Abstract
Purpose – The purpose of this study was to explore the usefulness of a simplified version of cognitive response analysis (CRA) as a formative evaluation tool for health education materials developed for small, unfunded projects.Design/methodology/approach – A group of women (n=15), aged between 25 and 50 years, provided cognitive responses (CRs) that communicated their ongoing thoughts after viewing each slide in a narrated, online slide presentation that focused on nutrient content claims. Participants were assigned in a systematic random fashion to one of three CRA variations. In all three variations, participants simultaneously saw a slide and heard its narration and then provided their CRs while still viewing the slide. In Variation 1, a researcher wrote participants' CRs on a log sheet (n=5). Variation 2 participants' audiotaped their CRs which were later transcribed by a researcher (n=5). Variation 3 participants wrote their CRs on a log sheet. To assess the quality and usefulness of the CRs generat...
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