VIDEO CLIPS FOR YOUTUBE: COLLABORATIVE VIDEO CREATION AS AN EDUCATIONAL CONCEPT FOR KNOWLEDGE ACQUISITION AND ATTITUDE CHANGE RELATED TO OBESITY STIGMATIZATION
Is Collaborative Video Creation Effective As An Educational Concept For Knowledge Acquisition And Attitude Change Related To Obesity Stigmatization ?
a. Research Question:
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| b. Introduction
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2.1 Purpose of the study |
· create and broadcast their own digital videos for others
· create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. |
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| 2.2 Theoretical background
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2.1 Obesity stigmatization
· Obesity is currently one of the most prevalent and challenging public health issues among industrialized countries (Baur 2001; Mensink et al. 2012; Preiss et al. 2013). · Yet, we do know that obesity stigmatization in our society adds to the severity of the problem: Stigmatisation of obese people does not only occur in private live, but also in work settings and health systems with devastating consequences for obese people, because being a severe stressor it threatens health, both mental and somatic, and is an obstacle to effective prevention and treatment (e.g., Giel et al. 2010; Gaebel et al. 2010; Persky and Eccleston 2010; Puhl and Brownell 2001; Puhl and Heuer 2010; Sikorski et al. 2011; Giel et al. 2012) as well as in the media (Hilbert and Ried 2009; Hussin et al. 2011; Ata and Thompson 2010). 2.2 The educational concept–video creation as a method · Concerning video, Schwartz and Hartman (2007) describe comprehensively the “space of learning for the use of designed video” (p. 338). · Recent approaches have turned to comprehensively investigating video tools used for complex design tasks (similar to the learning through design approach, e.g., Kafai and Resnick 1996)
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2.3 The background of problem |
· In this article here, we report on a field experiment investigating whether the collaborative visual design approach can also be leveraged to change attitudes towards complex societal topics, which are often a learning goal in higher education | |
| c. Methodology | ||
| 3.1 Design | · Quasi-experimental design and procedure | |
| 3.2 Sample characteristics | · 53 psychology students took part in this study. The course group was a sample of students who attended a module in applied cognitive and media psychology. The control group was recruited by a flyer asking for psychology students who would like to participate in a study for participation credits and were not enrolled in the course. | |
| 3.3 Main variables | · Independent Variable
Collaborative video creation · Dependent Variable an educational concept for knowledge acquisition and attitude change related to obesity stigmatization |
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| 3.4 Measure | · measures were surveyed at start of the summer term (t0). Three out of the course group and four out of the control group did not take part at the end of term (t1)
· a questionnaire measuring knowledge and attitudes towards obese people
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3.5 Procedures |
1. Research phase (weeks 1–3): Media-related knowledge acquisition
2. Theory phase (weeks 4–8): Content knowledge acquisition 3. Video production phase (weeks 8–12): Knowledge transformation 4. Reflection phase (week 13): Self-evaluation and feedback |
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| 3.6 Data analyses | · All data was analysed with SPSS Statistics® 19.0 | |
| d. Results | ||
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| e. Discussion | · Mobile phones and advanced web-based video tools have pushed forward new ways for using video in education. In this article we present video creation for YouTube as a method for learning through design (e.g., Kafai and Resnick 1996) in higher education
· The concept is based on the assumption that development of knowledge about the complex nature of obesity can reduce possible stigmatization tendencies. We assume so, because one underlying mechanism of stigmatization may be misconceptions and oversimplification–thus introduction of complex knowledge and understanding should help in correcting misconceptions and in developing more differentiated knowledge and attitudes. · Overall, the findings suggest an impact of course participation on knowledge and understanding. Our initial evidence indicates that the course program is successfully applicable in higher education |
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