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This study compares comedic versus authoritative scientific instructional videos, measuring student knowledge, attitudes, and reception. Results show no difference in students' knowledge or attitudes after viewing either format. However, students perceive authoritative content as more likely to influence voting, with liberal students showing stronger voting effects. The work also highlights a gap between self-reported understanding and actual knowledge, proposing directions for future research and education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparing-effects-of-comedic-and-authoritative-video-presentations-on-student-knowledge-and-attitudes-about-climate-change/594637/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparing-effects-of-comedic-and-authoritative-video-presentations-on-student-knowledge-and-attitudes-about-climate-change/594637.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study compare about instructional videos?","Question",{"text":112,"@type":113},"It compares comedic and authoritative scientific video presentations and evaluates their effects on students' climate change knowledge, attitudes, and perceived reception.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the main findings regarding knowledge and attitudes?",{"text":117,"@type":113},"Students showed no difference in knowledge or attitudes about climate change after watching either comedic or authoritative videos.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the videos differ in students’ perceptions of voting influence?",{"text":121,"@type":113},"Students generally believed authoritative videos were more likely to influence how someone might vote, and liberal students reported stronger voting influence effects than conservative students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594637,1792895885,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Comparing effects of comedic and authoritative video presentations on student knowledge and attitudes about climate change  \nB. Elijah Carter1* and Jason R. Wiles2,3  \n1 University of Georgia, Division of Biological Sciences, 400 Biosciences Building, University of  \nGeorgia, Athens, GA 30602  \n2 Syracuse University Department of Biology, 107 College Place, Syracuse, NY 13244 4  \n3 Syracuse University Department of Science Teaching, 101 Heroy Geology Lab, Syracuse, NY 1324  \n*Corresponding Author: [elijahcarter@gmail.com](elijahcarter@gmail.com)  \nKey Words: Climate change, instructional video, media  \nAbstract: Given the diverse array of media sources available to students today, it stands to reason that some media outlets would be of greater quality than others when communicating particular subjects to students. But what constitutes effectiveness among the many choices in information sourcing might not be easily intuited. For example, previous findings have shown viewers of comedy “news” shows (the type of news show most frequently watched by younger viewers) to be better informed on some issues than viewers of other “news” outlets such as Fox News, CNN, or MSNBC. As students encounter them on their own, and as instructors often introduce topics using clips from current popular programs, we sought to compare the effects of two different sets of videos, one comedic and one authoritative scientific, on students' knowledge of and attitudes towards climate change as well as how the two sets of videos were received by students. Surprisingly, we found no difference in effects on students ' knowledge of or attitudes towards climate change. We did find however, that students generally felt that the authoritative videos were more likely to influence the way someone might vote, and that liberal students felt both videos were slightly more likely to influence voting than conservative students. We also note a disjunction between self-reported understanding of climate science and actual knowledge thereof, and we make suggestions for future studies on media related to climate change and for climate change educators.  \nINTRODUCTION  \nStudents in the digital age have access to a greater variety of media sources than ever before (Althaus & Tewksbury, 2000), and the rise of the smart phone and other mobile devices means news is available anytime and anywhere (Chan-Olmsted et al., 2013) . Prior research has shown that different media sources align more strongly with the views of the scientific community than others. For example, a comparison of climate change news coverage across several countries found that in some countries, including the United States, a false pluralism emerges in the narrative surrounding climate change, implying that there is a debate about its factual nature; in other countries, though, coverage mirrors the views of the scientific community more closely (Dispensa & Brulle, 2003) . Media literacy has also been suggested as a possible key factor in shifting attitudes towards global climate change (Cooper, 2011) .  \nA 2012 Pew Research Center report showed that digital news media have surpassed newspapers and magazines, with television still the leading source nationwide. Among younger Americans, though,  \nmany do not consume news at all, and the sources most likely to reach them are news comedy programs such as The Daily Show and The Colbert Report (Kohut et al., 2012) . This fact may seem lamentable if it were not for the curious findings that viewers of such comedy shows have been shown to be better informed on certain issues than viewers of other news outlets. For example, a study of public knowledge of proposed Net-neutrality rules found that viewers of The Daily Show, The Colbert Report, and Last Week Tonight with John Oliver were better informed than any other viewership to which they were compared, including Fox News, CNN, and MSNBC (University of Delaware Center for Political Communication, 2014) . It has also been","cbCaiqAsMYMLgGk7","https://ap.wps.com/l/cbCaiqAsMYMLgGk7","pdf",536502,"English","# Introduction\n## Media and climate change communication background\n## Comedy news audiences and prior findings\n## Polarization and scientific consensus trust","[{\"question\":\"What does the study compare about instructional videos?\",\"answer\":\"It compares comedic and authoritative scientific video presentations and evaluates their effects on students' climate change knowledge, attitudes, and perceived reception.\"},{\"question\":\"What were the main findings regarding knowledge and attitudes?\",\"answer\":\"Students showed no difference in knowledge or attitudes about climate change after watching either comedic or authoritative videos.\"},{\"question\":\"How did the videos differ in students’ perceptions of voting influence?\",\"answer\":\"Students generally believed authoritative videos were more likely to influence how someone might vote, and liberal students reported stronger voting influence effects than conservative students.\"}]","Comparing effects of comedic and authoritative video presentations on student knowledge and attitudes about climate change | PDF",1792079540,23]