Die verband tussen veelvuldige videotegnieke en boodskapherroeping deur skoliere

Abstract

This study represents an investigation of effects of multiple production techniques on the message recall of secondary school learners. The purpose of this study was to determine how the use of multiple production techniques would influence message recall. With the development of television, the number of production techniques has escalated. Consequently it is possible for directors and producers to create interesting and highly visual television productions. In most cases such directors are visually literate. In South Africa they also often aim their productions at visually illiterate audiences. As a result many of these productions are visually too complex to be fully understood by some South Africa viewers. This poses the question of whether the use of multiple production techniques advances or impedes the recall of a message. Theory suggests that the use of multiple production techniques will negatively influence attention, information processing and recall. This is based on the assumption that too many visual cues will force the viewer to focus his or her attention on a specific part of the message, which might not be its essence. Focusing on a part of lesser importance will obstruct the process of storing the information of the message in the memory thus making it more difficult to store this information in the memory. If the message is not stored in the cognitive structure, it will be almost impossible for the recipient to accurately recall it. Four experimental videos were designed for the purpose of this study. Interference variables such as sex, age, academic achievement and language were controlled, while the number of production techniques were manipulated. One hundred and sixty secondary school learners attending Tlokwe Secondary High School in Potchefstroom formed part of the population for this experiment. The learners were divided into four groups. Group one watched video 1 (with the least number of production techniques), group 2 watched video 2 (with more production techniques than video 1) and so forth. After watching the videos each group completed a questionnaire. Data was collected and analysed with the ANOVA (Analysis of Variance) method and the statistical significance of results was determined. The results which were obtained in the study suggested that the alternative or research hypothesis be rejected in favour of the null hypothesis, which states that the number of production techniques do not influence message recall by secondary school learners tested in this experiment. However, certain trends were observed which support existing theory as well as the research hypothesis, although these trends were not of statistical significance. Based on these trends, certain specific recommendations are made for future research. These include modifying the research and message design, as well as adapting the way in which the respondents are managed.