Over 2500 students learning about evolution were randomly assigned videos that had 1) no conflict-reducing practices, 2) conflict-reducing practices implemented by a non-religious instructor, or 3) conflict-reducing practices implemented by a Christian instructor.  Conflict-reducing practices led to decreased conflict, increased compatibility, and increased acceptance of human evolution compared with the video without conflict-reducing practices. The Christian and non-religious instructor conditions were equally effective at improving all student outcomes, except the non-religious instructor was more effective for increasing perceived compatibility between religion and evolution among atheist students. 

Congrats to co-first authors Baylee Edwards and Rahmi Aini!