This research examined whether parents can recognize modified branding information in product placements 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, generated lower purchase intention but more positive attitude toward the brand than product placements in low educational value programs. For parents with a high level of active mediation intention, program education positively correlated with recognition of brands in product placements and purchase intention, and the negative perceptions of product placements were most salient when actual brands were used in low educational value programs. However, for participants with a low level of active mediation intention, program educational value negative correlated with brand recognition and purchase intention. The practical implications for advertising and media practitioners were discussed.
Author(s): Zijian Harrison Gong, Texas Tech University; Steve Holiday, University of Alabama
