Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness towards Peers on the Autism Spectrum?
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| Title: | Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness towards Peers on the Autism Spectrum? |
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| Language: | English |
| Authors: | Yong-Hwee Nah (ORCID |
| Source: | Journal of Autism and Developmental Disorders. 2024 54(11):4167-4178. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Utilization, Animation, Video Technology, Intervention, Program Effectiveness, Autism Spectrum Disorders, Knowledge Level, Attitudes toward Disabilities, Peer Relationship, Peer Acceptance, Students with Disabilities, Undergraduate Students, Foreign Countries, Empathy, Educational Technology |
| Geographic Terms: | Singapore |
| DOI: | 10.1007/s10803-023-06119-y |
| ISSN: | 0162-3257 1573-3432 |
| Abstract: | This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18-36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442824 |
| Database: | ERIC |
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| Abstract: | This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18-36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. |
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| ISSN: | 0162-3257 1573-3432 |
| DOI: | 10.1007/s10803-023-06119-y |
