Related Data for: Do types of information in an animated video intervention affect university students’ autism knowledge and openness towards peers on the autism spectrum?

This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students’ autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18–36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants’ autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants’ openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment.

本研究采用前测-后测对照组设计（pre-test post-test control group design），旨在对比不同信息类型的动画视频干预手段在提升大学生自闭症（autism）认知水平与对自闭症谱系（autism spectrum）同伴接纳度方面的有效性。本次实验的信息类型分为三组：[1] 事实性信息；[2] 事实性信息+描述性与解释性信息；[3] 事实性信息+描述性、解释性+指导性信息。研究招募新加坡多所高校的92名本科生作为样本，其中男性27名、女性65名，年龄区间为18至36岁。参与者被随机分配至三个实验条件（即三类动画视频）中的一组：首先完成自闭症认知与同伴接纳度量表测评，随后观看一段时长5分钟、包含不同类型自闭症相关信息的动画视频。观影结束后，参与者再次完成前述自闭症认知与同伴接纳度量表测评，继而完成共情水平量表测评。数据分析结果显示，参与者在观看动画视频后，自闭症认知水平得到显著提升。但三类搭载不同信息类型的动画视频，在影响参与者对自闭症谱系同伴的接纳度方面未表现出显著差异。不过，质性反馈显示，包含事实性信息、描述性、解释性与指导性信息的动画视频，能够有效帮助参与者掌握与自闭症谱系同伴的互动方法。本研究结果为面向普通学生群体开展自闭症科普与认知提升的最优方案提供了初步实证依据，助力构建包容互助的支持性环境。