Designing health communication: Testing the explanations for the impact of communication medium on effectiveness
Identifieur interne : 001856 ( Istex/Corpus ); précédent : 001855; suivant : 001857Designing health communication: Testing the explanations for the impact of communication medium on effectiveness
Auteurs : Molly Byrne ; Ruth CurtisSource :
- British Journal of Health Psychology [ 1359-107X ] ; 2000-05.
Abstract
Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (N = 175) between the ages of 16 and 18 from two secondary schools were exposed to a fictitious health warning and completed a questionnaire immediately afterwards, measuring communication effectiveness via recall. Participants were divided into seven treatment condition groups which varied in the medium of presentation (two written, three audio‐visual and three auditory‐only) and distraction level inherent to the design of the communication. Results. In line with previous literature, the written format was the most effective way to communicate a piece of health‐related information (p < .01). No evidence was provided for the ‘self‐pacing theory’. Substantial support, however, was found for the ‘distraction theory’. Conclusions. In general, minimally distracting communication proved maximally effective. A simple distraction effect, however, was not found within the audio‐visual medium. Here the presentation where the viewers see a reader conveying the message (the ‘talking head’ condition) proved most effective, even though it was not the least distracting. Being able to see someone reading the message appears to convey a special communication advantage on the presentation.
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DOI: 10.1348/135910700168856
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<front><div type="abstract" xml:lang="en">Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (N = 175) between the ages of 16 and 18 from two secondary schools were exposed to a fictitious health warning and completed a questionnaire immediately afterwards, measuring communication effectiveness via recall. Participants were divided into seven treatment condition groups which varied in the medium of presentation (two written, three audio‐visual and three auditory‐only) and distraction level inherent to the design of the communication. Results. In line with previous literature, the written format was the most effective way to communicate a piece of health‐related information (p < .01). No evidence was provided for the ‘self‐pacing theory’. Substantial support, however, was found for the ‘distraction theory’. Conclusions. In general, minimally distracting communication proved maximally effective. A simple distraction effect, however, was not found within the audio‐visual medium. Here the presentation where the viewers see a reader conveying the message (the ‘talking head’ condition) proved most effective, even though it was not the least distracting. Being able to see someone reading the message appears to convey a special communication advantage on the presentation.</div>
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<abstract>Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (N = 175) between the ages of 16 and 18 from two secondary schools were exposed to a fictitious health warning and completed a questionnaire immediately afterwards, measuring communication effectiveness via recall. Participants were divided into seven treatment condition groups which varied in the medium of presentation (two written, three audio‐visual and three auditory‐only) and distraction level inherent to the design of the communication. Results. In line with previous literature, the written format was the most effective way to communicate a piece of health‐related information (p > .01). No evidence was provided for the ‘self‐pacing theory’. Substantial support, however, was found for the ‘distraction theory’. Conclusions. In general, minimally distracting communication proved maximally effective. A simple distraction effect, however, was not found within the audio‐visual medium. Here the presentation where the viewers see a reader conveying the message (the ‘talking head’ condition) proved most effective, even though it was not the least distracting. Being able to see someone reading the message appears to convey a special communication advantage on the presentation.</abstract>
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<abstract xml:lang="en"><p>Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (N = 175) between the ages of 16 and 18 from two secondary schools were exposed to a fictitious health warning and completed a questionnaire immediately afterwards, measuring communication effectiveness via recall. Participants were divided into seven treatment condition groups which varied in the medium of presentation (two written, three audio‐visual and three auditory‐only) and distraction level inherent to the design of the communication. Results. In line with previous literature, the written format was the most effective way to communicate a piece of health‐related information (p < .01). No evidence was provided for the ‘self‐pacing theory’. Substantial support, however, was found for the ‘distraction theory’. Conclusions. In general, minimally distracting communication proved maximally effective. A simple distraction effect, however, was not found within the audio‐visual medium. Here the presentation where the viewers see a reader conveying the message (the ‘talking head’ condition) proved most effective, even though it was not the least distracting. Being able to see someone reading the message appears to convey a special communication advantage on the presentation.</p>
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<correspondenceTo>Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland (e‐mail: <email>molly.byrne@nuigalway.ie</email>
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<abstractGroup><abstract type="main" xml:lang="en"><p>Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (<i>N</i>
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<abstract lang="en">Objective. The written format has been found consistently to be the most effective medium for communicating relatively complex information (e.g. Furnham, Gunter, & Green, 1990). Looking at the communication of health information, Corston and Colman (1997) accounted for media differences by referring to the facts that reading a written presentation is self‐paced (the self‐pacing theory) and that a written presentation contains fewer distracting characteristics than either audio‐visual or auditory‐only presentations (the distraction theory). The present study sought to test these theories. Method. Female students (N = 175) between the ages of 16 and 18 from two secondary schools were exposed to a fictitious health warning and completed a questionnaire immediately afterwards, measuring communication effectiveness via recall. Participants were divided into seven treatment condition groups which varied in the medium of presentation (two written, three audio‐visual and three auditory‐only) and distraction level inherent to the design of the communication. Results. In line with previous literature, the written format was the most effective way to communicate a piece of health‐related information (p < .01). No evidence was provided for the ‘self‐pacing theory’. Substantial support, however, was found for the ‘distraction theory’. Conclusions. In general, minimally distracting communication proved maximally effective. A simple distraction effect, however, was not found within the audio‐visual medium. Here the presentation where the viewers see a reader conveying the message (the ‘talking head’ condition) proved most effective, even though it was not the least distracting. Being able to see someone reading the message appears to convey a special communication advantage on the presentation.</abstract>
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