Palabras clave
Publicidad, menores, redes sociales, Instagram, YouTube, alfabetización publicitaria
Resumen
Este artículo presenta los resultados de una investigación que analiza la capacidad del menor para identificar los mensajes publicitarios que recibe a través de las redes sociales de más uso entre este perfil de audiencia (YouTube e Instagram). Se midió la aptitud de niños y niñas para reconocer la intencionalidad persuasiva en una selección de ejemplos tomados para este estudio. Adicionalmente se analizó también la percepción que sus padres o adultos responsables declararon tener sobre dicha capacidad de los menores. Los resultados provienen de una encuesta aplicada en díadas en 501 hogares del Área Metropolitana de Santiago de Chile tanto a niños y niñas entre 10 y 14 años como a uno de sus padres o adulto responsable. Entre los principales resultados destaca que en los ejemplos propuestos la mayoría de los encuestados (más de un 50%) no fue capaz de detectar publicidad en contenidos que sí la integraban. Los porcentajes de reconocimiento fueron incluso inferiores en aquellos casos que entremezclaban contenido persuasivo y entretenimiento y que no estaban catalogados como publicitarios. Por su parte, padres y madres percibieron que sus hijos reconocen la intencionalidad persuasiva en menor medida que lo indicado por ellos. Una señalización explícita y clara de los mensajes publicitarios, así como una alfabetización publicitaria acorde a la edad de los menores podrían ayudarles a discernir los contenidos que consumen en redes sociales.
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Ficha técnica
Recibido: 16-09-2020
Revisado: 14-10-2020
Aceptado: 16-11-2020
First Online: 15-01-2021
Fecha publicación: 01-04-2021
Tiempo de revisión del artículo : 28 días | Media tiempo revisión número 67: 36 días
Tiempo de aceptación del artículo: 61 días | Media tiempo aceptación número 67: 67 días
Tiempo de edición del preprint: 152 días | Media tiempo edición número preprint 67: 159 días
Tiempo de edición del artículo: 197 días | Media tiempo edición número 67: 204 días
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