FILMOGRAFIA

Edutainment adapt multimedia interaction methods to produce educational learning materials in some kind of entertaining forms (Walldén and Soronen, 2008) and bring natural emotion into education (Basori et al., 2008). However as edutainment is a combination of entertainment and education, this integration is mainly to create a motivating and successful environment for learning (Walldén and Soronen, 2008; Okan, 2003). As a new medium, edutainment has many definitions.

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Edutainment is a very powerful tool in the formation of opinion in any society and in the world at large (UNAIDS, 2004; Singhal & Rogers, 2002). According to UNAIDS (2004) and Irimu and Schwatz (undated), edutainment has an enormous potential to influence in educating and empowering individuals to avoid contracting HIV. Edutainment, such as film, television, magazines, movies, newspapers and pamphlets rather than family members, friends or medical personnel, are the major sources of information about HIV & AIDS-related issues for adolescents preventions education campaigns. Several studies have shown that individual behaviour change is the most effective means of preventing further spread of HIV virus; and people should be provided The Kaiser Family Foundation and The South African Broadcasting Corporation (2007), edutainment has a crucial role to convey ideas that bring about sustained behavioural and social changes in societies through awareness education based programmes, therefore having a potentially pivotal role to play in the response reduce and prevent HIV & AIDS in the community.

According to Kaiser Family Foundation and South Africa Broadcasting Corporation (2007), edutainment plays a big role in the lives of most youths in South Africa, for example, 83percent of effective HIV-prevention education among university students (Cok et al., 2001). This means that if edutainment is to be used effectively, it has a potential of influencing the perception of the sexual

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As for Singhal and Rogers (2002), UNAIDS (2004), Keller and Brown (2002) and UNAIDS, (2004) in countries worldwide, young people comprise a key audience for messages about preventing HIV & AIDS. Unless a young, person acquires HIV in utero or as an infant, almost all young people enter adolescence HIV-negative (Hoff et al., 2003). Yet the very nature of adolescence, characterized by experimentation, risk taking and a sense of immortality make youths particularly vulnerable to HIV (Bello-Morhason et al., 2008; UNAIDS, 2011; DiBlasio & Brenda, 1990). Annually, 50 per cent of all new HIV infections occur among young people aged 15–24 years (UNAIDS, 2011; UNAIDS, 2004).

Given the sheer number of young people and the critical importance of alerting them to the threat of HIV & AIDS, most governments have turned to the mass media as a means of informing their population, shaping social norms and influencing behaviour associated with the transmission of HIV & AIDS (UNAIDS, 2004; Singhai & Rogers, 2002; The Kaiser Family Foundation, 2007).

Given that adolescents are so attuned to mass media for information and cues about how to behave, the media have tremendous potential for reaching them with messages about HIV & AIDS (UNAIDS, 2004 ; The Kaiser Family Foundation, 2007).

Different reports and studies believe that mass media campaigns may complement other programmes (for example, the training of personnel or the distribution of condoms, testing,

The evidence in the published literature on the effectiveness of communication programmes is sparse but there have been several rigorous studies that identified reported changes in HIV & AIDS related behaviours, such as avoiding unprotected sex or the use of condoms, after the effective use of mass media (UNAIDS, 2004; Singhai & Rogers, 2002; The Kaiser Family Foundation, 2007). A difficulty in arriving at an assessment of the potential effectiveness of communication programmes is that relatively few countries have mounted full-scale, coordinated, comprehensive communication programmes aimed at combating the spread of HIV (Singhai & Rogers, 2002).

Mass media are increasingly an important component of intervention programmes when they are scaled-up such as community or interpersonal components (UNAIDS, 2004; Singhai & Rogers,

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2002; The Kaiser Family Foundation, 2007). Therefore, mass media interventions are any programmes or other planned, time-limited efforts that have the explicit goal of changing perceptions of the risk for HIV behaviours that are related to preventing the transmission of HIV and that disseminate messages among an intended population through channels that reach a broad audience (UNAIDS, 2004; Singhai & Rogers, 2002; The Kaiser Family Foundation, 2007). Mass media, as mentioned above, include radio, television, video, print media and the internet. The mass media programmes may take a variety of forms, including variety shows, songs, advertisements or public service announcements, soap operas, music videos, films, drums, poetry pamphlets, billboards, posters and interactive web sites (UNAIDS, 2004; The Kaiser Family Foundation, 2007).

2.4 CHAPTER SUMMARY

This chapter has discussed the theories that are relevant to the study. The chapter has outlined four theories that provide insights to understand how youth in general, and university students in particular, perceive their risks for HIV. These theories are the Health Belief Model (HBM), the Social Psychological Behaviour theory (SPB), the Transformative Learning theory (TL) and the Entertainment-Education theory (E-E). The chapter also has reviewed the relevant literature to the present study. This literature has focused on three themes: (1) Youth and HIV & AIDS, (2) University Students and HIV & AIDS, and (3) the Role of Edutainment in Behaviour change. The next chapter will present the research design and methods relevant to the study.

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CHAPTER THREE: RESEARCH DESIGN AND METHODS

3.1 CHAPTER OVERVIEW

This chapter describes the methodological procedures the researcher used to collect and analyse data. The chapter starts with the socio-demographic characteristics of the respondents before it presents the research design and describes the research methods. Further, the chapter presents the data collection tools, clarifies methods of data analysis and highlights the validity, reliability and generalizability issues. Finally, the chapter presents the different research procedures and provides the ethical statement before concluding with a summary.

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