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Education (Abee) Model: Co-Opting Behavioral Change Efficacy

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Education (Abee) Model: Co-Opting Behavioral Change Efficacy THE DEVELOPMENT OF AN ACADEMICALLY-BASED ENTERTAINMENT- EDUCATION (ABEE) MODEL: CO-OPTING BEHAVIORAL CHANGE EFFICACY OF ENTERTAINMENT-EDUCATION FOR ACADEMIC LEARNING TARGETING THE SOCIETAL LANDSCAPE OF U.S. GEOGRAPHIC ILLITERACY A Dissertation by MICHELLE LOUISE SIMMS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: Curriculum and Instruction The Development of an Academically-based Entertainment-Education (ABEE) Model: Co-opting Behavioral Change Efficacy of Entertainment-Education for Academic Learning Targeting the Societal Landscape of U.S. Geographic Illiteracy Copyright 2011 Michelle Louise Simms THE DEVELOPMENT OF AN ACADEMICALLY-BASED ENTERTAINMENT- EDUCATION (ABEE) MODEL: CO-OPTING BEHAVIORAL CHANGE EFFICACY OF ENTERTAINMENT-EDUCATION FOR ACADEMIC LEARNING TARGETING THE SOCIETAL LANDSCAPE OF U.S. GEOGRAPHIC ILLITERACY A Dissertation by MICHELLE LOUISE SIMMS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, B. Stephen Carpenter, II Committee Members, Carol LaFayette Tim McLaughlin Erin McTigue Head of Department, Dennie Smith May 2011 Major Subject: Curriculum and Instruction iii ABSTRACT The Development of an Academically-Based Entertainment-Education (ABEE) Model: Co-opting Behavioral Change Efficacy of Entertainment-Education for Academic Learning Targeting the Societal Landscape of U.S. Geographic Illiteracy. (May 2011) Michelle Louise Simms, B.S.; M.Ag.; M.S., Texas A&M University Chair of Advisory Committee: Dr. B. Stephen Carpenter, II Educators and scholars continue to lament United States citizens’ geographic illiteracy and are calling on Congress to address the crisis. However, despite recent public attention, a lack of national commitment to teaching geography in all public school grade levels persists. Therefore, non-formal educational avenues need to be pursued to address this crisis. One such avenue may be Entertainment-Education (E-E). E-E interventions have been used outside of the U.S. to impact social problems and detrimental behaviors by presenting positive role models in entertainment products designed to stimulate changes in viewers’ behavior. For example, soap operas promote condoms use as a HIV prevention strategy (Tanzania), model culturally-sensitive actions to stop domestic violence (South Africa), and promote infant oral-rehydration therapy (Egypt). iv This study posits academic learning can be facilitated in a similar fashion as behavior change through an E-E methodology. Beginning with an examination of the E- E field by indexing E-E literature found in scholarly publication databases, this study demonstrates the 30-year health message focus of the field and presents a catalogue of E-E interventions cross-referenced by name and target country. The combination of these two products illuminates how U.S. audiences and non-behaviorally based outcomes have not been targeted, leaving academic subject learning as an area into which E-E can expand. The expansion of E-E methodology into geography education (or any other subject) requires understanding of how academic concepts interact with the structure of fictional narratives. Using a grounded theory approach, this study analyzes the U.S. television series NUMB3RS, which uses math to drive the story (as opposed to simply serving as context), to develop an Academically-Based Entertainment-Education (ABEE) model. ABEE is then applied to Google Earth, exploring how to leverage non- linear and visually dependent narratives as well as develop user-driven learning experiences. The implications of research presented here and through future refinement of the ABEE model may potentially (1) develop educative entertainment products supporting formal education and (2) bring geographic knowledge into the realm of popular culture through mass media, thereby impacting geographic literacy at a societal level in the U.S. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9128. v DEDICATION I heard “no” but kept going, Revelations 3:7 Until “no” became my fuel. James 1: 2-4 Those who told me “yes” ignited the fuel, Proverbs 17:17; 27:9 Revealing the plan of the One who plants dreams and makes them come true. Philippians 1:21 vi ACKNOWLEDGEMENTS I would like to thank God for patiently waiting for me to develop the courage to follow what He placed in my heart. I am evidence of His unchanging nature. The simple prayer of Jabez (1 Chronicles 4:10) became my prayer and oh how He has blessed me! I am grateful for my graduate committee and especially my committee chair. Steve, Carol, Erin, and Tim: Thank you for the latitude to wrestle with my big ideas and for providing an academic home allowing them to incubate and grow freely. I am also grateful to all of my course professors, my “sounding boards” Dr. Lynn Burlbaw and Dr. Arvind Singhl, and my classmates. I learned so much from all of you. I especially want to thank the incredible librarian crew at Evans Library. Whoever invented the “Get It For Me” system and the web interface with Google Scholar is a genius! To my awesome former coworkers and bosses in the Office of Graduate Studies, thank you for everything! Bob and Julie, you rock! A special thank you also goes to Dr. Dennie Smith for providing an opportunity to work on a research topic close to my own research interests as well as to the Association of Former Students, Department of Teaching, Learning, & Culture (TLAC), and the Office of Graduate Studies for the scholarships and grants funding my research and conference travel. I would also like to acknowledge the writers and staff of the television show NUMB3RS whose generosity with their time made the heart of my dissertation possible. vii For their efforts in helping me navigate the personnel and legal aspects of securing publication permission for excerpts from television show scripts, a special thank you goes to Cheryl Heuton, Nicolas Falacci, Robert Port, Michael Cano, Adam Huss (Writers Guild of America Foundation), Laurie Espinosa (WGA legal department), Karen Howard (CBS legal department), and Alan Hergott (Bloom Hergott Diemer Rosenthal LaViolette Feldman Schenkman & Goodman, LLP). I am also so grateful to the show’s writers who generously gave me their time to discuss my research. In compliance with my IRB protocol approved by the Office of Research Compliance, I cannot name them specifically but please know how much I appreciate your time and interest in my research! I cannot thank my friends and family enough for encouragement, laugher, and the occasional strong shoulders to lean on. Taylor Ainsworth, Serena Aldrich, Irving Brown, Doreen Coffey, Hailey Daehnke, Laura Davis, Gina Lane, Nikki Williams, Julie Wilson, Robert Wilson, and Melanie Woods: I cannot thank you enough for the fun times, great conversations, and much needed distractions! And last but not least, thanks to my officemates Rhonda Goolsby and Yetunde Zannou for putting up with the controlled chaos residing on my desk and the thoughts- in-progress on the chalkboard. We made it through! viii NOMENCLATURE ABEE Academically-based Entertainment-Education GE Google Earth E-E Entertainment-Education MDPP Math-Driven Plot Point PBS Public Broadcasting System PP Plot Point ix TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi NOMENCLATURE .................................................................................................. viii TABLE OF CONTENTS .......................................................................................... ix LIST OF FIGURES ................................................................................................... xii LIST OF TABLES .................................................................................................... xiii CHAPTER I INTRODUCTION ................................................................................ 1 Problem Statement ......................................................................... 4 Purpose of This Study .................................................................... 4 Form and content of the dissertation ......................................... 5 Cultural Acceptance of Geographic Illiteracy? .............................. 6 II MANUSCRIPT #1: LITERATURE INDEX ....................................... 10 Overview ........................................................................................ 10 Introduction .................................................................................... 11 Methodology .................................................................................. 13 Results and Discussion ................................................................... 16 Conclusions .................................................................................... 28 Index of Entertainment-Education Publications ............................ 29 III MANUSCRIPT # 2: DEVELOPMENT OF THE ABEE MODEL ..... 133 Introduction ...................................................................................
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