The Relationship of Persuasion Knowledge, Identification of Commercial Intent and Persuasion Outcomes in Advergames—the Role of Media Context and Presence

Like or dislike? Adolescents’ responses to personalized social network site advertising

“…Moreover, as persuasion knowledge is still evolving, adolescents may be more influenced by personalized advertising than older target groups (Friestad and Wright 1994). Finally, most research to date investigates children's processing and responses to online advertising (e.g., Ali et al 2009;Mallinckrodt and Mizerski 2007;Panic, Cauberghe, and De Pelsmacker 2013;rozendaal et al 2013;Waiguny, Nelson, and Terlutter 2014;Wollslager 2009). Only scarce research focuses on teenagers' responses to online advertising (Gidlöf, Holmberg, and Sandberg 2012;Vanwesenbeeck, Walrave, and Ponnet 2016), while teenagers are heavy social media users and an important target audience for advertisers.…”

The mediating role of advertising literacy and the moderating influence of parental mediation on how children of different ages react to brand placements

“…Hence, no mediating effects were found. Waiguny et al () were also unable to find any positive impact of children's general advertising literacy and situational advertising literacy on their critical processing of commercial content. Accordingly, we think that it is important to make this distinction between situational and dispositional advertising literacy as parents may be especially helpful to build the associative network, but other coping styles may be necessary to learn their children skills to detect embedded ads and to critically evaluate them when confronted with it.…”

“…Although some studies on advertising literacy have found a negative effect on persuasive effects, several other studies did not (Mallinckrodt & Mizerski, ; Van Reijmersdal et al, ), similar to the current study. A possible explanation might be found in the distinction between the general advertising literacy that children possess (i.e., dispositional advertising literacy) and the specific, situational advertising literacy that is triggered when children are exposed to a commercial message (Hudders et al, ; Waiguny et al, ). When referring to dispositional advertising literacy, we refer to children's associative network related to (embedded) advertising.…”

“…To cope with advertising and critically evaluate commercial content, individuals need advertising literacy (Friestad & Wright, ). This advertising literacy refers to individuals' ability to identify commercial content as such (Waiguny et al, ), their in‐depth knowledge about the persuasive nature of the content and the advertising tactics used, and their motivation to apply this knowledge at the time of exposure (Friestad & Wright, ; John, ). Embedded advertising poses a challenge for young children as it hides the commercial content into the media content, making it difficult for those children to critically reflect on this content and develop a balanced attitude towards the advertisement (Hudders et al, ).…”

The role of customization, brand trust, and privacy concerns in advergaming

“…Advergame features interacting with consumer privacy concerns in different ways make life even more complicated. On the one hand, advergame features can help to reduce consumer privacy concerns, which may positively affect advergame effectiveness: since interactive marketing techniques, such as advergames, are characterized by their blurred boundaries between advertising and entertainment (Raney et al 2003), they can reduce consumers' awareness that the game they are playing is in fact a disguised advertising medium (Waiguny, Nelson, and Terlutter 2014). This implies that the entertaining masquerade of advergames, which might be intensified by providing players with more autonomy through customization possibilities, may reduce consumers' levels of privacy concerns.…”