Efectos de la modalidad de presentación de un mensaje de educación-entretenimiento de prevención del VIH

Effects of the modality of presentation of an entertainment-education message designed to HIV prevention

Alicia Camelo-Guarín , Juan-José Igartua , Jair Vega-Casanova , Jorge Enrique Palacio-Sañudo
Revista Latinoamericana de Psicología, (2023), 55, pp. 73-82.
Recibido el 29 de marzo de 2022
Aceptado el 13 de julio de 2022

https://doi.org/10.14349/rlp.2023.v55.9

Resumen

Introducción: Se presentan los resultados de un estudio experimental para contrastar el efecto de la modalidad de presentación de un mensaje de educación-entretenimiento (escrito versus audiovisual) en los procesos cognitivos de recepción, en función de la necesidad de cognición. Método: Participaron 109 hombres que tienen sexo con hombres (HSH), distribuidos aleatoriamente en dos condiciones experimentales (mensaje escrito versus mensaje audiovisual). Resultados: Se encontró que la necesidad de cognición moderó el efecto de la modalidad del mensaje sobre la elaboración cognitiva (el mensaje escrito incrementaba la elaboración cognitiva en participantes con baja necesidad de cognición) y sobre la contraargumentación (el formato escrito generó menor contraargumentación en participantes con alta necesidad de cognición), pero no sobre la reactancia. Conclusiones: La efectividad de un mensaje de educación-entretenimiento está determinada tanto por las características del mensaje (la modalidad de presentación) como por las diferencias individuales de las personas (la necesidad de cognición). De manera particular, la necesidad de cognición es una variable relevante para comprender los procesos cognitivos de recepción (la elaboración cognitiva y la contraargumentación) que desempeñan un papel fundamental en el estudio de la persuasión narrativa.

Palabras clave:
Persuasión narrativa, educación-entretenimiento, prevención de VIH-sida, modalidad del mensaje, necesidad de cognición

Abstract

Introduction: This article presents the results of an experimental study that sought to contrast the effect of the entertainment education message (written versus audiovisual) on the cognitive processes of reception, as a function of the need for cognition. Method: 109 MSM participated, randomly distributed, in two experimental conditions (written versus audiovisual message). Results: We found that the need for cognition moderated the effect of message modality on cognitive elaboration and in contra-argumentation, but not on reactance. Data shows that written message increased cognitive elaboration in participants with low need for cognition and generated less contra-argumentation in participants with a higher need for cognition. Conclusions: The effectiveness of an entertainment-education message is determined by both the characteristics of the message (the modality of presentation) and the individual differences of people (the need for cognition). In particular, the need for cognition is a relevant variable for understanding the cognitive processes of reception (cognitive elaboration and contra-argumentation) that play a fundamental role in the study of narrative persuasion.

Keywords:
Narrative persuasion, entertainment-education, HIV-AIDS prevention, message modality, need for cognition

Artículo Completo
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