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An Integrative Model of Entertainment-Education Processes and Outcomes
Unformatted Document Text:  EE theory, 23 the character may reverse empathic reactions. These negative reactions do not lead to the spectators experiencing self-efficacy and therefore the E-E will have no effect on the audience. Since there are many factors that influence the effectiveness of an E-E program, E-E producers need to try to ensure that they maximize the potential for the audience to process and interpret the messages as desired. ADVANTAGES OF THE NEW MODEL Many theorists have done a good job of explaining how E-E works as a form of persuasion. For example, Slater and Rouner’s (2002) implementation of the ELM explains the effect of audience’s cognitive processing on the persuasiveness of a message. However, this and other persuasive models fail to adequately answer the pertinent question: why entertainment? What is it about entertainment that makes the persuasive messages something that we attend to and systematically process? What makes entertainment a more viable means of persuasion than traditional persuasive means? Slater and Rouner (2002) begin to answer these questions with their model by including storyline appeal and quality of production as elements that influence whether or not one becomes absorbed in the plot, but they fail to consider all the different elements of entertainment that influence whether or not we are going to pay attention to the plot. In our model we have drawn upon entertainment theories to explain why and what type of programs we are attracted to in the first place and to identify what about the programs make us more likely to centrally process, thus increasing the persuasive appeal of the messages. We’ve included the demographic and personality factors along with Zillmann’s theories of mood management to explain what influences program choice. We’ve also identified what factors influence the persuasiveness of messages that are centrally processed, including a more thorough

Authors: Wilkin, Holley. and Fernandes, Sangeeta.
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EE theory,
23
the character may reverse empathic reactions. These negative reactions do not lead to the
spectators experiencing self-efficacy and therefore the E-E will have no effect on the audience.
Since there are many factors that influence the effectiveness of an E-E program, E-E producers
need to try to ensure that they maximize the potential for the audience to process and interpret
the messages as desired.
ADVANTAGES OF THE NEW MODEL
Many theorists have done a good job of explaining how E-E works as a form of
persuasion. For example, Slater and Rouner’s (2002) implementation of the ELM explains the
effect of audience’s cognitive processing on the persuasiveness of a message. However, this and
other persuasive models fail to adequately answer the pertinent question: why entertainment?
What is it about entertainment that makes the persuasive messages something that we attend to
and systematically process? What makes entertainment a more viable means of persuasion than
traditional persuasive means? Slater and Rouner (2002) begin to answer these questions with
their model by including storyline appeal and quality of production as elements that influence
whether or not one becomes absorbed in the plot, but they fail to consider all the different
elements of entertainment that influence whether or not we are going to pay attention to the plot.
In our model we have drawn upon entertainment theories to explain why and what type
of programs we are attracted to in the first place and to identify what about the programs make us
more likely to centrally process, thus increasing the persuasive appeal of the messages. We’ve
included the demographic and personality factors along with Zillmann’s theories of mood
management to explain what influences program choice. We’ve also identified what factors
influence the persuasiveness of messages that are centrally processed, including a more thorough


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