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Autor/inn/enMackert, Michael; Lazard, Allison; Guadagno, Marie; Hughes Wagner, Jessica
TitelThe Role of Implied Motion in Engaging Audiences for Health Promotion: Encouraging Naps on a College Campus
QuelleIn: Journal of American College Health, 62 (2014) 8, S.542-551 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0744-8481
DOI10.1080/07448481.2014.944534
SchlagwörterHealth Promotion; Campuses; Sleep; College Students; Health Behavior; Academic Achievement; Visualization; Matched Groups; Control Groups; Experimental Groups; Films; Video Technology; Habit Formation; Beliefs; Models; Critical Thinking; Questionnaires; Likert Scales; Barriers; Intention; Audience Response; Relaxation Training; Program Effectiveness; Student Attitudes
AbstractObjective: Lack of sleep among college students negatively impacts health and academic outcomes. Building on research that implied motion imagery increases brain activity, this project tested visual design strategies to increase viewers' engagement with a health communication campaign promoting napping to improve sleep habits. Participants: Participants (N = 194) were recruited from a large southwestern university in October 2012. Methods: Utilizing an experimental design, participants were assigned to 1 of 3 conditions: an implied motion superhero spokes-character, a static superhero spokes-character, and a control group. Results: The use of implied motion did not achieve the hypothesized effect on message elaboration, but superheroes are a promising persuasive tool for health promotion campaigns for college audiences. Conclusions: Implications for sleep health promotion campaigns and the role of implied motion in message design strategies are discussed, as well as future directions for research on the depiction of implied motion as it relates to theoretical development. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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