The effect of gain- and loss framing on the intention to change behaviour in an instructional video

Research is lacking in providing effective guidelines for instructional video targeting the affective learning domain. One factor that has shown to be effective in targeting behavioural change, is message framing. In this study two instructional videos were compared: gain-framed (i.e. emphasis on the advantages of complying) and loss-framed (i.e. emphasis on the disadvantages of not complying). The videos were compared using quantitative measures of intention to change behaviour, attitude and perceived control. Gain-framing was effective in positively influencing attitude, perceived control and intention to change behaviour. Loss-framing was only effective in positively influencing perceived control. A comparison of effects between groups showed that only perceived control was significantly more influenced by the gain-framing. In conclusion, there is a small but convincing difference in the effectivity of message framing in favor of gain-framing. Further research is necessary to establish more guidelines for instructional videos aimed at affective learning goals.