The Effects of Podcast Sound Bites on Information Retention: An Experimental Analysis


Podcasts are an increasingly popular tool for teaching and learning in higher education (e.g., Newman et al., 2021). These audio recordings often couple narration with sound bites, or excerpts from interviews. To date, little-to-no research has been conducted on the cognitive effects of educational podcasts. This lack of research, in combination with the structure of podcasts, begs the question: Does the use of sound bites in podcasts affect information retention? The current study uses the limited capacity model of mediated message processing (Lang, 2006) to explore this question. We use a between-groups experimental design to investigate if the use of sound bites affects retention of information. Participants were randomly assigned to one of three podcast groups: (1) Long sound bites, (2) Short soundbites, and (3) No sound bites. A post-test about the podcast content was administered directly after exposure to the podcast, and each participant received a score out of 10 representing the total number of correct answers. Results revealed no difference in information retention between groups. These results are discussed in light of their implications for research and application in educational contexts.

Author Information
Emily A. Dolan, Slippery Rock University, United States
Brittany L. Fleming, Slippery Rock University, United States

Paper Information
Conference: IICE2023
Stream: Mind

This paper is part of the IICE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window

To cite this article:
Dolan E., & Fleming B. (2023) The Effects of Podcast Sound Bites on Information Retention: An Experimental Analysis ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings
To link to this article:

Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon