Teaching, selling or both? Exploring presumed influence effects of edu-ads on parents’ mediation intent

Purpose Edu-ads represent a hybrid form of media in which an educational lesson is packaged in an ad-like, persuasive format. This study aims to investigate parents’ perceptions of the effect of edu-ads on children and their subsequent mediation intentions. Design/methodology/approach From entertainment education and the influence of presumed influence model perspectives, this experiment (N = 147) tests a serial mediation model exploring the effects of advertisements, edu-ads and educator lessons on parents’ restrictive mediation intent. Mediators include perceived amusement value, perceived informational value, perceived manipulative intent, presumed positive impact and active mediation intent. Findings The serial mediation model proposed is statistically supported, offering a possible explanation for how parents are differentially psychologically processing the three forms of media (e.g. advertisements, edu-ads and educator lessons) and making behavioral (i.e. mediation) decisions. Originality/value Findings highlight that edu-ads are a distinct category of media that bears resemblance in some ways to purely entertainment content and in other ways to commercial advertising. Implications for parents and practitioners are discussed.