Using Relevant Animations to Counter Stereotype Threat When Learning Science

• Published in: Journal of applied research in memory and cognition 2019-12, Vol.8 (4), p.463-470
• Main Authors: Sanchez, Christopher A., Weber, Karah
• Format: Article
• Language: English
• Subjects: Animation; Animations; Applied Psychology; Female; Human; Imagery; Learning; Male; Science learning; Stereotype threat; Stereotyped Attitudes; Threat
• ISSN: 2211-3681; 2211-369X
• DOI: 10.1016/j.jarmac.2019.08.003

Much research has supported the notion that adding relevant animations to science text can positively impact learning. Can relevant animations also provide an opportunity to address other issues that affect learning, specifically situations when learners are explicitly placed under stereotype threat? The current study extends work on both animations and stereotype threat by examining whether relevant imagery can positively address issues of stereotype threat. Participants were placed under threat or not, and then read a science text that was either illustrated or not. Results replicated the broad effects of both stereotype threat and animations, but also found that these factors interact. Specifically, the presence of animations seemed to negate the negative effects of primed maladaptive stereotypes. This suggests that relevant animations do have an insulating effect on learners relative to stereotype threat and may protect them from salient assaults on their perceived ability to learn science material. General Audience Summary Research has suggested that telling learners that they are less likely to learn in STEM areas consistent with cultural stereotypes (e.g., females do worse at science), can actually cause learners to learn less. This phenomenon is known as stereotype threat. However, it has also been shown that adding relevant animations to learning materials can positively enhance understanding. However, can animations also eliminate the effects of negative stereotypes? The current study had participants read a science text that either did or did not have animations. Participants were also told they were less likely to achieve based on their demographics, or instead told nothing. Results replicated the positive effects of animations on learning, and also the negative effects of stereotype threat on learning. However, it was also found that animations help learners under stereotype threat, and cause them to learn at the same level as individuals who were not told they were less likely to achieve. These results are the first demonstration of this interaction, and suggest that animations can help science learning in multiple ways.