Theme 4.2 Entertainment-Education

Entertainment formats are increasingly being used to convey educational messages, like messages about condom use in a popular sitcom or about organ donation in a narrative. Research on this novel message strategy has just started to emerge and many questions remain.It is for instance largely unclear what the ‘active ingredients’ are of successful entertainment-education and narratives, or through which processes, such as engagement with the storyline or empathy with characters, entertainment-education reaches its goals. It has also been suggested that entertainment-education is especially effective for target groups who are hard to influence with traditional campaigns, but this suggestion needs to be tested too. In this theme, students can conduct experiments that compare different message factors or groups of recipients.

Further readings:

  • Moyer-Gusé, E., Jain, P., & Chung, A. H. (2012). Reinforcement or Reactance? Examining the
    Effect of an Explicit Persuasive Appeal Following an Entertainment-Education
    Narrative. Journal of Communication, 62(6), 1010-1027.
  • Murphy, S. T., Frank, L. B., Moran, M. B., & Patnoe-Woodley, P. (2011). Involved,
    Transported, or Emotional? Exploring the Determinants of Change in Knowledge, Attitudes, and Behavior in Entertainment-Education. Journal of Communication, 61(3), 407-431.
  • Graaf, A. D., Sanders, J., & Hoeken, H. (2016). Characteristics of narrative interventions and health effects: a review of the content, form, and context of narratives in health- related narrative persuasion research. Review of Communication Research, 4, 88- 131.