The emotional flow hypothesis in entertainment-education narratives: Theory, empirical evidence, and open questions

Abstract

This chapter examined the emotional flow hypothesis that suggested that emotional shifts in response to educational narratives promote and sustain message engagement, and that engagement, in turn, can promote story-consistent attitudes and beliefs. We conducted two controlled experimental studies, manipulating emotional flow through discrete emotions or emotional valence. The persuasive messages about the misinformed nature of organic tobacco were embedded within an entertainment-education narrative about a romantic date. Results suggest that, at least in the short narratives often used for health campaigns, emotional shifts may not increase engagement with plots or characters. This finding was further supported by the manipulation checks, showing participants did go through emotional shifts in the appropriate conditions. Theoretical and practical implications are discussed.