Narrative and choice effects on learning outcomes

ABSTRACT

In a 2 (choice) X 2 (message format) study (N = 283), participants were randomly assigned to either have a choice or no choice in message format and to read either a narrative or a non-narrative. They then completed a quiz on the material. We examined whether dispositional tendency to become transported into a narrative (transportability) would increase learning from narrative material, and whether manipulations would affect quiz scores, satisfaction, or performance self-esteem. Choice led to higher quiz scores but did not improve satisfaction or performance self-esteem. Transportability did not predict participants’ choice in material, but it was correlated with higher quiz scores for narrative readers. Findings suggest some educational benefit from choice and matching to narrative-relevant personality traits.

KEYWORDS:

• Narrative
• individual differences
• transportability
• learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Melissa M. Moore

Melissa M. Moore, Ph.D. received her degree in Communication and studies the effects of narrative and media. https://twitter.com/MooreMelissaM.

Melanie C. Green

Melanie C. Green, Ph.D. is a professor of Communication with expertise in narratives and persuasion.