Espías y seguridadEvaluación del impacto de vídeos animados sobre los servicios de inteligencia en escolares

  1. Díaz-Fernández, Antonio M. 1
  2. del-Real-Castrillo, Cristina 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2018

Issue Title: Ciberacoso. La amenaza sin rostro

Issue: 56

Pages: 81-89

Type: Article

DOI: 10.3916/C56-2018-08 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Comunicar: Revista Científica de Comunicación y Educación

Abstract

Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased.

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Funding information

Esta investigación se ha financiado dentro del convenio de colaboración de la Universidad de Cádiz y el Centro Nacional de Inteligencia. Se ha recibido ayuda económica parcial del INDESS (Instituto Universitario de Investigación para el Desarrollo Social Sostenible), Universidad de Cádiz, España.

Funders

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Data source: Dialnet