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Videos vs Infographics : The Effectiveness of Different Media Types in Climate Education Chatterjee, Aanchal; Ng, Cheryl; Chen, Li-Hao; Sirohi, Tanika; Hill, Xiluva

Abstract

This study aims to compare the effectiveness of videos versus infographics in increasing climate literacy among individuals aged 18 to 30 in Vancouver. Two groups of participants first filled out a brief questionnaire assessing their climate literacy, then proceeded to either watch a video or read an infographic about measuring one’s carbon footprint, and finally took the same questionnaire again. Analysis of participants’ score improvements using an independent samples T-test showed that participants watching the video had greater improvement than participants viewing the infographic. However, the Cohen’s D showed a small effect size and a non-significant p-value, suggesting that these results were inconclusive. These results imply that future studies require more stringent experimental measures and more engaging media strategies to increase participants’ engagement with the material, as well as a larger sample size and longer data collection period to derive more conclusive results. Disclaimer: “UBC SEEDS provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or the SEEDS Coordinator about the current status of the subject matter of a project/report.”

Item Metadata

Title
Videos vs Infographics : The Effectiveness of Different Media Types in Climate Education
Creator
Chatterjee, Aanchal; Ng, Cheryl; Chen, Li-Hao; Sirohi, Tanika; Hill, Xiluva
Contributor
University of British Columbia. Institute for Resources, Environment and Sustainability; University of British Columbia. UBC Botanical Garden and Centre for Plant Research; University of British Columbia. Campus and Community Planning
Date Issued
2020-04-14
Description
This study aims to compare the effectiveness of videos versus infographics in increasing climate literacy among individuals aged 18 to 30 in Vancouver. Two groups of participants first filled out a brief questionnaire assessing their climate literacy, then proceeded to either watch a video or read an infographic about measuring one’s carbon footprint, and finally took the same questionnaire again. Analysis of participants’ score improvements using an independent samples T-test showed that participants watching the video had greater improvement than participants viewing the infographic. However, the Cohen’s D showed a small effect size and a non-significant p-value, suggesting that these results were inconclusive. These results imply that future studies require more stringent experimental measures and more engaging media strategies to increase participants’ engagement with the material, as well as a larger sample size and longer data collection period to derive more conclusive results. Disclaimer: “UBC SEEDS provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or the SEEDS Coordinator about the current status of the subject matter of a project/report.”
Subject
Food; Climate; Procurement
Genre
Report
Type
Text
Language
eng
Series
UBC Social Ecological Economic Development Studies (SEEDS) Student Report; University of British Columbia. PSYC 421
Date Available
2020-08-12
Provider
Vancouver : University of British Columbia Library
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
DOI
10.14288/1.0392726
URI
http://hdl.handle.net/2429/75445
Affiliation
Arts, Faculty of; Psychology, Department of
Peer Review Status
Unreviewed
Scholarly Level
Undergraduate
Rights URI
http://creativecommons.org/licenses/by-nc-nd/4.0/
Aggregated Source Repository
DSpace

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Attribution-NonCommercial-NoDerivatives 4.0 International