Abstract
Abstract. This study examined whether watching science-related entertainment narratives can influence science learning, interest in science, and information-seeking intentions. Based on the capacity model ( Fisch, 2000 ), a more precise processing variable called engagement with the science content was proposed as an additional mechanism that can account for variance not explained by existing narrative engagement variables. Results of a between-subjects experiment showed that watching a science-related narrative increased all three science outcomes. Engagement with the science content explained significantly more variance in posttest interest and information-seeking than did narrative engagement or transportation. Science knowledge was acquired regardless of preexisting level of interest, demonstrating the benefits of popular entertainment narratives in fostering informal science learning among nonexpert audiences.
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