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Health Education Research Advance Access originally published online on June 3, 2008
Health Education Research 2009 24(3):369-380; doi:10.1093/her/cyn031
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© The Author 2008. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

Effects of episodic variations in web-based avian influenza education: influence of fear and humor on perception, comprehension, retention and behavior

Paul Kim1,*, Piya Sorcar1, Sujung Um2, Heedoo Chung3 and Young Sung Lee4

1 School of Education, Stanford University, 520 Galvez Mall 3084, Stanford, CA 94305, USA
2 Teacher's College, Columbia University, 525 West 120th St. New York, NY 10027, USA
3 Medical Informatics Center, Seoul National University, 28 Yeongundong Chongro-Gu Seoul, Korea
4 Medical Research Information Center, Chungbuk National University, 12 Geashindong Hungduckgu, Chongju, Chungbuk Province, Korea

* Correspondence to: P. Kim. E-mail: phkim{at}stanford.edu

In order to provide empirical evidence on the role of a web-based avian influenza (AI) education program for mass communication and also ultimately help young children learn and develop healthy behaviors against AI and all types of influenza, an education program with two episodic variations (i.e. fear and humor) has been developed and examined with 183 fifth-grade elementary students. A quasi-experimental design was employed to find potential differential effects on the context-specific risk perception, AI knowledge acquisition, retention and behavior. The study results reveal that the fear appealed AI web-based education program was much more effective than the humor-based program in improving risk perception and educating the students about healthy behaviors (i.e. against influenza infection). However, a significant behavior change or improvement of health practices was not apparent on the post-tests (i.e. 1 month after the treatment) in either episode of the program.

Received on March 8, 2007; accepted on April 29, 2008


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