Watching the sourcing instructional video unexpectedly lowered students' trustworthiness ratings of the interviewees¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students who watched the instructional video found the interviewees less trustworthy than students who had not (η²p=.046). → 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

Mixed ANOVA on perceived trustworthiness ratings with effect size "η²p=.046" (F(1,250)=12.144, p<.001); the video group rated interviewees less trustworthy, 95% CI [4.30:4.57] vs [4.64:4.91], M difference=0.339, t(254)=-3.48, pbonferroni<.001. The article labels this effect unexpected.

"An unexpected main effect of the factor Instructional Video was observed, F(1,250)=12.144, p<.001, η²p=.046, as students who had watched the instructional video in pretest found the interviewees to be less trustworthy than the other students"

Discussion¶

Related Claims¶

• Watching an instructional video on sourcing before viewing had no significant effect on source recognition or convincingness judgments — related
• Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications — related
• Embedded rating scales make middle-schoolers more likely to judge the expert (researcher) speaker as the most convincing — related
• Middle-schoolers judge a speaker presented as a researcher as more expert and more trustworthy than one presented as a consumer — related
• Combining the instructional video with embedded rating scales yielded the highest immediate recognition, but the advantage faded by delayed posttest — related
• Learners are more willing to act on feedback when they perceive the sender as credible and trustworthy — related