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Youth and the News: Repairing the Relationship
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The graphs clearly demonstrate that the participants who were assigned to the
control group provided more correct answers than those in any other group. Instead of encouraging learning, the youth formats seem to have created a negative environment for information retention. Even though participants demonstrated clear preferences for the more youthful and dynamic Web sites, they learned less from them than from the standard site. A fixed-effects one way Analysis of Variance indicates a main effect that approaches significance for condition on learning, F (3, 250) =2.4, p=.06. Here again, the post-hoc LSD test reveals significant differences between some of the individual groups. The difference between the control group and the youth design only group (p<.05) and the text and design group (p<.05) were both statistically significant.
These somewhat surprising results necessitated further exploration of the
relationships among the variables of interest. Although it appears that there is in fact an inverse relationship between positive evaluations of the Websites and learning, we examined the correlations between positive affect and learning in each of the conditions to see if there was any connection between these two variables among any of the subjects. As we can see in Table One, a relationship between these two variables does emerge, but only in the control group and the condition where only Web site design was manipulated. In the conditions where the text was altered, there is no significant relationship between feeling positively about the site and learning the information found there.
Even though fewer people liked the control group Website, those who did learned
from it. Similarly, although few people learned from the youth design site, those who did also liked it. Therefore, among subjects assigned to these two conditions, there was some connection between liking and learning. However, this was not true of the sites with text framed for younger readers.
Figure Three: Responded Correctly to Eight or Fewer Knowledge Questions
22%
24%
34%
38%
Control
Youth Text
Youth Design
Youth Text/Design
9
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The graphs clearly demonstrate that the participants who were assigned to the
control group provided more correct answers than those in any other group. Instead of
encouraging learning, the youth formats seem to have created a negative environment for
information retention. Even though participants demonstrated clear preferences for the
more youthful and dynamic Web sites, they learned less from them than from the
standard site. A fixed-effects one way Analysis of Variance indicates a main effect that
approaches significance for condition on learning, F (3, 250) =2.4, p=.06. Here again, the
post-hoc LSD test reveals significant differences between some of the individual groups.
The difference between the control group and the youth design only group (p<.05) and
the text and design group (p<.05) were both statistically significant.
These somewhat surprising results necessitated further exploration of the
relationships among the variables of interest. Although it appears that there is in fact an
inverse relationship between positive evaluations of the Websites and learning, we
examined the correlations between positive affect and learning in each of the conditions
to see if there was any connection between these two variables among any of the subjects.
As we can see in Table One, a relationship between these two variables does emerge, but
only in the control group and the condition where only Web site design was manipulated.
In the conditions where the text was altered, there is no significant relationship between
feeling positively about the site and learning the information found there.
Even though fewer people liked the control group Website, those who did learned
from it. Similarly, although few people learned from the youth design site, those who did
also liked it. Therefore, among subjects assigned to these two conditions, there was some
connection between liking and learning. However, this was not true of the sites with text
framed for younger readers.
Figure Three: Responded Correctly to Eight or Fewer Knowledge Questions
22%
24%
34%
38%
Control
Youth Text
Youth Design
Youth Text/Design
9
|
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