Ideas worth spreading? When, how, and for whom information load hurts online talks' popularity

What makes cultural products such as edutainment (i.e., online talks) successful versus not? Asked differently, which characteristics make certain addresses more (vs. less) appealing? Across 12 field and lab studies, we explore when, why, and for whom the information load carried in TED talks causes them to gain (vs. lose) popularity. First and foremost, we uncover a negative effect whereby increases in the number of topics broached in a talk (i.e., information load) hurt viewer adoption. The cause? Processing disfluency. As information load soars, content becomes more difficult to process, which in turn reduces interest. Probing process further, we show this effect fades among audience members with greater need for cognition, a personality trait marking a penchant for deep and broad information processing. Similarly, the effect fades among edutainment viewers favoring education goals (i.e., cognitive enrichment) whereas it amplifies among those favoring entertainment (i.e., hedonic pleasure). Our investigation also documents the counterintuitiveness of our findings (i.e., how individuals mispredict which talks they would actually [dis]like). From these results, we derive theoretical insights for processing fluency research and the psychology of cultural products adoption (i.e., we weigh in on when, why, and for whom fluency has favorable vs. unfavorable downstream effects). We also derive prescriptive insights for (a) players of the edutainment industry whose very business hinges on curating appealing content (e.g., TED, Talks@Google, The Moth, Big Think, Spotify) and (b) communicators of all creeds wishing to broaden their reach and appeal (e.g., professors, scientists, politicians, journalists, bloggers, podcasters, content editors, online community managers). (PsycInfo Database Record (c) 2025 APA, all rights reserved).