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A growing body of research indicates that entertainment-education programming can be an effective way to deliver prosocial and health messages. Some have even speculated that entertainment-education may be more effective than overtly persuasive messages in certain circumstances. Despite empirical advances in this area, more work is needed to understand fully what makes entertainment-education unique from a message-processing standpoint. To this end, the present article has three objectives. First, the article examines the involvement with narrative storylines and characters that is fostered by entertainment programming. This includes a much-needed explication and separation of several related constructs, such as identification, parasocial interaction, similarity, and others. Second, the article reviews and synthesizes existing theories that have addressed entertainment-education message processing. Third, the article builds on these theories, presenting an expanded theoretical framework. A set of propositions is advanced and directions for future research are discussed. In total, the article offers a clarification of existing concepts that are critical to the study of entertainment-education, a synthesis of relevant theory, and a set of propositions to guide future research in entertainment-education message effects.
Emily Moyer‐Gusé (Fri,) studied this question.