Comics and concussions: Media format and the impact of concussion knowledge and reporting attitudes in young adults

Abstract

Undiagnosed and unreported concussions in young adult sport is not uncommon. Traditional forms of education on concussions often fail to influence safer reporting attitudes in athletes. Comics are an emerging tool in health education, and the current study examined if a comic is an effective tool to educate and influence attitudes about concussions. One hundred and eighty-three undergraduate athlete and non-athlete students participated. Using a between-subjects experimental design, participants viewed either a comic, identical information in a written format, or received no information about concussions. Participants were assessed on their knowledge and attitudes about concussions, as well as their concussion history, sport history, and gave an effectiveness/engagement rating for the educational materials viewed. Outcomes were assessed by calculating total average attitude, knowledge, and effectiveness/engagement for each condition. It was found that attitudes were not influenced by condition. Comics and written conditions scored significantly higher on knowledge than control. Comics were considered more engaging and effective than written information. Overall, no condition influenced concussion reporting attitudes. Conditions with educational information had higher concussion knowledge scores, but the comic was no more effective than the written information. Comics were regarded as significantly more engaging and effective than the text condition. This study did not find support for the comic to specifically target sport-related attitudes about concussion reporting, but there is potential for the medium to address and impact attitudes.