Keeping a Lid on Frustration Improves Media Literacy Knowledge When Learning From an Animated Video

• In Event: Cognition, Media, and Learning Outcomes

Abstract

The demand for online education resources is higher than ever as social-distancing protocols have favoured distance learning. Equally pressing is the need for high-quality and emotionally-engaging media literacy education resources to help the public make healthy decisions. This study examined the emotions students reported experiencing about learning media literacy with an animated narrative video or a text of the same content. Findings revealed that students in both instructional conditions showed relatively high positive topic emotions and relatively low negative topic emotions about learning about media literacy. Second, only the instructional animated video group’s emotions statistically significantly correlated with higher knowledge scores. Third, these students’ feelings of frustration were a statistically significant predictor of their media literacy learning.

Authors

• Jason Matthew Harley, McGill University

• Clarissa Hin-Hei Lau, University of Toronto

• Byunghoon Tony Ahn, McGill University

• Meagane Maurice-Ventouris, McGill University