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Journal articles on the topic 'Entertainment-education'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Caldararo, Niccolo. "Education by Entertainment." Anthropology News 40, no. 2 (February 1999): 29. http://dx.doi.org/10.1111/an.1999.40.2.29.2.

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2

Vinson, C. Danielle, and John S. Ertter. "Entertainment or Education." Harvard International Journal of Press/Politics 7, no. 4 (October 2002): 80–97. http://dx.doi.org/10.1177/108118002236351.

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3

Morris, A. "Entertainment vs. education." British Dental Journal 215, no. 3 (August 2013): 106. http://dx.doi.org/10.1038/sj.bdj.2013.753.

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4

Bröhl, Mirjam, Uwe Reimold, and Tobias Lakes. "Conservation, Education and Entertainment: Geoparks going digital." Schriftenreihe der Deutschen Gesellschaft für Geowissenschaften 66 (May 28, 2010): 22. http://dx.doi.org/10.1127/sdgg/66/2010/22.

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5

TUFTE, THOMAS. "Entertainment-education and participation." Journal of International Communication 7, no. 2 (December 2001): 25–50. http://dx.doi.org/10.1080/13216597.2001.9751908.

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6

YAHAYA, MOHAMMED KUTA, and BAMIDELE RAZAK OLAJIDE. "Challenges of entertainment-education." Journal of International Communication 9, no. 1 (June 2003): 127–42. http://dx.doi.org/10.1080/13216597.2003.9751947.

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7

Li, Kaiyi. "Education, Entertainment, and Indoctrination." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 24–42. http://dx.doi.org/10.3167/jemms.2020.120102.

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This article demonstrates how educational film in interwar China served the dual purpose of mass recreation and political indoctrination. It places educational film in China in the context of Chinese tradition and the predominance of utilitarian scholarship. On the one hand, China has a long history of using mass-recreational tools in order to influence and control society. On the other hand, foreign educational films available in the early twentieth century were not attractive to Chinese audiences. Hence, the boundary between recreational and educational film at the time was ambivalent and the combination of recreation, education, and propaganda was reflected both in the phenomenon of showing educational films and in the contents of the films themselves.
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8

Wasilewska-Chmura, Magdalena. "Between entertainment and education." Folia Scandinavica Posnaniensia 28, no. 1 (June 1, 2020): 27–39. http://dx.doi.org/10.2478/fsp-2020-0003.

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Abstract This paper addresses a phenomenon of the international success of Swedish female writers in the 19th century. I have focused on the Polish translations of Marie Sophie Schwartz’s works, which became extremely popular in the 1860’s and 1870’s, judging from the number of books translated in comparison to other Swedish bestselling writers. One of the most important issues for Schwartz was emancipation, specifically women’s right to education, employment and economic autonomy. Her novel Emancipation Frenzy was translated into Polish in 1865 and 1876. Both translations differ as to the accuracy in rendering the emancipation message. The earlier translation tends to omit or soften the author’s radical opinions on emancipation, which flattens the novel’s progressive message. The later one is closer to the original and articulates emancipation claims more faithfully. This probably has to do with the fact that the Polish emancipation debate was already more developed in the 1870s. That seems to confirm a fundamental thesis of Translations Studies that translation not only communicates the message of the source text but also comprises an inscription of the host culture’s current standards and needs. Thus, the novels by Schwartz were initially read as popular literature, and over time they were perceived as socially engaged literature (Tendenzroman), which corresponded to the Polish nationalistic program.
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9

Wainwright, G. J., and B. W. Cunliffe. "Maiden Castle: excavation, education, entertainment?" Antiquity 59, no. 226 (June 1985): 97–100. http://dx.doi.org/10.1017/s0003598x00056908.

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In its developed or final form Maiden Castle, some two miles (3.2 km) south-west of Dorchester in Dorset, is an iron age hillfort, of great complexity, which takes in two knolls of a saddle-backed spur of Upper Chalk, the highest point of which is about 440 ft (c.134 m) above OD. The defences enclose47 acres (c.18 ha) and consist of three banks and two ditches with an additional bank inserted along most of the south side. There are two entrances, at the east and at the west, each with double openings elaborately defended by outworks. The outstandingly imposing character of Maiden Castle is derived from the size and complexity of these earthwork defences rather than from its altitude or the natural defensive advantages of its position. Ptolemy has been thought to supply a hint as to the ancient name of Maiden Castle. The conventional identification of Roman Dnrchester is with theDurnovaniaof the Antonine Itinerary. Ptolemy omits that placename, but mentionsDuniumin the same region as the one city apparently worthy of mention in the territory of the Durotriges (GeographiaI, 103, ed. C Müller (1883)).Duniumwas long ago identified with Maiden Castle. This may well be so, although recently Hod Hill and Hengistbury have also been put forward as possibilities. Part of the hillfort lies on the site of a neolithic causewayed enclosure and it also surrounds a unique ‘long-mound’ of the same period, a bronze age round barrow and the foundations of a Romano-British temple and accompanying buildings.
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10

Hilliard, Elizabeth. "Blogs: Promoting Education Through Entertainment." Journal of Nutrition Education and Behavior 47, no. 4 (July 2015): S12—S13. http://dx.doi.org/10.1016/j.jneb.2015.04.034.

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11

Leach, Robert E. "Universities—Education and Entertainment Complexes?" American Journal of Sports Medicine 26, no. 1 (January 1998): 1. http://dx.doi.org/10.1177/03635465980260010101.

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12

Kenway, Jane, and Jane Bullen. "Consuming Children: Education-entertainment-advertising." British Educational Research Journal 29, no. 2 (April 2003): 267–76. http://dx.doi.org/10.1080/0141192032000060984.

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13

Sood, Suruchi. "Audience Involvement and Entertainment?Education." Communication Theory 12, no. 2 (May 2002): 153–72. http://dx.doi.org/10.1111/j.1468-2885.2002.tb00264.x.

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14

Sherry, John L. "Media Saturation and Entertainment?Education." Communication Theory 12, no. 2 (May 2002): 206–24. http://dx.doi.org/10.1111/j.1468-2885.2002.tb00267.x.

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15

Sood, S. "Audience Involvement and Entertainment-Education." Communication Theory 12, no. 2 (May 1, 2002): 153–72. http://dx.doi.org/10.1093/ct/12.2.153.

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16

Sherry, J. L. "Media Saturation and Entertainment-Education." Communication Theory 12, no. 2 (May 1, 2002): 206–24. http://dx.doi.org/10.1093/ct/12.2.206.

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17

Donald, Stephanie Hemelryk. "History, entertainment, education and jiaoyü." International Journal of Cultural Studies 4, no. 3 (September 2001): 279–99. http://dx.doi.org/10.1177/136787790100400302.

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18

Murrar, Sohad, and Markus Brauer. "Entertainment-education effectively reduces prejudice." Group Processes & Intergroup Relations 21, no. 7 (January 9, 2017): 1053–77. http://dx.doi.org/10.1177/1368430216682350.

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We show that entertainment-education reduces prejudice and does so more effectively than several established prejudice reduction methods. In Experiment 1, participants exposed to an educational television sitcom with diverse, yet relatable Arab/Muslim characters had lower scores on implicit and explicit measures of prejudice than participants exposed to a control sitcom featuring an all White cast. The prejudice reduction effect persisted 4 weeks after exposure. In Experiment 2, viewing of a 4-minute music video that portrayed Arabs/Muslims as relatable and likable resulted in a larger reduction in prejudice against Arabs/Muslims than two established prejudice reduction methods ( imagined contact exercise and group malleability article), which produced no improvements. In both experiments, increased identification with target group members was associated with greater prejudice reduction. Entertainment-education, in addition to being scalable, is likely to be one the most effective methods for improving intergroup relations and promoting diversity.
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19

Woodward, Sue. "Live surgery: Education or entertainment?" British Journal of Neuroscience Nursing 5, no. 6 (June 2009): 248. http://dx.doi.org/10.12968/bjnn.2009.5.6.42749.

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20

Hilliard, E. D. "Blogs: Promoting Education through Entertainment." Journal of the Academy of Nutrition and Dietetics 115, no. 9 (September 2015): A66. http://dx.doi.org/10.1016/j.jand.2015.06.236.

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21

Morgan, Susan E., Tyler R. Harrison, Lisa Chewning, LaShara Davis, and Mark DiCorcia. "Entertainment (Mis)Education: The Framing of Organ Donation in Entertainment Television." Health Communication 22, no. 2 (August 8, 2007): 143–51. http://dx.doi.org/10.1080/10410230701454114.

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22

Aziz, Liza, and Veslem⊘y Lothe Salvesen. "Voice Out—An Entertainment–Education Approach?" Visual Anthropology 21, no. 3 (April 22, 2008): 217–30. http://dx.doi.org/10.1080/08949460801986186.

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23

DUTTA-BERGMAN, MOHAN J. "An alternative approach to entertainment education." Journal of International Communication 10, no. 1 (June 2004): 93–107. http://dx.doi.org/10.1080/13216597.2004.9751966.

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24

Greer, Kathleen A. "Symposium Offers Education, Empowerment, and Entertainment." Advances in Skin & Wound Care 17, no. 9 (November 2004): 495–97. http://dx.doi.org/10.1097/00129334-200411000-00017.

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25

Hamilton-Smith, Elery. "Zoos and Tourism: Conservation, Education, Entertainment." World Leisure Journal 53, no. 2 (June 2011): 149–50. http://dx.doi.org/10.1080/04419057.2011.580554.

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26

Singhal, Arvind, and Everett M. Rogers. "A Theoretical Agenda for Entertainment?Education." Communication Theory 12, no. 2 (May 2002): 117–35. http://dx.doi.org/10.1111/j.1468-2885.2002.tb00262.x.

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27

Singhal, A. "A Theoretical Agenda for Entertainment-Education." Communication Theory 12, no. 2 (May 1, 2002): 117–35. http://dx.doi.org/10.1093/ct/12.2.117.

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28

Reiser, Dirk. "Zoos and tourism: conservation, education, entertainment?" Annals of Leisure Research 15, no. 1 (April 2012): 112–13. http://dx.doi.org/10.1080/11745398.2012.670972.

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29

Riegler, Franz Martin. "Education and entertainment: fun at do!" European Surgery 40, no. 3 (June 2008): 89–90. http://dx.doi.org/10.1007/s10353-008-0400-6.

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30

Regenbrecht, Holger, Claudia Ott, Noel Park, Stuart Duncan, and Jonny Collins. "Voxelvideos for Entertainment, Education, and Training." IEEE Access 9 (2021): 68185–96. http://dx.doi.org/10.1109/access.2021.3076488.

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31

McKee, Alan. "Learning from commercial entertainment producers in order to create entertainment sex education." Sex Education 17, no. 1 (September 11, 2016): 26–40. http://dx.doi.org/10.1080/14681811.2016.1228528.

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32

Wulandari, Anak Agung Ayu. "Taman Mini Indonesia Indah: Education or Entertainment?" Humaniora 4, no. 1 (April 30, 2013): 156. http://dx.doi.org/10.21512/humaniora.v4i1.3425.

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With combination of attractive appearance, taste, smell and sound, open air-museums can offer so many things to visitors; from educate to educate and entertain. Here, ‘edutainment’ concept starts to take place. The problem is there can be misconception between the creators and visitor’s perception. In this research, qualitative methodology, through interviews to get information form creator’s perspective and visitor survey to get information form the visitors’ perspectives were conducted with Taman Mini Indonesia Indah as the case study. The findings show that there is still misconception about education and entertainment perceptions in Taman Mini. Taman Mini has strong educational purposes, but because of ack of attractive educational programs, lack of information and interpretation and no encouragement to participate in the educational programmes, visitors considered their visits as recreational, rather than educational. In relation with postmodern phenomenon, Taman Mini can be considered as postmodern and adopting ‘edutainment’ concept, but this concept has became blur and vague, thus Taman Mini now only famous as a recreation venue.
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33

Norfleet, D., J. Wagner, K. Alexander, and P. Pidgeon. "Automotive Driving Simulators: Research, Education, and Entertainment." SAE International Journal of Passenger Cars - Electronic and Electrical Systems 2, no. 1 (April 20, 2009): 186–93. http://dx.doi.org/10.4271/2009-01-0533.

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34

Bosacki, Sandra Leanne. "Education, Entertainment, and Learning in the Home." Education and Information Technologies 10, no. 1-2 (January 2005): 129–31. http://dx.doi.org/10.1007/s10639-005-6752-7.

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35

Lewis, Tania. "Book Review: Consuming Children: Education-Entertainment-Advertising." Australian Journal of Education 47, no. 1 (April 2003): 107–10. http://dx.doi.org/10.1177/000494410304700108.

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36

Doyle, JD. "Queer Music Radio: Entertainment, Education, and Activism." Journal of Popular Music Studies 18, no. 2 (August 2006): 215–19. http://dx.doi.org/10.1111/j.1533-1598.2006.00089.x.

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37

MacBeath, John. "Book Review: Consuming Children: education-entertainment-advertising." Improving Schools 5, no. 1 (March 2002): 82–84. http://dx.doi.org/10.1177/136548020200500113.

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38

Renes, Reint Jan, Karen Mutsaers, and Cees van Woerkum. "The Difficult Balance Between Entertainment and Education." Health Promotion Practice 13, no. 2 (June 15, 2011): 259–64. http://dx.doi.org/10.1177/1524839910390313.

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39

Ashall, Wendy. "Book Review: Consuming Children: Education-Entertainment- Advertising." Sociological Research Online 9, no. 1 (February 2004): 96–97. http://dx.doi.org/10.1177/136078040400900109.

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40

Kenway, Jane, and Lindsay Fitzclarence. "Designing Generations: Hybridising Entertainment, Advertising and Education." Australian Journal of Education 43, no. 3 (November 1999): 300–316. http://dx.doi.org/10.1177/000494419904300307.

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41

Banerjee, Abhijit, Eliana La Ferrara, and Victor Orozco. "Entertainment, Education, and Attitudes Toward Domestic Violence." AEA Papers and Proceedings 109 (May 1, 2019): 133–37. http://dx.doi.org/10.1257/pandp.20191073.

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We study attitudes towards domestic violence in a sample of young women and men exposed to the edutainment TV series MTV Shuga 3, which features a sub-plot on this theme, and in a sample that was not. We measure viewers' memory of the characters and identification with them. Eight months after the show, male viewers of Shuga report improved attitudes and are 21 percent less likely to justify violence than men in the control group. Attitudes improve among women and men who remember the characters associated with the violence plot, though not among those who identify with the characters.
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42

Parashos, Peter. "From The Editor's Desk: Education and Entertainment." Australian Endodontic Journal 26, no. 2 (August 2000): 48. http://dx.doi.org/10.1111/j.1747-4477.2000.tb00264.x.

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43

Cook, Daniel Thomas. "Book Review: Consuming Children: Education-Entertainment-Advertising." Journal of Consumer Culture 3, no. 1 (March 2003): 139–41. http://dx.doi.org/10.1177/146954050300300114.

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44

Hughes, C. E., C. B. Stapleton, D. E. Hughes, and E. M. Smith. "Mixed reality in education, entertainment, and training." IEEE Computer Graphics and Applications 25, no. 6 (November 2005): 24–30. http://dx.doi.org/10.1109/mcg.2005.139.

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45

McKee, Alan. "The importance of entertainment for sexuality education." Sex Education 12, no. 5 (November 2012): 499–509. http://dx.doi.org/10.1080/14681811.2011.627727.

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46

Singhal, Arvind, Everett M. Rogers, and William J. Brown. "Harnessing the potential of entertainment-education telenovelas." Gazette (Leiden, Netherlands) 51, no. 1 (February 1993): 1–18. http://dx.doi.org/10.1177/001654929305100101.

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47

Attar, Dena. "Education, Entertainment and Learning in the Home." Journal of In-service Education 30, no. 2 (June 1, 2004): 325–52. http://dx.doi.org/10.1080/13674580400200463.

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48

Klein, Bethany. "Entertainment-education for the media-saturated: Audience perspectives on social issues in entertainment programming." European Journal of Cultural Studies 16, no. 1 (January 21, 2013): 43–57. http://dx.doi.org/10.1177/1367549412457482.

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49

Yoo, Jina H., and Yan Tian. "Effects of Entertainment (Mis) Education: Exposure to Entertainment Television Programs and Organ Donation Intention." Health Communication 26, no. 2 (February 28, 2011): 147–58. http://dx.doi.org/10.1080/10410236.2010.542572.

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50

Moyer-Gusé, Emily. "Toward a Theory of Entertainment Persuasion: Explaining the Persuasive Effects of Entertainment-Education Messages." Communication Theory 18, no. 3 (August 2008): 407–25. http://dx.doi.org/10.1111/j.1468-2885.2008.00328.x.

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