Cartoon Animation:

1
Cartoon Animation An Innovative Tool to Present
Vaccine Information
Marie Leiner, Ph.D. Dept of Pediatrics Texas Tech
University Health Sciences Center
2
Behavioral modeling
Most bodies of educational research argue that
the passive character of a presentation, where
the viewer does not have active participation, is
in clear opposition to learning
3
Behavioral modeling
Some studies show substantial effects on
learning from television programs, motion
pictures, or from watching an educational
videotape where the viewer does not play an
active role
4
Social Learning Theory
Behavioral modeling or role modeling is based on
social learning theory and states that a person
may gather ideas, values and situations by
watching others and learning from those
experiences
5
Learning from role modeling

• Viewers will learn from programs presented to
  them in television, films or videotapes if role
  modeling is used

• Learning results are inconsistent due to viewer
  differences in age, educational level, and
  literacy

6
There is a need to develop tools that reduce or
eliminate these disparities in order to allow all
viewers to learn in the same way
7
Our proposal
Differences (age, education, and/or literacy
levels) can be minimized by adding to a role
modeling presentation, friendliness on form,
style and length
8
Friendliness
Form Narrative Style Animated Cartoons Length
Short
9
Study
Participants Parents/caretakers during well
baby visit (N 192) Pre-test about recall of
vaccine DTaP Questionnaire with eight
questions Randomized assignment to lobby or
classroom Presentation of videotape in lobby or
classroom Post-test about recall of information
Questionnaire with same eight questions
10
Results
Change in scores from Pre to Post test was
significant plt.001
Lobby average before video 2.62 after video
5.07 (N81) Classroom average before video
2.67 after video 5.09 (N78)
11
Results
The amount of learning that took place in the
lobby and the classroom, as measured by the
change in scores (post pre), was not
statistically significantly different between
education or age groups. When analyzing changes
in scores (post pre) in the lobby, we observed
that there were significant differences between
education groups. The parents/caretakers with
college education learned the least. The average
(SD) change in scores was 2.9 (2.9), 2.1 (1.8),
3.3 (2.7), 3.0 (2.0), and 0.3 (2.5) for the
elementary, middle school, high school, technical
school, and college (P0.05).
12
Results
When analyzing changes in scores (post pre) in
the classroom, we observed that there were
significant differences between education and age
groups. The parents/caretakers with elementary
education learned the least. In regards to age,
the older parents learned the least. The average
(SD) change in scores was 0.5 (2.2), 2.9 (2.1),
3.2 (2.0), 3.3 (1.9), and 2.1 (1.3) for the
elementary, middle school, high school, technical
school, and college (Plt.001). The average (SD)
change in score was 3.1 (1.7), 2.7 (1.8), 2.1
(2.5), 2.6 (2.3), 0.3 (0.6), and 0(3.1) for the
18-22, 23-27, 28-32, 33-37, 38-42 and gt43 age
groups respectively (P0.02).
13
Conclusions

We added friendliness to a role modeling
production by including form (narrative), style
(animated cartoons) and length (short) to
overcome differences in viewers age, and
educational level. The results showed that
parent/caretakers learned from our enhanced role
modeling production. Learning occurred best in
the lobby in the middle of intense traffic for
all ages and for most educational levels (college
was the exception with no change). Classroom
settings may not be the best option to present
educational material to older and/or uneducated
viewers.