259
Views
2
CrossRef citations to date
0
Altmetric
Research Article

The Effects of Open Captions in a Medical Drama on the Acquisition of Medical Terminology about Chronic Health Conditions Related to Physical Injury

&
Pages 318-329 | Received 07 Mar 2019, Accepted 24 Apr 2019, Published online: 14 Aug 2019

References

  • Singhal A, Rogers EM. Entertainment-Education: A Communication Strategy for Social Change. Mahwah, NJ: Lawrence Erlbaum Associates; 1999.
  • Kato M, Ishikawa H, Okuhara T, Okada M, Kiuchi T. Mapping research on health topics presented in prime-time TV dramas in “developed” countries: a literature review. Cogent Soc Sci. 2017;3:1–16.
  • Shen F, Han J. Effectiveness of entertainment education in communication health informatión. Asian J Commun. 2014;24(6):605–616. doi:10.1080/01292986.2014.927895.
  • Hinyard LJ, Kreuter MW. Using narrative communication as a tool for health behavior change: a conceptual, theoretical, and empirical overview. Heal Educ Behav. 2007;34(5):777–792. doi:10.1177/1090198106291963.
  • Singhal A, Rogers EM. A theoretical agenda for entertainment-education. Commun Theory. 2002;12:117–135.
  • Hether HJ, Huang GC, Beck V, Murphy ST, Valente TW. Entertainment-education in a media-saturated environment: examining the impact of single and multiple exposures to breast cancer storylines on two popular medical dramas. J Health Commun. 2008;13(8):808–823. doi:10.1080/10810730802487471.
  • Marcus PM, Huang GC, Beck V, Miller MJ. The impact of a primetime cancer storyline: from individual knowledge and behavioral intentions to policy-level changes. J Cancer Educ. 2010;25(4):484–489. doi:10.1007/s13187-010-0093-y.
  • Murphy ST, Frank LB, Moran MB, Patnoe-Woodley P. Involved, transported, or emotional? Exploring the determinants of change in knowledge, attitudes, and behavior in Entertainment-Education. J Commun. 2011;61:407–431.
  • Brodie M, Foehr U, Rideout V, et al. Communicating health information through the entertainment media. Health Aff. 2003;20(1):192–199.
  • Asbeek Brusse ED, Fransen ML, Smit EG. Educational storylines in entertainment television: audience reactions toward persuasive strategies in medical dramas. J Health Commun. 2015;20(4):396–405. doi:10.1080/10810730.2014.965365.
  • Bavin LM, Owens RG. Impact of an alcohol poisoning storyline in a fictional television program: an experimental study with a live-to-air stimulus. Health Commun. 2016;31:1258–1265.
  • Kim K, Lee M, Macias W. An alcohol message beneath the surface of ER: how implicit memory influences viewers health attitudes and intentions using entertainment-education. J Health Commun. 2014;19(8):876–892. doi:10.1080/10810730.2013.837556.
  • Moyer-Gusé E. Preference for television programs about sexual risk: the role of program genre and perceived message intent. Media Psychol. 2010;13(2):180–199. doi:10.1080/15213261003800751.
  • Garza TJ. The message is the medium: using video materials to facilitate foreign language performance. Texas Pap Foreign Lang Educ. 1996;2:3–20.
  • Gernsbacher MA. Video captions benefit everyone. Pol Ins Behav Brain Sci. 2015;2:195–202.
  • Birulés-Muntané J, Soto-Faraco S. Watching subtitled films can help learning foreign languages. PLoS One. 2016;11(6):1–11. doi:10.1371/journal.pone.0158409.
  • Kruger JL, Steyn F. Subtitles and eye tracking: reading and performance. Read Res Q. 2014;49(1):105–120. doi:10.1002/rrq.59.
  • Lavaur J-M, Bairstow D. Languages on the screen: is film comprehension related to the viewers’ fluency level and to the language in the subtitles? Int J Psychol. 2011;46(6):455–462. doi:10.1080/00207594.2011.565343.
  • Newman SB, Koskinen P. Captioned television as comprehensible input: effects of incidental word learning from context for language minority students. Read Res Q. 1992;27(1):94–106. doi:10.2307/747835.
  • Parkhill F, Davey R. We enjoyed it and we learned at the same time! Pract Prim. 2012;17:8–12.
  • Berkman ND, Davis TC, McCormack L. Health literacy: what is it? J Health Commun. 2010;15(suppl 2):9–19. doi:10.1080/10810730.2010.499985.
  • Paasche-Orlow MK, Parker RM, Gazmararian JA, Nielsen-Bohlman LT, Rudd RR. The prevalence of limited health literacy. J Gen Intern Med. 2005;20(2):175–184. doi:10.1111/j.1525-1497.2005.40245.x.
  • Castro CM, Wilson C, Wang F, Schillinger D. Babel babble - physicians’ use of unclarified medical jargon. Am J Health Behav. 2007;31(Suppl 1):S85–S95. doi:10.5555/ajhb.2007.31.supp.S85.
  • Chapman K, Abraham C, Jenkins V, Fallowfield L. Lay understanding of terms used in cancer consultations. Psychooncology. 2003;12:557–566. doi:10.1002/pon.673.
  • Hadlow J, Pitts M. The understandings of common health terms by doctors, nurses and patients. Soc Sci Med. 1991;32:193–196.
  • Green MC, Brock TC. The role of transportation in the persuasiveness of public narratives. J Pers Soc Psychol. 2000;79:701–721.
  • Csikszentmihalyi M. Flow: The Psychology of Optimal Experience. New York, NY: Harper & Row; 1990.
  • Green MC, Brock TC, Kaufman GF. Understanding media enjoyment: the role of transportation into narrative worlds. Commun Theory. 2004;14(4):311–327. doi:10.1111/comt.2004.14.issue-4.
  • Bartsch A, Hartmann T. The role of cognitive and affective challenge in entertainment experience. Communic Res. 2017;44(1):29–53. doi:10.1177/0093650214565921.
  • Hirt C, Wong K, Erichsen S, White JS. Medical dramas on television: a brief guide for educators. Med Teach. 2013;35(3):237–242. doi:10.3109/0142159X.2012.737960.
  • Collee J. Medical fiction: should be accurate, but need not be didactic. Br Med J. 2011;318(7189):955–956. doi:10.1136/bmj.318.7189.955.
  • O’Connor S, Deeks JJ, Hawton K, et al. Effects of a drug overdose in a television drama on knowledge of specific dangers of self poisoning: population based surveys. Br Med J. 1999;318(7189):978–979.
  • NaseriBooriAbadi T, Sadoughi F, Sheikhtaheri A. Improving cancer literacy for the deaf using deaf-tailored educational interventions: a review of the literature. J Cancer Educ. 2018;33(4):737–748. doi:10.1007/s13187-017-1216-5.
  • Lang A. The limited capacity model of motivated mediated message processing. J Commun. 2000;50(2):46–70. doi:10.1111/j.1460-2466.2000.tb02833.x.
  • Lang A. Using the limited capacity model of motivated mediated message processing to design effective cancer communication messages. J Commun. 2006;56:S57–80. doi:10.1111/j.1460-2466.2006.00283.x.
  • Paas FGWC. Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. J Educ Psychol. 1992;84:429–434.
  • Sweller J. Implications of cognitive load theory for multimedia learning. In: Mayer RE, ed. The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press; 2005:19–30.
  • Cierniak G, Scheiter K, Gerjets P. Explaining the split-attention effect: is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Comput Human Behav. 2009;25(2):315–324. doi:10.1016/j.chb.2008.12.020.
  • Hawlitschek A, Joeckel S. Increasing the effectiveness of digital educational games: the effects of a learning instruction on students’ learning, motivation and cognitive load. Comput Human Behav. 2017;72:79–86. doi:10.1016/j.chb.2017.01.040.
  • Oviedo V, Tornquist M, Cameron T, Chiappe D. Effects of media multi-tasking with Facebook on the enjoyment and encoding of TV episodes. Comput Human Behav. 2015;51:407–417. doi:10.1016/j.chb.2015.05.022.
  • Amazon. Amazon mechanical turk (MTurk): access a global, on-demand, 24 × 7 workforce. https://www.mturk.com/. Published 2019. Accessed March 1, 2019.
  • Yang -C-C, Tai C-J, Chien S-H, et al. Risk of ear-associated diseases after zygomaticomaxillary complex fracture. J Maxillofac Oral Surg. 2015;14:646–652. doi:10.1007/s12663-015-0744-y.
  • Turbert D What is hyphema? https://www.aao.org/eye-health/diseases/what-is-hyphema. Published 2018. Accessed April 2, 2019.
  • Lee TK, Taylor LD. The motives for and consequences of viewing television medical dramas. Health Commun. 2014;29(1):13–22. doi:10.1080/10410236.2012.714346.
  • Rouner D. Active televison viewing and the cultivation hypothesis. J Q. 1984;61:168–174.
  • Cooper CP, Roter DL, Langlieb AM. Using entertainment television to build a context for prevention news stories. Prev Med. 2000;31:225–231. doi:10.1006/pmed.2000.0706.
  • Cohen J. Defining identification. Mass Commun Soc. 2001;4(3):245–264. doi:10.1207/S15327825MCS0403_01.
  • Bann CM, McCormack LA, Berkman ND, Squiers LB. The health literacy skills instrument: a 10-item short form. J Health Commun. 2012;17(SUPPL 3):191–202. doi:10.1080/10810730.2012.718042.
  • Zaichkowsky JL. Measuring the involvement construct. J Advert. 1985;12:341–352.
  • Alvarado M, Maskiewicz AC. Teaching high school physiology using a popular TV medical drama. Am Biol Teach. 2011;73(6):322–328. doi:10.1525/abt.2011.73.6.4.
  • Paivio A. Mental Representations: A Dual Coding Approach. New York, NY: Oxford University Press; 1986.
  • Jensen JA, Walsh P, Cobbs J, Turner BA. The effects of second screen use on sponsor brand awareness: a dual coding theory perspective. J Consum Mark. 2015;32:71–84.
  • Byrd-Bredbenner C, Finckenor M, Grasso D. Health related content in prime-time television programming. J Health Commun. 2003;8:329–341. doi:10.1080/10810730305721.
  • Choe S, Lim S-HR, Clark K, Wang R, Branz P, Sadler GR. The impact of cervical cancer education for deaf women using a video educational tool employing American Sign Language, open captioning, and graphics. J Cancer Educ. 2009;24(1):10–15. doi:10.1080/08858190802665245.
  • Turow J. Television entertainment and the US health-care debate. Lancet. 1996;347(9010):1240–1243. doi:10.1016/s0140-6736(96)90747-3.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.