Reality Video vs. Video Modeling-A Case Study in Patient Education

Reality video is a promising but less studied intervention in behavioral sciences whereas video modeling has proven to be a well-validated intervention. Based on the multiple code theory (Bucci, 1997) in cognitive science, this research proposes that reality video, portraying real people in real-life situations, can connect to its audience strongly in all four domains of experience (non-verbal sub-symbolic, verbal sub-symbolic, non-verbal symbolic, and verbal symbolic) whereas video modeling, portraying models in staged settings, has a weak or absent audience connection in the non-verbal sub-symbolic domain. Reality video allows an audience self-identify as an in-group member with the video persona whereas video modeling generates only a parasocial relationship between an audience and the model. This research studies the efficacy of reality video. A qualitative case study in patient education shows that reality video can trigger positive cognitive change and even long-term positive behavioral change.