Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Experimental group affected expertise mentions (ε²=.093); ERS-only and combined groups mentioned expertise more than the control and video-only groups. → Colin Lescarret 2022
Evidence¶
Colin Lescarret 2022¶
Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, and 2 more. (2022). Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos. Preprint, Research Square. https://doi.org/10.21203/rs.3.rs-1998147/v1
q3 · i2 · causal · r2
Kruskal-Wallis ANOVA on coded written justifications with effect size "ε²=.093" (χ²(3)=24.30, p<.001); 50.8% of students mentioned expertise, coded by two blind judges with 96% agreement on a 65-protocol subsample. DSCF pairwise comparisons showed ERS-only exceeded control (W=6.011, p<.001) and video-only (W=3.911, p=.029); combined exceeded control (W=5.425, p<.001).
"A significant effect of the factor Experimental Groups was noted, χ²(3)=24.30, p<.001, ε²=.093"
Discussion¶
Related Claims¶
- Embedded rating scales make middle-schoolers more likely to judge the expert (researcher) speaker as the most convincing — related
- Combining the instructional video with embedded rating scales yielded the highest immediate recognition, but the advantage faded by delayed posttest — related
- Embedded source credibility rating scales during video viewing improve middle-schoolers' source identity recognition, especially at delayed posttest — related
- Watching an instructional video on sourcing before viewing had no significant effect on source recognition or convincingness judgments — related
- Middle-schoolers judge a speaker presented as a researcher as more expert and more trustworthy than one presented as a consumer — related
- Watching the sourcing instructional video unexpectedly lowered students' trustworthiness ratings of the interviewees — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
embedded-rating-scales-expertise-justifications |
title |
Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications |
description |
Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — colin-lescarret-2022 |
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