Drama Theory and Entertainment Education: Exploring the Effects of a Radio Drama on Intentions to Abstain from Sex to Limit HIV Transmission in Ethiopia

Background: This study investigated a model of entertainment education that combined drama theory (Kincaid, 2002) and social cognitive theory (Bandura, 1986) and tested it in a field study of a government-sponsored health campaign in Ethiopia. Specifically, we explored if the relationships between reported exposure to the Journey of Life radio drama and intentions to abstain from sex to prevent HIV transmission were mediated by emotional involvement, character identification, and perceived efficacy. Methods: A cross-sectional sample of 862 respondents was recruited within Ethiopia. A total of 126 respondents reported listening to the radio drama. Results: As listeners (n = 126) reported listening to more episodes of the radio serial drama, they identified more with the female protagonist and felt more emotionally involved in the drama. In turn, they reported stronger perceptions of personal efficacy in abstaining to prevent HIV transmission, and consequently, reported stronger intentions to abstain. Additionally, identification with two other characters, tragic ones who contract HIV from non-compliance with abstinence, correlated positively with stronger abstinence intentions. The results of this study indicate that both drama theory and social cognitive theory explain intentions to abstain and together accounted for 42% of the variance in listeners' abstinence intentions. Conclusions: As future entertainment education programs are developed writers and creators need to take into consideration how both situations and desired solutions can be portrayed in the context of drama theory. In addition, one needs to consider which combination of characters provides the best momentum for engaging entertainment and lessons for education.