Introduction
After all the planning and preparation for the CBBC presentation it was time to report back with the possible solutions for the CBBC's problem. On the day that the presentations were being held my group were organised with the presentation put onto disks and cue cards had been drawn up. Research packs had also been put together and therefore, the presentation was organised in order for my group to deliver it as fluid and as easy as possible.
My Presentation Skills
As I felt comfortable speaking I read many slides on the presentation and as I had researched them I knew fully what I was talking about. This is essential as the more you know about the subject you are due to talk about the more confident you feel telling others about it. I also enjoyed researching this question which made it easier for me to translate what we had researched about.
However, sometimes I can drift off point and I never seem to abide by my cue cards. This point is good and bad as it shows I am comfortable with the subject but by not looking at my cue cards I tend to go in-depth on a topic that may only be meant to have been explained briefly. This could lead the presentation to go over the time, however, in this instance my group only went 40 seconds over the allotted time. On reflection, I did feel nerves before the presentation but enjoyed showing the tutors what we had found as there were some interesting ideas on the prezi.
What went well
At the start of the research process when we just had a theory I felt it to be essential that there had to be some academic research added to the presentation to give stability to what we were trying to say. I believe this aspect of the presentation went well as theorist such as Sherry Turkle added to the argument that personalisation is key when it comes to children and the internet.
I also thought it proved to be valuable, adding in a slide about participatory culture to show the CBBC that children do participate and upload their own content as opposed to the stereotypes that permeate society who believe children just consume the media.
What could be improved
After the presentation there was a discussion with one tutor who enjoyed our presentation but had some improvements that could elevate the prezi which on reflection would work. For instance, after visiting the community centre we had masses of information that all proved to be essential when constructing our answer. With this in mind a research pack, containing all the cards the children filled in and drawings, were handed out in the presentation, however, this did not work well. Being given a research pack can be quite overwhelming while trying to listen to a presentation and so they were maybe lost within the prezi. Therefore, when the presentation is repeated the research packs will be advertised to the audience and if they wish to see them and have them explained they can find one of my team and we will guide them through this. Overall, I believe this improvement would allow the audience to just focus on the prezi and have the opportunity to go further in-depth if they wish.
Another improvement that could and will be made is the drawing of Emily's perfect website as it could have been talked about longer. The picture is pinnacle to the answer that we have made and therefore, it needs to be explained in more detail in order to allow the audience to understand it more. Therefore, another slide will be added to the prezi with details of the features that Emily has drew on her website which will boldly emphasise how great the drawing is.
Conclusion
The improvements to the presentation will be added as my group has been fortunate enough to perform our prezi infront of the industry business men. These improvements should reiterate the answer to the CBBC's question and make it slightly easier to consume. Overall, I am happy with the presentation and more importantly the planning beforehand to make the presentation the best it could be.
Thursday, 26 January 2012
Wednesday, 25 January 2012
The Presentation
The presentation has been put together in prezi and has answered the CBBC's question. There were several points that had to be made which became the answer to the question below.
How do we create a safe environment online for children without discouraging participation?
Overall the points below could help the CBBC attracts a wider audience and make their website more popular:
Overall the presentation did go well, however the research packs that were handed out could have had more thought and detail put into them. The online presentation links are below:
Part One of online presentation.
Part two of online presentation.
How do we create a safe environment online for children without discouraging participation?
Overall the points below could help the CBBC attracts a wider audience and make their website more popular:
- Excite the children- The website needs to be fun. The CBBC should want children to rush home from school because they cant wait to log in to their account.
- Allow personalised characters- If the CBBC allowed the children to log in and then make a personalised cartoon character it would be very popular. The children would be able to have a character to take around the website with them and they would also be able to pick their favourite colours for this character.
- Create an Environment- The CBBC website when logged onto needs to be an environment and give children a profile. They cannot share information but they can put likes and hobbies down and feel like they have joined the CBBC community.
- Interactive Narratives- Children do not want to wait a week to watch their favourite programmes, they want extra content. Maybe codes could be displayed at the end of CBBC programmes and then the child accesses their CBBC account and types in their code for extra content.
- The CBBC iplayer- Once a child has an account they should receive a CBBC iplayer on their account profile that allows them to watch tv online and watch extra footage which is an aspect of personalisation.
Overall the presentation did go well, however the research packs that were handed out could have had more thought and detail put into them. The online presentation links are below:
Part One of online presentation.
Part two of online presentation.
Research for the CBBC
Introduction:
As well as academic research , it is essential to include some secondary research about children and how and when they use the internet. The charts below give an insight into children and the internet. Also on this blog post you will find other links with information about them which, has helped throughout the module and enabled me to come to a conclusion to the question posed.
Children online: It was also helpful to be aware of child safety on the internet. Below are some links and research about this topic.
As well as academic research , it is essential to include some secondary research about children and how and when they use the internet. The charts below give an insight into children and the internet. Also on this blog post you will find other links with information about them which, has helped throughout the module and enabled me to come to a conclusion to the question posed.
- According to this online article more than 1 in 3 children said they could not live without their computers.
- “The most watched channels were BBC1 and ITV1, followed by CBBC. Also popular in this age group were Dave, Disney, Nickelodeon and ITV2.”
Useful Links:
The link above proved to be a great website that taught children about internet safety no matter how young they were. There are many websites that tell children how to avoid possible threats online and how to report them. Although this information was not used in the final presentation it was useful to understand the constraints the CBBC have.
Sunday, 15 January 2012
Participatory Culture
Introduction
Useful Links:
Henry Jenkins Article
With the answer to the question heading towards a more interactive and personal CBBC environment it is important to look at participatory habits and the new culture that has evolved. Henry Jenkins is an academic social media theorist that gives a good insight into participatory cultures.
What is Participatory Culture?
Participatory culture is the notion that users of the internet can interact with others and essentially create their own media. Henry Jenkins outlines four different types of participatory cultures:
- Affiliations- This involves memberships and being involved in a message boards and forums. Facebook is also a strong example as it has many users who participate in it.
- Expressions- This involves users uploading content such as videos and is considered to be more of an artistic participation effort.
- Collaborative Problem-solving- This is when many users participate in changing content and problem solving such as wikipedia.
- Circulations- This involves how users create their own content such as blogs which can shape the flow of the media.
- Multi-tasking
- Transmedia Navigation
- Performance
- Networking
Important Points to Consider:
Henry Jenkins notices that multi-tasking can be confused with being off task. Multi-tasking is a good skill to have as it is the skill to look at a sea of information and take the main elements from it. However, where the youth is concerned, they are seen as disengaged when they have multiple windows open.
"The new mediated landscape of mainstream news sources, collaborative blog projects, unsourced news sites, and increasingly sophisticated marketing techniques aimed at ever-younger consumers demand that students be taught how to distinguish fact from fiction, argument from documentation, real from fake, and marketing from enlightenment." (Jenkins, p 4)The quote above highlights the main concerns of the participatory culture that is upon us as the internet landscape is heavily mediated and any can produce content whether it is true or not. Therefore, the youth need a reliable website where they can participate in a harmless environment which is why CBBC has a great opportunity to be bigger than it already is.
Useful Links:
Henry Jenkins Article
Wednesday, 4 January 2012
Academic Research for CBBC Question
Introduction:
In order to gain a better insight into children and technology academic research has been undergone. There were many theorist, however, David Buckingham and Sherry Turkle have proved to be the most relevant.
David Buckingham has researched children and new technology and looks at the trend created by new technologies such as the internet and computer games. He looks at how times have changed and how possibly children live in a different world to their own parents due to their familiarity with the internet. Overall, Buckingham will help support the solution to the CBBC question and the results from the research.
Research About David Buckingham:
However this quote could be seen to be dismissive as it later refers to how parents are scared about the safety of their child on the internet due to their lack of knowledge about the internet. In today's technological society this is often not the case in the year of 2012 as opposed to how it may have been in 2007 when the book was published. Times have changed and it would be stereotypical to suggest that an older generation cannot use computers. The real issue is that parents worry about their child's safety on the internet as they have access to people and things they should not have access to and children are impressionable and vulnerable. Overall, this is highlighted the question posed by the CBBC and illustrated how important it is to create a safe environment.
Research About Sherry Turkle
Sherry Turkle's point gives stability to the point that was made at the community centre about having a personalised character. By letting the user choose their own character and add their favourite colour and style to it is allows for their personality to be injected into the website. This would also compliment the CBBC's future wish for the 'My CBBC' idea they have which main theme is to add personalisation. The video below is of Sherry Turkle going into more depth about her views.
Research About Margaret Weigel and Katie Heikkinen
Useful Links:
David Buckingham On-line Book, (Beyond Technology)
Sherry Turkle Guardian Article
Information on Children and the Internet
In order to gain a better insight into children and technology academic research has been undergone. There were many theorist, however, David Buckingham and Sherry Turkle have proved to be the most relevant.
David Buckingham has researched children and new technology and looks at the trend created by new technologies such as the internet and computer games. He looks at how times have changed and how possibly children live in a different world to their own parents due to their familiarity with the internet. Overall, Buckingham will help support the solution to the CBBC question and the results from the research.
Research About David Buckingham:
"Technology is also being used in more individualized ways" (Buckingham,2007,pg77)This quote is essential in understanding what children want out of the internet and relates to the results from the primary research that has been done. Many of the children in general discussion talked about how they like to make their own character and personalise the look of the character. The idea of having a unique character on a website that represents the person would not only solve the CBBC's rule of not being able to let the children upload personal pictures but it would engage the target demographic and guide them to a safe environment.
"On the one hand we have the child at risk...while, on the other hand, we have a view of the child as liberated" (Buckingham, 2007, pg 85)In Buckingham's view the child at risk is from a parent perspective which could be due to their lack of knowledge about the internet. However, this perspective is shared by the CBBC as they do their up most best to protect children from possible threats. Ultimately, the long log in process to the CBBC and the rules regarding not knowing who you interact with are all to keep children out of harm. Therefore, the quote from Buckingham is what the CBBC are trying to combine. They are trying to create a liberating website where children can enjoy a child friendly environment while remaining safe as websites such as Facebook do not necessarily keep children free from harm.
However this quote could be seen to be dismissive as it later refers to how parents are scared about the safety of their child on the internet due to their lack of knowledge about the internet. In today's technological society this is often not the case in the year of 2012 as opposed to how it may have been in 2007 when the book was published. Times have changed and it would be stereotypical to suggest that an older generation cannot use computers. The real issue is that parents worry about their child's safety on the internet as they have access to people and things they should not have access to and children are impressionable and vulnerable. Overall, this is highlighted the question posed by the CBBC and illustrated how important it is to create a safe environment.
Research About Sherry Turkle
"When you create an avatar in a game or virtual world, you play a "character", but you also express an aspect of yourself." (Turkle, 1996, Life On the Screen.)
Sherry Turkle's point gives stability to the point that was made at the community centre about having a personalised character. By letting the user choose their own character and add their favourite colour and style to it is allows for their personality to be injected into the website. This would also compliment the CBBC's future wish for the 'My CBBC' idea they have which main theme is to add personalisation. The video below is of Sherry Turkle going into more depth about her views.
Research About Margaret Weigel and Katie Heikkinen
" Psychologist and media consultant Mimi Baumgarten notes that these characteristics mean that preschool children are drawn to digital media that allow them to experience “opportunities for learning, mastery, and silly fun,”particularly through stories featuring “familiar and attractive characters” (2003, p. 3)"
Useful Links:
David Buckingham On-line Book, (Beyond Technology)
Sherry Turkle Guardian Article
Information on Children and the Internet
Research Task: Internet Habits
Introduction:
After visiting the community centre, it seemed appropriate to monitor personal internet habits to see how I use it and why I feel the need to go on it everyday. Also, In order to understand what the market of aged 8 plus children want out of the internet it is useful to understand what different people use the internet for. One person being myself, one being a teenager in the higher age group of 15 who would be deemed maybe "too old" for CBBC and one being an 11 year old.
What is essential is how technology is ubiquitous and is accessible at any time. In today's society you do not need to be sat at a computer to access the internet. Now, ipads, laptops and mobile phones allow internet access on the move. We now live in a "global village" (McLuhan, pg6, 1965) which is where the internet and new technologies have transported the world.
My Internet Habits:
In the name of research, for one day I have monitored my daily usage of technologies that I own. The table below shows my consumption of the media.
Reflection on My User Habits:
I remember having my first computer aged 8 but it did not have internet connection. Now, a computer without internet connection through a child's eyes is deemed useless as what is there to do. Back then, when my computer had no connection to the virtual world so many of us live in I played on the same game with bad graphics that crashed multiple times de to the low specification on the computer. Ultimately, it is easy to see how much times have changed as now, I take for granted the internet and computers.
What is recognisable is that many of my friends and I are constantly multi-tasking on the internet and never just going on one website at a time. This is the opposite of what I found while at the community centre as the children picked one website and stayed on that.
Truthfully, I use the internet for educational purposes such as reading on-line journals and keeping in touch with the university network but the purpose of the internet for me is all about personal gain including keeping in touch with people and on-line shopping. Sherry Turkle stated:
User Habits of a 15 Year Old:
User Habits of a 11 Year old:
After visiting the community centre, it seemed appropriate to monitor personal internet habits to see how I use it and why I feel the need to go on it everyday. Also, In order to understand what the market of aged 8 plus children want out of the internet it is useful to understand what different people use the internet for. One person being myself, one being a teenager in the higher age group of 15 who would be deemed maybe "too old" for CBBC and one being an 11 year old.
What is essential is how technology is ubiquitous and is accessible at any time. In today's society you do not need to be sat at a computer to access the internet. Now, ipads, laptops and mobile phones allow internet access on the move. We now live in a "global village" (McLuhan, pg6, 1965) which is where the internet and new technologies have transported the world.
My Internet Habits:
In the name of research, for one day I have monitored my daily usage of technologies that I own. The table below shows my consumption of the media.
Personal Media Consumption: Georgina , 19 years old | ||
TV 3 hours 20 minutes | Mobile (Social Networking) Twitter for 10 minutes Facebook for an hour | Laptop Switched to Laptop so I could work anywhere in the house. 1 Hour. |
Mobile (Internet) 10 minutes (Searched on how to spell a word) | Mobile (Talking) 40 minutes | MP3/ IPOD No minutes |
Mobile (Texting) Received 10 Sent 15 | PC 3 hours and 30 minutes Completing work and browsing on: | Console Gaming 30 minutes on the Wii |
Newspapers 1 Read, The Guardian 2 Articles read online via Facebook. | Blogging 1 hour 30 minutes for university work. | Online Video www.youtube.com |
Reflection on My User Habits:
I remember having my first computer aged 8 but it did not have internet connection. Now, a computer without internet connection through a child's eyes is deemed useless as what is there to do. Back then, when my computer had no connection to the virtual world so many of us live in I played on the same game with bad graphics that crashed multiple times de to the low specification on the computer. Ultimately, it is easy to see how much times have changed as now, I take for granted the internet and computers.
What is recognisable is that many of my friends and I are constantly multi-tasking on the internet and never just going on one website at a time. This is the opposite of what I found while at the community centre as the children picked one website and stayed on that.
Truthfully, I use the internet for educational purposes such as reading on-line journals and keeping in touch with the university network but the purpose of the internet for me is all about personal gain including keeping in touch with people and on-line shopping. Sherry Turkle stated:
"Online life, then and now, can serve as a kind of identity workshop. But in the intervening years, something fundamental has changed. These days, our smartphones are always there as portals to the virtual. When a conversation turns difficult, when a situation is tense, we can always bail out of where we are." (Turkle,2011,online)This quote is important in understanding my own internet habits as I use my mobile phone to interact constantly with people and log on to Facebook and Twitter without even realising. Also, the uses and gratifications model (made by Blumler and Katz) can be applied as I use the internet as a from of escapism which comes under entertainment within the model.
A smartphone that can connect to the internet, plan daily events, call, text and video call people and play games. This is not only a example of convergence of the highest form but also shows how easy it is to access new technology and the internet in seconds.
User Habits of a 15 Year Old:
Media Consumption: Samantha Aged 15 | ||
TV 4 hours | Mobile (Social Networking) Facebook for an hour | Laptop 1 Hour |
Mobile (Internet) None | Mobile (Talking) None | MP3/ IPOD Listened to ipod for 1 hour. |
Mobile (Texting) Received 20 Sent 30 | PC 5 Hours mainly on Facebook and Youtube. | Console Gaming 1 hour 3o minutes on the Wii |
Newspapers None | Blogging None | Online Video www.youtube.com |
User Habits of a 11 Year old:
Media Consumption: Samantha Aged 15 | ||
TV 3 hours | Mobile (Social Networking) None | Laptop 2 hours on Tiny Chat (Webcam) |
Mobile (Internet) None | Mobile (Talking) None | MP3/ IPOD None |
Mobile (Texting) Received 10 Sent 8 | PC 5 Hours mainly on Facebook and Stardoll | Console Gaming None |
Newspapers None | Blogging None | Online Video www.youtube.com |
Results from Primary Research: The Community Centre
Introduction
Below are the results of the primary research that was carried out at the community centre. There are some statistic results but there are also comments and pictures that the children discussed on the day while on the computer. There were 20 children who were questioned which is a small number but this was the majority of the community centre. More schools were approached and asked if research could be done but all 4 replied explaining that it i a hectic time for them (as it was around Christmas).
Results
Place: Wargrave Community Centre in Newton-Le-Willows
Children who took part: 20
Ages of the children: 6-10
Time spent at the community centre: 3 hours
First Research Method- Activity for 5 children
This was the activity where children were asked a few questions and picked their favourites from the cut outs that we provided. There were also blank cards for them to tell us if we missed any of their favourite things out. There are pictures below of the activities carried out. There are no images of the children as the children were allowed to be photographed but these images were not allowed to leave the centre.
First Activity: Pick your 3 favourite websites
The results are below:
As you can see Moshi Monsters along with CBBC proved to be the most popular among the children. However, Moshi Monsers gained the top spot more than CBBC. Throughout the session the children became excited when they were asked what Moshi Monsters was and why they liked it. The main response was due to their character that they created and one child named Leo spent 30 minutes drawing a picture of his Moshi Monsters which highlighted how involved the children are with this community.
When the children mentione CBBC more watched the channel than logged onto the website. However, the boys who took part in the research seemed more interested in CBBC and its games than the girls, which could be an area to be researched in more.
Bin Weevils also proved to be a popular choice which also includes choosing a character and exploring the website as your on personalised character. Facebook made the list but only 1 person had an account mainly due to parental control as parents do not feel safe letting their children go on Facebook. However, all the children had heard of Facebook and repeated the line "I'm allowed to go on it when I'm older."
Games, listening to music and personal achievement where all picked although the personal achievement option as not include, many of the children said they loved completing games and achieving something on-line.
The Third Activity: How long do you spend on the internet?
This question proved to be too complicated to ask as the children did not have any sense of time and could not answer the question. However, all the children said they go on the computer every day with 70% of them saying they go on more than once. More over 30% of the children said that their parents limit their time on the internet.
Extra Optional Activity: Draw your perfect website
This question proved to be too adventurous as children did not understand it fully apart from one girl who had many ideas and sat down and drew this prototype website below. The drawing below shows some potentially great ideas in how the CBBC can engage their audience and not discourage participation.
Focus Group in the Computer Suite
After completing the first activity it was time to head into the computer suite where over two sessions 15 children came in and wet on the computer. While they were all on the computer the research took place as cards were made previously and notes where jotted down explaining what the children went on and how comfortable they were with using the computer.
General Observation:
Below are the results of the primary research that was carried out at the community centre. There are some statistic results but there are also comments and pictures that the children discussed on the day while on the computer. There were 20 children who were questioned which is a small number but this was the majority of the community centre. More schools were approached and asked if research could be done but all 4 replied explaining that it i a hectic time for them (as it was around Christmas).
Results
Place: Wargrave Community Centre in Newton-Le-Willows
Children who took part: 20
Ages of the children: 6-10
Time spent at the community centre: 3 hours
First Research Method- Activity for 5 children
This was the activity where children were asked a few questions and picked their favourites from the cut outs that we provided. There were also blank cards for them to tell us if we missed any of their favourite things out. There are pictures below of the activities carried out. There are no images of the children as the children were allowed to be photographed but these images were not allowed to leave the centre.
First Activity: Pick your 3 favourite websites
The results are below:
As you can see Moshi Monsters along with CBBC proved to be the most popular among the children. However, Moshi Monsers gained the top spot more than CBBC. Throughout the session the children became excited when they were asked what Moshi Monsters was and why they liked it. The main response was due to their character that they created and one child named Leo spent 30 minutes drawing a picture of his Moshi Monsters which highlighted how involved the children are with this community.
When the children mentione CBBC more watched the channel than logged onto the website. However, the boys who took part in the research seemed more interested in CBBC and its games than the girls, which could be an area to be researched in more.
Bin Weevils also proved to be a popular choice which also includes choosing a character and exploring the website as your on personalised character. Facebook made the list but only 1 person had an account mainly due to parental control as parents do not feel safe letting their children go on Facebook. However, all the children had heard of Facebook and repeated the line "I'm allowed to go on it when I'm older."
The Second Activity: Why do you go on the internet (pick your top
Games, listening to music and personal achievement where all picked although the personal achievement option as not include, many of the children said they loved completing games and achieving something on-line.
The Third Activity: How long do you spend on the internet?
This question proved to be too complicated to ask as the children did not have any sense of time and could not answer the question. However, all the children said they go on the computer every day with 70% of them saying they go on more than once. More over 30% of the children said that their parents limit their time on the internet.
Extra Optional Activity: Draw your perfect website
This question proved to be too adventurous as children did not understand it fully apart from one girl who had many ideas and sat down and drew this prototype website below. The drawing below shows some potentially great ideas in how the CBBC can engage their audience and not discourage participation.
Drawing above by Emily aged 8.
The plan of the website above shows a character that you can pick and modify as personalization seemed to be important for the children, as well as the CBBC brief. There are also different places to go and play games and talk to other people. This drawing could be apart of the solution to the CBBC question and although only one child drew a picture that was relevant this has outlined ideas adults may have disregarded.
After completing the first activity it was time to head into the computer suite where over two sessions 15 children came in and wet on the computer. While they were all on the computer the research took place as cards were made previously and notes where jotted down explaining what the children went on and how comfortable they were with using the computer.
Forms like the one above were filled in while the children played on the computer. By observing generally there seemed to be a few children who did not feel comfortable going on the computer along and sound it hard to find the website they were looking for but when the website they wanted was accessed for them they comfortably navigated around the website confidently.
The main points that were observed in the focus group was:
- All the children were trying to access personalised websites such as Moshi Monsters.
- All the children felt comfortable and confident using a computer.
- All the children had a computer at home or laptop and internet access.
- All the children love watching the CBBC channel.
- The children were quick to point out the log in button on the CBBC website.
- Many children were looking for extra content to their favourite shows.
Do you have a CBBC Account?
Below the bar chart sows that there are more children that dont have a CBBC account than those that do. During the focus group if a child said they did not have a CBBC account then they were questioned on why not and then showed the website to see if they would understand how to log in.
Why do you not have a CBBC account?
"I go on the website but I did not see where to log in."
"I prefer Moshi Monsters"
Above are some are the points that where mentioned and when the children admitted they did not have an account.
General Observation:
CBBC shows and Dr Who. If there could be a website that combines personalisation and games and watching TV on-line it would encourage children to participate in the CBBC website.
Reflection on the Research
Reflecting back on the research at the community centre there are certain aspects that could have been done better. The leader at the community centre had briefed us that the children would possibly have been more attracted to the other activities such as creating Christmas cards. Therefore, it was a surprise when the activity attracted the majority of the children and there were only 2 of us collecting data which proved to be hectic. Looking back, it would have been beneficial to bring along another person to help collect the results, however this could not be possible as a CRB check was essential to enter the community centre.
Also, The research method was designed to attract children's attention which is proved to do with the vivid colours and that fact it did not resemble a survey. However, it was a struggle to explain the activity as at one point there were 5 children around the table, therefore, collecting the data was much harder. Although, in the end, the rules were explained but on reflection it has highlighted how important it is to understand the audience being targeted.
While at the community centre a second method of research took place in the form of a focus group as the children played on the computer. This method proved to be a great tool as it gave us a chance to observe what the children did in a non-biased manner.
Reflecting back on the research at the community centre there are certain aspects that could have been done better. The leader at the community centre had briefed us that the children would possibly have been more attracted to the other activities such as creating Christmas cards. Therefore, it was a surprise when the activity attracted the majority of the children and there were only 2 of us collecting data which proved to be hectic. Looking back, it would have been beneficial to bring along another person to help collect the results, however this could not be possible as a CRB check was essential to enter the community centre.
Also, The research method was designed to attract children's attention which is proved to do with the vivid colours and that fact it did not resemble a survey. However, it was a struggle to explain the activity as at one point there were 5 children around the table, therefore, collecting the data was much harder. Although, in the end, the rules were explained but on reflection it has highlighted how important it is to understand the audience being targeted.
While at the community centre a second method of research took place in the form of a focus group as the children played on the computer. This method proved to be a great tool as it gave us a chance to observe what the children did in a non-biased manner.
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