Edward Downs

Drama Theory and Entertainment Education: Exploring the Effects of a Radio Drama on Behavioral Intentions to Limit HIV Transmission in Ethiopia

This study investigated a model of entertainment education that combined drama theory (Kincaid, 2002) and social cognitive theory (Bandura, 1986) and tested it in a field study of a government-sponsored health campaign in Ethiopia. Specifically, we explored if the relationships between reported exposure to the Journey of Life radio drama and intentions to practice at least one behavior to prevent HIV transmission (abstinence, monogamy, or condom use) were mediated by emotional involvement, character identification, and perceived efficacy. As listeners (n=126) reported listening to more episodes of the radio serial drama, they identified more with the female protagonist and felt more emotionally involved in the drama. In turn, they reported stronger perceptions of personal efficacy in HIV prevention behaviors, and consequently, reported stronger intentions to practice at least one prevention behavior. Additionally, identification with another character, one who contracts HIV due to noncompliance with these behaviors, correlated positively with stronger behavioral intentions. The results of this study indicate that both drama theory and social cognitive theory explain behavioral intentions.

Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.

How Can Wii Learn From Video Games?: Examining Relationships between Technological Affordances and Socio-Cognitive Determinates on Affective and Behavioral Outcomes

Motion controlling technology allows game players to interact with video games using kinesthetic body motions that replicate real-world activities. A 2x2 fully crossed, between-subjects experiment, plus control group was designed to empirically test how the type of controller motion controller vs. symbolic controller and avatar customization customized vs. not customized contributed to affective and behavioral responses when playing the Tiger Woods PGA Tour video game. Findings indicated that using the motion controller led to better video game performance, in addition to better performance in a real-world putting task. Further, use of the motion controller led to greater perceptions of golf efficacy indirectly through presence, and was positively correlated with liking of the video game, which in turn led to greater perceptions of liking of the game of golf. Theoretical and practical implications for these findings are discussed.

iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education

Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)×2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula.

Leveling Up: A Review of Emerging Trends and Suggestions for the Next Generation of Communication Research Investigating Video Games’ Effects

Research involving the uses and effects of video games has been published for nearly three decades. Despite the medium’s rich potential for a broad range of societal applications and effects, the bulk of communication research dealing with video games has focused on a relatively narrow range of conceptual problems. This chapter presents an analysis of the advancement and evolution of four emerging areas of games research: gaming and cognition, gaming and health, alternative responses to anti-social gaming content, and social dimensions of gaming. In addition to reviewing the literature for each of these areas, directions for future research are suggested.

Fair Game: Using Simulators to Change Likelihood of Distracted Driving at the Minnesota State Fair

Distracted driving is a problem on U.S. roadways. Strategic campaigns have tried to curb this behavior with varying success. Researchers are examining how distracted-driving simulators might be useful in helping to combat this epidemic. Participants (N = 193) took part in a pretest/posttest, between-subjects field experiment where they were randomly assigned to one of five video game driving simulation scenarios (e.g., texting/talking/two combo conditions/distraction-free). Results indicated that participants texting during simulation committed more crashes, fog line crossings, and speed infractions than those talking and those who were not distracted. Further, results indicated that the simulation experience led to reports of being less likely to drive distracted in the future.

Invading public spaces: Exploring the effects of media type and social prompts on learning outcomes in an interactive environment

ABSTRACT A 2 × 2, fully-crossed, quasi-experimental design was employed to determine if type of media (rich media vs. lean media) and social prompting (presence of prompts vs. absence of prompts) would differentially impact learning outcomes for patrons interacting with an aquatic invasive species exhibit. Results indicated that the lean-media condition elicited significantly greater learning outcomes than the rich-media condition on two of the three learning measures. The presence of social prompts elicited significantly higher learning outcomes in terms of invasive species identification. The findings are consistent with literature on media and learning. Results are discussed for those designing interactive, public spaces for education.