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TEEM’14 
Techological Ecosystems for Enhancing Multiculturality 
Salamanca, October 1-3, 2014 
Track 6: “Communiction, Education and Health Promotion” 
Processes and mechanisms of narrative persuasion in 
entertainment-­‐‑education interventions through 
audiovisual fiction. 
The role of identification with characters 
Juan-José Igartua1 & Jair Vega2 
1 University of Salamanca (Spain) – 2 Universidad del Norte (Colombia)
Main goal 
To improve our knowledge of the 
explanatory processes of narrative 
persuasion in the field of health 
communication using data 
obtained in a study of 
entertainment-education based on 
audiovisual fiction.
Introduction 
Empirical study: 
• Experimental 
research. 
• 208 participants. 
• Mediation analysis. 
Theroretical background: 
• Narrative persuasion. 
• Entertainment-Education 
approach and health 
communication. 
• TV series: “Revelados, 
desde todas las 
posiciones” (Colombia).
Narrative persuasion 
• How exposure to (fictional) 
narratives designed to entertain 
can cause persuasive effects 
(Green & Brock, 2000). 
• Narratives (such as television 
series or movies) are processed 
differently from traditional 
persuasive messages (such as 
commercial advertisements), 
(Slater & Rouner, 2002).
Traditional persuasive messages 
versus narratives 
Persuasive messages Narratives 
• Contain list of arguments 
in an explicit way. 
• Show a clear 
educational or 
attitudinal goal. 
• Processing goal: to 
develop a correct 
attitude. 
• Illustrate through the 
presentation of events. 
• Action is focused on 
the main characters. 
• Designed for 
enjoyment. 
• Processing goal: to 
become involved in 
the story and on the 
characters.
Dual models versus narrative 
persuasion models 
• Main process in dual models 
of rethorical persuasion (e.g., 
ELM): cognitive elaboration 
(reflection, issue-relevant 
thoughts). 
• Main process (mechanisms) 
of narrative persuasion: 
transportation and 
identification with the 
characters.
Identification with characters 
Identifying with characters is an imaginative process 
that involves the temporal replacement of own’s 
identity with that of a character from an affective and 
cognitive point of view (Cohen, 2001). 
Emotional empathy (the ability to feel what the 
characters feel). 
Cognitive empathy (adopting the point of view of the 
characters). 
Merging (a temporal loss of self-­‐‑awareness and 
imagining the story as if one were one of the 
characters).
Narrative models in Health 
Communication 
• Extended Elaboration Likelihood Model, E-ELM, 
(Slater & Rouner, 2002). 
• Entertainment Overcoming Resistance Model, 
EORM (Moyer-Gusé, 2008). 
Identification 
with the 
characters 
Counterarguing 
AKitudinal 
impact 
-­‐‑ 
-­‐‑ 
BUT, empirical research into this topic 
is in its early stages and has shown 
contradictory findings.
TV series and Entertainment-­‐‑ 
Education 
• Even though 
narrative formats do 
not explicitly present 
arguments from an 
external source, 
these can appear in 
dialogues taking 
place among 
characters during 
certain moments of 
the story. 
Fictional narrative formats 
(e.g., TV series) designed 
to bring about positive 
social change show a clear 
educational component.
Identification and cognitive 
processes 
Two possible relationships between identification and 
cognitive processes. 
① Identification (empathy dimension) can stimulate 
involvement with the messages “(…) which, in turn, 
increases the elaboration of messages and their 
potential persuasive effects” (Cohen, 2001, p. 260). 
② Identification (which also involves a temporary loss 
of self-awareness) most likely would lead to a less 
critical reading of the message.
Our main objective 
To test to what extent the attitudinal impact 
caused by exposure to fictional audiovisual 
contents designed as entertainment-education 
platforms (through the Colombian 
television series “Revelados, desde todas las 
posiciones”) is explained because 
identification leads to a greater reflection or 
rather to a greater counterarguing.
Hypotheses 
Hypothesized Mediation Model: indirect effects of identification 
with the characters on aKitudes through cognitive elaboration and 
counterarguing
Method 
• N = 208 participants (age 14-20, mean = 15.85; 51.9% 
women). 
• An experimental study (in Cololmbia, 2013). 
• TV series “Revelados, desde todas las 
posiciones” (RDTP). 
https://www.youtube.com/user/REVELADOSDTP 
• Participants were randomly divided in three groups 
(each group a different RDTP episode). 
• The impact of viewing the episodes was assessed though 
a questionnaire containing scales to measure reception 
processes and attitudinal impact.
RDTP 
• RDTP is a television series 
addressed to young people 
between the ages of 12 and 
19, produced by the 
Fundación Imaginario in 
Colombia. 
• Educational contents: sexual 
relation, sexual diversity and 
gender violence. 
• First season: 20 episodes lasting 
about 15 minutes each and 
presents a story with continuity 
from one episode to another. 
The main characters: 
Camila, Juan Carlos, 
Vanessa and Sebastián.
RDTP: Episodes and topics 
Episode 8: Adolescent sexuality: this episode 
aKempts to reinforce positive beliefs about sexual 
decision-­‐‑making. 
Camila is the main character of the episode 
transmiKing the educational message. 
Episode 10: Gender violence: to reinforce an 
aKitude of rejection of gender violence. 
Vanessa is the main character of the episode 
transmiKing the educational message. 
Episode 17: Expressing homosexual feelings: to 
reinforce a positive aKitude toward gay men who 
decide to openly express their sexual orientation . 
Juan Carlos is the main character of the episode 
transmiKing the educational message.
Instruments and variables 
• Identifiction with the main 
characters (11 items scale; 
αCamila = .86, αVanessa = .89, 
αSebastian = .91, αJuan Carlos = . 
89). 
• Cognitive elaboration (4 
itmes scale; α= .83). 
• Counterarguing (4 items 
scale; α= .72). 
• Attitudinal impact: different 
topics (adolescent sexuality, 
gender violence and sexual 
diversity). 
• A questionnaire 
administered to the 
participants 
immediately after 
they viewed the 
episode.
Results 
• Macro PROCESS for SPSS (Hayes, 2013). 
• A mediation model with two mediating 
variables that operate in sequence (model 6). 
• The indirect effect was calculated using 10,000 
bootstrap samples for bias-corrected bootstrap 
confidence intervals. 
• An indirect effect is considered statistically 
significant if the confidence interval established 
(CI at 95%) does not include the value 0.
Mediation model: Chapter 8 
Identification 
with Camila 
Cognitive 
elaboration 
Positive aKitude 
toward sexual 
decision-­‐‑making 
Counterarguing 
Indirect effect 
Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes 
B = .28, SE = .14, 95% CI [.01, .65] 
.72 *** 
.40 * 
.51 *** 
Direct effect = .23 
-­‐‑.07 
-­‐‑.16 
* p < .05, *** p < .001 
Total effect = .47 **
Mediation model: Chapter 10 
Identification 
with Vanessa 
Cognitive 
elaboration 
Negative aKitude 
toward gender 
violence 
Total effect = .12 
Counterarguing 
Indirect effect 
Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes 
B = .33, SE = .13, 95% CI [.10, .65] 
.57 *** 
.58 ** 
.34 ** 
Direct effect = -­‐‑.12 
.28 * 
-­‐‑.17 
* p < .05, ** p < .01, *** p < .001
Mediation model: Chapter 17 
Identification 
with Juan Carlos 
Cognitive 
elaboration 
Positve aKitude 
toward gay men 
coming out 
Total effect = -­‐‑.07 
Counterarguing 
Indirect effect 
Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes 
B = .18, SE = .12, 95% CI [.02, .54] 
.48 * 
.37 * 
.18 
Direct effect = -­‐‑.31 
.05 
.36 + 
+ p < .10, * p < .05, *** p < .001
Discussion and conclusions 
• This study confirm the 
important role of 
identification with characters 
as one of the mechanism of 
narrative persuasion. 
• A greater identification with 
the main character was 
associated with a greater 
cognitive elaboration, in turn 
leading to prosocial 
attitudes. 
• Counterarguing did not play 
a significant mediating role. 
The models of narrative persuasion 
and the dual models of rhetorical 
persuasion may be compatible in 
certain contexts, such as when 
messages are designed in such a way 
that the characters make explicit the 
arguments supporting the prosocial 
or preventive message through their 
dialogues.
Processes and mechanisms of narrative persuasion in entertainment-education interventions through audiovisual fiction. The role of identification with characters
Thank you very much! 
Juan-­‐‑José Igartua (*) 
University of Salamanca, Spain 
hKp://www.ocausal.es 
(*) Contact: jigartua@usal.es

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Processes and mechanisms of narrative persuasion in entertainment-education interventions through audiovisual fiction. The role of identification with characters

  • 1. TEEM’14 Techological Ecosystems for Enhancing Multiculturality Salamanca, October 1-3, 2014 Track 6: “Communiction, Education and Health Promotion” Processes and mechanisms of narrative persuasion in entertainment-­‐‑education interventions through audiovisual fiction. The role of identification with characters Juan-José Igartua1 & Jair Vega2 1 University of Salamanca (Spain) – 2 Universidad del Norte (Colombia)
  • 2. Main goal To improve our knowledge of the explanatory processes of narrative persuasion in the field of health communication using data obtained in a study of entertainment-education based on audiovisual fiction.
  • 3. Introduction Empirical study: • Experimental research. • 208 participants. • Mediation analysis. Theroretical background: • Narrative persuasion. • Entertainment-Education approach and health communication. • TV series: “Revelados, desde todas las posiciones” (Colombia).
  • 4. Narrative persuasion • How exposure to (fictional) narratives designed to entertain can cause persuasive effects (Green & Brock, 2000). • Narratives (such as television series or movies) are processed differently from traditional persuasive messages (such as commercial advertisements), (Slater & Rouner, 2002).
  • 5. Traditional persuasive messages versus narratives Persuasive messages Narratives • Contain list of arguments in an explicit way. • Show a clear educational or attitudinal goal. • Processing goal: to develop a correct attitude. • Illustrate through the presentation of events. • Action is focused on the main characters. • Designed for enjoyment. • Processing goal: to become involved in the story and on the characters.
  • 6. Dual models versus narrative persuasion models • Main process in dual models of rethorical persuasion (e.g., ELM): cognitive elaboration (reflection, issue-relevant thoughts). • Main process (mechanisms) of narrative persuasion: transportation and identification with the characters.
  • 7. Identification with characters Identifying with characters is an imaginative process that involves the temporal replacement of own’s identity with that of a character from an affective and cognitive point of view (Cohen, 2001). Emotional empathy (the ability to feel what the characters feel). Cognitive empathy (adopting the point of view of the characters). Merging (a temporal loss of self-­‐‑awareness and imagining the story as if one were one of the characters).
  • 8. Narrative models in Health Communication • Extended Elaboration Likelihood Model, E-ELM, (Slater & Rouner, 2002). • Entertainment Overcoming Resistance Model, EORM (Moyer-Gusé, 2008). Identification with the characters Counterarguing AKitudinal impact -­‐‑ -­‐‑ BUT, empirical research into this topic is in its early stages and has shown contradictory findings.
  • 9. TV series and Entertainment-­‐‑ Education • Even though narrative formats do not explicitly present arguments from an external source, these can appear in dialogues taking place among characters during certain moments of the story. Fictional narrative formats (e.g., TV series) designed to bring about positive social change show a clear educational component.
  • 10. Identification and cognitive processes Two possible relationships between identification and cognitive processes. ① Identification (empathy dimension) can stimulate involvement with the messages “(…) which, in turn, increases the elaboration of messages and their potential persuasive effects” (Cohen, 2001, p. 260). ② Identification (which also involves a temporary loss of self-awareness) most likely would lead to a less critical reading of the message.
  • 11. Our main objective To test to what extent the attitudinal impact caused by exposure to fictional audiovisual contents designed as entertainment-education platforms (through the Colombian television series “Revelados, desde todas las posiciones”) is explained because identification leads to a greater reflection or rather to a greater counterarguing.
  • 12. Hypotheses Hypothesized Mediation Model: indirect effects of identification with the characters on aKitudes through cognitive elaboration and counterarguing
  • 13. Method • N = 208 participants (age 14-20, mean = 15.85; 51.9% women). • An experimental study (in Cololmbia, 2013). • TV series “Revelados, desde todas las posiciones” (RDTP). https://www.youtube.com/user/REVELADOSDTP • Participants were randomly divided in three groups (each group a different RDTP episode). • The impact of viewing the episodes was assessed though a questionnaire containing scales to measure reception processes and attitudinal impact.
  • 14. RDTP • RDTP is a television series addressed to young people between the ages of 12 and 19, produced by the Fundación Imaginario in Colombia. • Educational contents: sexual relation, sexual diversity and gender violence. • First season: 20 episodes lasting about 15 minutes each and presents a story with continuity from one episode to another. The main characters: Camila, Juan Carlos, Vanessa and Sebastián.
  • 15. RDTP: Episodes and topics Episode 8: Adolescent sexuality: this episode aKempts to reinforce positive beliefs about sexual decision-­‐‑making. Camila is the main character of the episode transmiKing the educational message. Episode 10: Gender violence: to reinforce an aKitude of rejection of gender violence. Vanessa is the main character of the episode transmiKing the educational message. Episode 17: Expressing homosexual feelings: to reinforce a positive aKitude toward gay men who decide to openly express their sexual orientation . Juan Carlos is the main character of the episode transmiKing the educational message.
  • 16. Instruments and variables • Identifiction with the main characters (11 items scale; αCamila = .86, αVanessa = .89, αSebastian = .91, αJuan Carlos = . 89). • Cognitive elaboration (4 itmes scale; α= .83). • Counterarguing (4 items scale; α= .72). • Attitudinal impact: different topics (adolescent sexuality, gender violence and sexual diversity). • A questionnaire administered to the participants immediately after they viewed the episode.
  • 17. Results • Macro PROCESS for SPSS (Hayes, 2013). • A mediation model with two mediating variables that operate in sequence (model 6). • The indirect effect was calculated using 10,000 bootstrap samples for bias-corrected bootstrap confidence intervals. • An indirect effect is considered statistically significant if the confidence interval established (CI at 95%) does not include the value 0.
  • 18. Mediation model: Chapter 8 Identification with Camila Cognitive elaboration Positive aKitude toward sexual decision-­‐‑making Counterarguing Indirect effect Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes B = .28, SE = .14, 95% CI [.01, .65] .72 *** .40 * .51 *** Direct effect = .23 -­‐‑.07 -­‐‑.16 * p < .05, *** p < .001 Total effect = .47 **
  • 19. Mediation model: Chapter 10 Identification with Vanessa Cognitive elaboration Negative aKitude toward gender violence Total effect = .12 Counterarguing Indirect effect Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes B = .33, SE = .13, 95% CI [.10, .65] .57 *** .58 ** .34 ** Direct effect = -­‐‑.12 .28 * -­‐‑.17 * p < .05, ** p < .01, *** p < .001
  • 20. Mediation model: Chapter 17 Identification with Juan Carlos Cognitive elaboration Positve aKitude toward gay men coming out Total effect = -­‐‑.07 Counterarguing Indirect effect Identification -­‐‑> Cognitive elaboration -­‐‑> AKitudes B = .18, SE = .12, 95% CI [.02, .54] .48 * .37 * .18 Direct effect = -­‐‑.31 .05 .36 + + p < .10, * p < .05, *** p < .001
  • 21. Discussion and conclusions • This study confirm the important role of identification with characters as one of the mechanism of narrative persuasion. • A greater identification with the main character was associated with a greater cognitive elaboration, in turn leading to prosocial attitudes. • Counterarguing did not play a significant mediating role. The models of narrative persuasion and the dual models of rhetorical persuasion may be compatible in certain contexts, such as when messages are designed in such a way that the characters make explicit the arguments supporting the prosocial or preventive message through their dialogues.
  • 23. Thank you very much! Juan-­‐‑José Igartua (*) University of Salamanca, Spain hKp://www.ocausal.es (*) Contact: jigartua@usal.es