ATTITUDE FORMATION AND CHANGE 77the feelings associated with the object; and the behavioural component refers to action
readiness (behavioural intentions) with respect to the object.
An example may clarify the distinct components. You may love Timberland shoes (affec-
tive component) because you know they are durable and convenient to wear (cognitive
component) and that is why you intend to buy Timberland the next time you go shopping
(behavioural component). To change attitudes, marketers might concentrate on changing one
of the three components. Gap might stress the fact that its clothes are neat, cool and stylish,
thereby trying to influence the feelings associated with it by image-building. Communications
campaigns trying to influence the consumer on an affective basis often use emotional ads
containing no or very few product arguments. Miele might address the quality and durability
of its appliances to change consumers’ beliefs and evaluations. Marketing communications
will probably use many and strong arguments to illustrate the numerous benefits of Miele.
Coca-Cola might run a promotion campaign in which consumers can receive a fabulous
Coke mobile phone or a Coke sofa in return for a certain amount of cola caps, to induce
consumers to buy (a lot of ) the brand.
As mentioned before, consumers follow different processes. Not surprisingly, a lot of
communications models have been developed, most of them giving an adequate explanation
for particular situations only. These different communications models regarding attitude
formation and attitude change can be classified along two dimensions.^9 The first refers to the
way attitudes are formed – primarily cognitive, affective or behavioural; the second is about
the level of elaboration of a message, or central-route versus peripheral-route processing.In a study of 190 children between 7 and 9 years old, the effect of dental hygiene messages was measured. The
study investigated the impact of a low versus high threat appeal and the medium through which subsequent health
information is conveyed (game, information brochure, narrative story), on the adaptive behaviour of 7–9 year old
children concerning dental hygiene.^10
Threat appeals are ‘persuasive messages designed to scare people by describing the terrible things that can
happen to them if they do not do what the message recommends.’^11 Empirical research shows that, in general,
stronger threat appeals are more persuasive than weaker ones.
Computer games have become an important part of children’s lives. Gaming is not just one of their favourite
pastime activities, but games are also increasingly used by marketers in an attempt to influence children’s purchase
behaviour. Today, almost every food and beverage brand targeting children has an advergame on its website.
Advergames are ‘computer games specifically created to function as advertisements to promote brands’, contain-
ing brand identifiers such as logos and characters.^12 Games can also be powerful learning tools. Several authors^13
argue that computer games can be more enjoyable, more interesting and thus more effective than traditional learn-
ing modes to increase children’s knowledge. Previous research shows that playing advergames can affect children’s
food preferences and eating patterns. The question in the study was whether computer games can be used to
promote dental hygiene. Therefore, the impact of interactive games as a medium to provide health information was
compared with the impact of other media types, such as a traditional information brochure and a narrative story
(for instance, told in a classroom).
The children were randomly exposed to one of six conditions (low and high threat appeal combined with three
communication formats). After receiving some basic information about the study, the children were exposed to
either a weak or a strong threat message. In the high threat condition, children were informed about the con-
sequences of untended teeth, stressing the related dangers and risks. In this high threat condition, children saw aresearCh insight
How to get the message through? Promoting dental hygiene to kidsM03_PELS3221_05_SE_C03.indd 77 6/5/13 3:03 PM