Do pop-up ads in online videogames influence children’s inspired-to behavior?
Bibliographic record
Abstract
Purpose Advertising through the videogame has become one of the most effective and prevalent channels of advertisement, especially via pop-up ads – appearing on the screen that interrupts children’s gaming activity. Despite its importance, the effectiveness of pop-up ads and its advertising value in online videogames (O-VGs) to predict children’s inspired-to behavior remains scant. This study aims to investigate the underlying factors that explain the relationship between the four dimensions of pop-up ads and perceived advertising value, which further predicts children’s inspired-to behavior. Design/methodology/approach Data from 196 parents who observed their children while playing O-VGs, were analyzed using Smart-PLS. As the respondents are parents, the authors took extra precautions to ensure that the findings are valid. Findings Results showed that perceived irritation and incentives of pop-up ads do not affect children’s advertising value, whereas perceived informativeness and entertainment of pop-up ads positively impact perceived advertising value among children. Besides, children’s perceived advertising value of pop-up ads in O-VGs predict their inspired-to behavior. Originality/value This study contributes to children’s inspired-to behavior via empirically studying the perceived advertising value as a potential deriving source of inspiration. Finally, the study provides information for developers/advertisers about why and under what circumstances children perceived advertising value affect inspired-to behavior.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".