The effect of parasocial interaction on intention to register as organ donors through entertainment-education programs in Korea

A Longitudinal Study on the Effects of Parasocial Relationships and Breakups With Characters of a Health-Related TV Show on Self-Efficacy and Exercise Behavior: The Case of The Biggest Loser

Overweight is one of the major health-related challenges in industrialized countries and mostly preventable through a healthy diet and regular engagement in physical activity. Health communication practitioners and researchers, therefore, started using the media's persuasive potential by creating entertainment-education (E-E) programs that promote healthy nutrition and exercise. By observing the characters in E-E programs, audience members can learn vicariously and eventually develop personal bonds with them. The current study investigates the effects of parasocial relationships (PSRs) with characters of a health-related E-E show, as well as the impact of parasocial breakups (PSBUs) on health-relevant outcomes. Using the setting of the show The Biggest Loser (TBL), we conducted a quasi-experimental longitudinal field study. Participants (N = 149) watched shortened episodes of the show once a week for 5 weeks. Results showed that PSRs with the reality TV characters did not increase over time and after repeated exposure. Findings furthermore suggest that PSR did not influence self-efficacy perceptions or exercise behavior over time. Parasocial breakup distress intensity was neither related to self-efficacy nor to exercise behavior. Interpretations of these findings and implications for better understanding the effects of PSRs and PSBUs are discussed.

Effects of Disinformation Using Deepfake: The Protective Effect of Media Literacy Education

This research examines (a) the negative impact of disinformation including a deepfake video and (b) the protective effect of media literacy education. We conducted an experiment using a two disinformation message type (deepfake video present vs. absent) by three media literacy education (general disinformation vs. deepfake-specific vs. no literacy) factorial design. In the general disinformation (vs. deepfake-specific) literacy condition, participants were informed about (a) the definition of disinformation (vs. deepfake), (b) some examples of disinformation (vs. deepfake), and (c) the social consequences of disinformation (vs. deepfake). Results showed that disinformation messages including a deepfake video resulted in greater vividness, persuasiveness, credibility, and intent to share the message. Media literacy education reduced the effects of disinformation messages.