historical_drama

“These results have implications for the common educational practice of using popular films as an instructional aid,” says Andrew Butler.

WASHINGTON-ST. LOUIS (US)—Showing popular historical dramas in a classroom setting can be a double-edged sword when it comes to helping students learn and retain factual information found in textbooks, a new study finds.

“We found that when information in the film was consistent with information in the text, watching the film clips increased correct recall by about 50 percent relative to reading the text alone,” explains Andrew Butler, a psychology doctoral student at Washington University in St. Louis.

“In contrast, when information in the film directly contradicted the text, people often falsely recalled the misinformation portrayed in the film, sometimes as much as 50 percent of the time.”

Butler, whose research focuses on how cognitive psychology can be applied to enhance educational practice, notes that teachers can guard against the adverse impact of movies that play fast and loose with historical fact, although a general admonition may not be sufficient.

“The misleading effect occurred even when people were reminded of the potentially inaccurate nature of popular films right before viewing the film,” Butler says.

“However, the effect was completely negated when a specific warning about the particular inaccuracy was provided before the film,” adds Butler. “These results have implications for the common educational practice of using popular films as an instructional aid.”

Butler says although films “may increase learning and interest in the classroom, educators should be aware that students might learn inaccurate information, too, even if the correct information has been presented in a text. More broadly, these same positive and negative effects apply to the consumption of popular history films by the general public,” he concludes.

The study will be published in a forthcoming issue of the journal Psychological Science.

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