More Persuasive than Print Media for Attitudinal Change or Learning?
Motion picture recordings may be more successful in persuading the audience and in engendering identification with the presented norm or social-cultural model (Allen, Sweet & Cooney, 1968; Ganschow, Stilwell III & Jones, 1970; Kraus, 1962; Miller & Roberts, 1965; Schermer, 1988, p.206). In such cases, they have been more successful than still slides (Simonson et al., 1987, p.40; Wilcox & Pestle, 1980, p. 60), the print module, or their combination (Wilcox & Pestle, 1980, p.60). For example, in Cap's (1995) study, the print module (supported with images) evidenced an immediate effect size gain of .99 on attitude change and .29 on attitude retention, both of which were positive. However, visual media applications have yielded even more positive effect sizes, averaging 1.27 and .34 respectively (Schermer, 1988, p.207). Evidently, positive attitudes ca be more effectively acquired and retained by visual media when attitude change is the primary goal of instruction. Hower, the factors that strengthen and support attitude retention, remain elusive (Schermer, 1988, p.206).
To gain additional insight into such factors, Cap's (1995) study applied stepwise regression. Precourse Multicultural Ideology performance scores, Charter "knowledge," and motivational appeal of the module explained about 72%, 3.7% and 2.7% of the variance respectively for a total of 78.4%. The cultural variables dropped in importance when psychological variables entered the prediction model. This progression is compatible with previous research findings (Berry, Kalin & Taylor, 1976, p. 173; Miller & Roberts, 1965, p. 266). The expectation is that psychological variables will tend to displace cultural variables as factors in the variation of multiculturalism outcomes (Cap, 1995, p.185).
The strongest and most enduring factors in predicting postcourse success were prior ideological acceptance. Learner-apprentices were more likely to have success on the postcourse measure if they had a high ideological acceptance of multiculturalism to begin with. Thus, a predisposition to react favorably to an ideology of multiculturalism is a major factor in attitude change and retention. Little cognition of the stimulus may be involved. However, left undeveloped, it may continue to polarize the affective responses in the process (Aboud & Skerry, 1984, pp.23-24). Inattention to cultural background and relevant verbal or visual referents to which meaning is ascribed may confound the communication process and reduce retention (Heinich, Molenda & Russell, 1982; Miller & Roberts, 1965). However, interaction variance will tend to become more pronounced with learners whose cultural backgrounds are essentially foreign (Heinich, Molenda & Russell, 1982).
In terms of motivation, it is the measurement of precourse performance and the subsequent motivational orientations of the learner after instruction that may be important. The significance is that a learner who scores higher on the precourse measure, who improves after instruction, is more motivated by the contents and activities presented during self-study (Cap, 1995, p. 161, 185). Further research can test the validity of these assumptions.
Author: Ihor Cap, Ph.D.
About the Author: Ihor Cap is Program Development Coordinator with Manitoba Competitiveness, Training and Trade, Industry and Workforce Development, Apprenticeship Branch, Program Standards Unit. He holds an Education Specialist degree and Ph.D. in Comprehensive Vocational Education from the Florida State University and a Masters of Education in Instructional Technology from the University of Manitoba. Ihor is also a member of the Ukrainian Academy of Arts and Sciences in Canada.
Read a Related Article: Ethno-cultural and Quasi-minority Characteristics Impact Acceptance of Learning (or Change) Media Interventions.
References
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Allen, H.W., Sweet, B., & Cooney, M.S. (1968). Effects of audiovisual materials on changing the attitudes of culturally disadvantaged youth (Project No. 5-8378). Los Angeles: University of Southern California.
Berry, W. J., Kalin, R., & Taylor, M.D. (1976). Multiculturalism and ethnic attitudes in Canada (Catalogue No. S96-3/1977). Ottawa: Minister of Supply and Services Canada.
Cap, Ihor. (1995). A study of the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change in apprentices in Manitoba. A dissertation submitted to the Department of Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Philosophy. The Florida State University, College of Education, Tallahassee, Florida.
Ganschow, H.L., Stilwell, E.W. & Jones, B.J. (1970). Stimulating educational information-seeking and changes in student attitude toward vocational education by videotape and film presentations (Project No. 8-1-099). Palo Alto: American Institutes for Research in the Behavioral Sciences and the U.S. Dept. of Health, Education and Welfare. (ERIC Document Reproduction Service No. ED 043 778)
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Schermer, J. (1988). Visual media, attitude formation, and attitude change in nursing education. ECTJ, 36(4), 197-210.
Simonson, R.M., Aegerter, R., Berry, T., Kloock, T., & Stone, T. (1987). Four studies dealing with mediated persuasive messages, attitudes, and learning styles. ECTJ, 35(1), 31-41.
Wilcox, F. C., & Pestle, E.R. (1980). Secondary school usage of instructional materials on nutrition and aging. Journal of Nutrition for the Elderly, 1(1), 55-63.
