Abstract
Due to their relatively low price and appeal, podcasts are commonly used in educational contexts (e.g., Cho et al., 2017). A common structural element of podcasts is the use of sound bites, which are excerpts of longer pieces of outside media (e.g., interviews). A main indicator of quality upon which students judge podcast material is credibility, or the degree to which the content is trustworthy (Lin et al., 2014). One potential pathway to credibility is through including multiple perspectives, which may be accomplished through the use of podcast soundbites. Thus, the question arises: Do podcast sound bites impact students’ perceptions of credibility? This paper explores this question using an experimental design. Participants first listened to a podcast and were randomly assigned to one of three groups: (1) Long sound bites, (2) Short soundbites, and (3) No sound bites. Immediately following the podcast, participants responded to survey items pertaining to credibility. Results revealed no differences in credibility perception. We discuss these results 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)
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To cite this article:
Dolan E., & Fleming B. (2023) Do Sound Bites Impact Students’ Perceptions of Credibility of Podcasts? An Experimental Analysis ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.63
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.63
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