Abstract
This research examined whether parents can recognize modified brands in children’s programming, and whether program educational value and active mediation intention would moderate perceptions of modified brand references. An experiment was conducted with 109 parents of child(ren) between 3-6 years old. Participants watched clips that systematically varied in brand reference type (i.e., actual v. modified brands) in product placements and program educational value. Results indicated modified brands were as recognizable as actual brands. Product placements in high educational value programs were less recognizable but generated more positive attitudes toward the brand than product placements in low educational value programs. The active mediation intention level moderated recognition and purchase intention of brands referenced in children’s programming, and the negative perceptions of product placements were most salient when actual brands were used in low educational value programs. The practical implications for advertising and media practitioners were discussed.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Gong, Z., & Holiday, S. (2021). A lot like the other: Parents’ consumer responses to brand-modified product placements in children’s programming. Journal of Media Literacy Education, 13(1), 41-55. https://doi.org/10.23860/JMLE-2021-13-1-4
