Exploring Commonalities of Shared Viral Memes on Facebook and Implications to Digital Marketing Communications Strategies: A Content Analysis of User Engagement and Brand Visibility

Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 32, Issue 4

Abstract

This study sought to determine the characteristics of viral memes on Facebook and their implications to digital communication strategies. This study utilized a qualitative design by analyzing the content of 20 viral memes posted by the official pages of business brands and used analysis to scrutinize signs that convey meanings inherent to the memes’ characteristics anchored to Saussure's semiotic theory stating that meaning depends on the reciprocal relationship between signs in language and communication. Results revealed that the common memes that go viral on Facebook were memes that exhibited humorous, satirical, or ironic content that made them appealing to the audience or the internet users. Emotional resonance and participation also play critical roles for digital marketers and social media managers aiming to enhance engagement and audience connection. Further, memes that were created based on Shifman’s 6Ps (Positivity, Provocation, Packaging, Prestige, Positioning, & Participation) from her study Memes in Digital Culture. Consequently, it's advisable for online creators and social media managers to take these factors into account when crafting meme posts and to delve deeper into media research to discover fresh perspectives for future discussions on memes and their influence on today's audience.

Authors and Affiliations

Carl Daniel Ganal , Khristine Marie Concepcion

Keywords

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  • EP ID EP766027
  • DOI 10.5281/zenodo.14897839,
  • Views 21
  • Downloads 1

How To Cite

Carl Daniel Ganal, Khristine Marie Concepcion (2025). Exploring Commonalities of Shared Viral Memes on Facebook and Implications to Digital Marketing Communications Strategies: A Content Analysis of User Engagement and Brand Visibility. Psychology and Education: A Multidisciplinary Journal, 32(4), -. https://europub.co.uk/articles/-A-766027