Research indicates that the degree to which students will learn certain information is dependent upon the extent to which they want to believe or disbelieve it. For example, students easily learn that sharing a glass with an HIV-infected person will not cause AIDS. They are unexpectedly resistant, however, to learning about the possibility of transmission through blood transfusions. To offset such resistance, research suggests that the appropriate use of relevant visuals can enhance recall and understanding of material, increase interest and motivation, and promote critical thinking about HIV and AIDS (Cahill, 1994).
Cahill (1994) reported that student learning of AIDS information was exceptionally high in classes that use activities that are fun for young people. In particular, Cahill (1994) cited the positive outcomes associated with the Health Works program. Health Works is a prototype AIDS education program developed by the New York State Department of Health for school children in junior high school (Cahill, 1994).
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