Persuasion online or on paper: a new take on an old issue |
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| Institution: | 1. Zakład Chorób Układu Nerwowego, Wydział Nauk o Zdrowiu Akademii Medycznej we Wrocławiu, kierownik dr n. med. Joanna Rosińczuk-Tonderys, Wrocław, Polska;2. Klinika Psychiatrii AM we Wrocławiu, kierownik prof. dr hab. n. med. Andrzej Kiejna, Wrocław, Polska;1. Global Food Studies, University of Adelaide, Australia;2. School of Economics, University of Adelaide, Australia & Crawford School of Public Policy, Australian National University, Australia;1. Department of Mathematics and Leuven Statistics Research Center, KU Leuven, Belgium;2. Actuarial Research group, KU Leuven, Belgium;3. Department of Statistics and Actuarial Science, University of Stellenbosch, South Africa;4. Department of Mathematical Statistics and Actuarial Science, Free State University, South Africa;1. Department of Computer Science, Rutgers University, 110 Frelinghuysen Road, Piscataway, NJ 08854-8019, USA;2. School of Communication and Information, Rutgers University, 4 Huntington Street, New Brunswick, NJ 08901-1071, USA |
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| Abstract: | Few, if any, studies have examined the persuasion process as it unfolds in the computer environments that are so popular in today’s educational settings. As such, the purpose of this study was to examine the extent to which students’ knowledge and beliefs and their reactions to the features of the articles would be differentially influenced as a result of reading traditional persuasive texts vs. online computerized persuasive texts. The results revealed that text presentations were effective at significantly modifying both, students’ knowledge and beliefs. However, students in the computerized text condition found the texts significantly more difficult to understand, less interesting, and the authors less credible. Implications for research and practice are forwarded. |
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