Zhou Yan-Bang, Bu Ya-Ru, Bao Qing, Zhao Hong-Jin
School of Philosophy and Sociology, Lanzhou University, Lanzhou, 730000, China.
Institute of Teacher Education, Ningxia University, Yinchuan, 750021, China.
Sci Rep. 2025 Aug 11;15(1):29389. doi: 10.1038/s41598-025-15519-2.
This study examines the differential effectiveness of video-based versus text-based anti-fraud educational interventions in improving cognitive comprehension, emotional engagement, and behavioral intentions among older adults. Using a stratified sample of 220 older adults aged 60 and above, the findings reveal that video-based materials significantly outperform text-based interventions in enhancing cognitive comprehension, emotional engagement, and behavioral intentions related to fraud prevention. Conversely, text-based materials offer more structured and detailed informational guidance, effectively heightening older adults' awareness of financial vulnerabilities, although generating comparatively lower emotional engagement. By introducing and validating a multimodal approach that strategically integrates video and text, this research addresses a critical gap in current anti-fraud education strategies tailored to older adults' diverse cognitive and emotional needs. The results carry substantial implications for policymakers and educators aiming to enhance older adults' resilience to financial fraud, particularly amidst increasingly sophisticated threats such as artificial intelligence-enhanced scams.
本研究考察了基于视频和基于文本的反欺诈教育干预措施在提高老年人认知理解、情感参与度和行为意图方面的不同效果。通过对220名60岁及以上老年人的分层抽样，研究结果表明，在增强与预防欺诈相关的认知理解、情感参与度和行为意图方面，基于视频的材料显著优于基于文本的干预措施。相反，基于文本的材料提供了更结构化和详细的信息指导，有效地提高了老年人对财务脆弱性的认识，尽管其产生的情感参与度相对较低。通过引入并验证一种将视频和文本进行策略性整合的多模态方法，本研究填补了当前针对老年人多样化认知和情感需求的反欺诈教育策略中的一个关键空白。这些结果对旨在提高老年人抵御金融欺诈能力的政策制定者和教育工作者具有重大意义，尤其是在面对诸如人工智能增强型诈骗等日益复杂的威胁时。
