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We make a case for the use of visual storytelling, namely, video stories, to supplement traditional scholarly articles in the Information Systems (IS) discipline, thereby exploring its potential to improve actual and perceived comprehension, perceived utility, satisfaction as well as intentions to cite, share, and accept research. Drawing on cognitive learning theory, the cognitive theory of multimedia learning and the literature on deep processing, we develop our research model, which is based on the model by Jiang and Benbasat (2007). We test our model in experimental settings with 269 research\u2010oriented students and academics who were randomised into four conditions: (1) reading a text\u2010based article, (2) reading the script for a video about the article, (3) viewing the video story of the article, and (4) viewing the video story followed by reading the article. Results showed that the article's script was significantly perceived to be the least useful in disseminating research content. The video story and text\u2010based article were perceived to be equally useful, and supplementing the text\u2010based article with a video story was perceived to be the most useful. Moreover, the video story and text\u2010based article supplemented by a video story were of roughly equal effectiveness; yet, the video script was the most effective, and the text\u2010based article was least effective relative to other formats in disseminating scholarly knowledge. Last, we discuss how to further improve the design of video stories by referring to the critical narrative theory, which has the potential to significantly promote the dissemination of IS scholarly knowledge.<\/jats:p>","DOI":"10.1111\/isj.12240","type":"journal-article","created":{"date-parts":[[2019,3,8]],"date-time":"2019-03-08T07:13:34Z","timestamp":1552029214000},"page":"1153-1177","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi\u2010experiment"],"prefix":"10.1111","volume":"29","author":[{"ORCID":"http:\/\/orcid.org\/0000-0003-1513-6237","authenticated-orcid":false,"given":"Kristijan","family":"Mirkovski","sequence":"first","affiliation":[{"name":"Department of Information Systems and Business Analytics Deakin University Melbourne Australia"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-2812-2419","authenticated-orcid":false,"given":"James E.","family":"Gaskin","sequence":"additional","affiliation":[{"name":"Marriott School of Business Brigham Young University Provo Utah USA"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-1192-595X","authenticated-orcid":false,"given":"David M.","family":"Hull","sequence":"additional","affiliation":[{"name":"Computer Science Department University of Texas at Tyler Tyler Texas USA"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-0187-5808","authenticated-orcid":false,"given":"Paul Benjamin","family":"Lowry","sequence":"additional","affiliation":[{"name":"Business Information Technology Virginia Tech Pamplin College of Business Suite 1007, 880 West Campus Drive Blacksburg Virginia 24061 USA"}]}],"member":"311","published-online":{"date-parts":[[2019,3,7]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Write screenplays that sell: The Ackerman way","author":"Ackerman H.","year":"2003"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/0749-5978(91)90020-T"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1509\/jmkr.41.4.382.47013"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/109467059800100102"},{"key":"e_1_2_8_6_1","first-page":"15","volume-title":"Educational Psychology: A cognitive view","author":"Ausubel D. 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