The study, “Like Taking Candy from a Baby: How Young Children Interact with Online Environments,” used ethnographic methods and focused on young children, ages 2½ to 8.

For the study, parents in 10 families used video cameras to keep journals, providing insights into the way children use sites such as Club Penguin, Webkinz, Nick Jr., Barbie.com and others. Footage from those journals, which can be viewed at www.youtube.com/cwwkids, illustrates how young children respond to advertising and marketing tactics online.

The digital world offers a wealth of opportunity for young children to play and learn. But even in this small sample of 10 families the study found—too easily, in several circumstances—repeated examples of attempts to manipulate children for the sake of commerce.

The study’s key findings:

• Even the very young go online.
• The Internet is a highly commercial medium.
• Web sites frequently tantalize children, presenting enticing options and even threats that their online creations will become inaccessible unless a purchase is made.
• Most of the sites observed promote the idea of consumerism.
• Logos and brand names are ubiquitous.
• Subtle branding techniques are frequently used.
• The games observed vary widely in quality, in educational value, and in their developmental match with children’s abilities.

The study’s executive summary (contained within the report download), also contains a range of recommendations for parents, publishers, and policy makers.

The report was written by Warren Buckleitner, Ph.D., an adviser to Consumer Reports WebWatch. Buckleitner is editor of Children’s Technology Review, a periodical covering children’s interactive media. He is also the founder of the Mediatech Foundation, a nonprofit public community technology center based in Flemington, N.J.

Press release
Download report (pdf, 58 pages)

The features of Club Penguin, one of the most successful virtual worlds aimed specifically at children, may defy logic - and gravity - but they represent the new frontier of children’s entertainment, where the whimsy and colour of traditional kids TV blends with computer game-style tasks, and the networking power of the internet.

Some 750,000 British children aged between 6 and 14 are estimated to inhabit Club Penguin, the brainchild of two Canadian entrepreneurs who as parents became frustrated with the lack of the options for kids who wanted to play computer games but also meet friends online.

Read full story

Kids’ Informal Learning with Digital Media: An Ethnographic Investigation of Innovative Knowledge Cultures is a three year collaborative project funded by the John D. and Catherine T. MacArthur Foundation. Carried out by researchers at University of Southern California and University of California, Berkeley, the digital youth project explores how kids use digital media in their everyday lives.

The study pictures a new generation that is “self-publishing, programming, and pushing the boundaries of what can be done online”, which provides them “with a sense of competence, autonomy, self-determination and connectedness”.

But - shows the research - they’re not learning how to do this in school.

The full research will be published later this year.

- Read more: news.com | UC Berkeley News
- Talking notes, danah boyd, UC Berkeley

It contains a comprehensive package of measures to help children and young people make the most of the internet and video games, while protecting them from harmful and inappropriate material, and sets out an ambitious action plan for Government, industry and families to work together to support children’s safety online and to reduce access to adult video games.

The report has led to a huge amount of press coverage and debate.

BBC News summarises the report and provides an overview of the reactions to it.

DK of MediaSnackers is rather lukewarm in his reaction and identifies three areas the report fails to tackle:

• children vs young people—very different demographics in terms of their internet/technology use and expectations. There is a danger of trying to develop strategies which cater for both groups here;
• internet or playing video games—surely these are two very different activities but in the report they are often ‘lumped’ together;
• social networking regulation—any plans to regulate these online spaces will be near impossible to enforce let alone coordinate (due to the amount of platforms plus their international approaches—check this out).

The first ever virtual longitudinal study carried out by the CIBER research team at University College London claims that, although young people demonstrate an apparent ease and familiarity with computers, they rely heavily on search engines, view rather than read and do not possess the critical and analytical skills to assess the information that they find on the web.

The report Information Behaviour of the Researcher of the Future (pdf, 1.7 mb) also shows that research-behaviour traits that are commonly associated with younger users – impatience in search and navigation, and zero tolerance for any delay in satisfying their information needs – are now becoming the norm for all age-groups, from younger pupils and undergraduates through to professors.

Commissioned by the British Library and JISC (Joint Information Systems Committee), the study calls for libraries to respond urgently to the changing needs of researchers and other users. Going virtual is critical and learning what researchers want and need crucial if libraries are not to become obsolete, it warns. “Libraries in general are not keeping up with the demands of students and researchers for services that are integrated and consistent with their wider internet experience”, says Dr Ian Rowlands, the lead author of the report.

The findings also send a strong message to the government. Educational research into the information behaviour of young people and training programmes on information literacy skills in schools are desperately needed if the UK is to remain as a leading knowledge economy with a strongly-skilled next generation of researchers.

Read full press release

“Using Google and a variety of online shopping sites, Mary researched dresses online, getting a sense for what styles she liked and reading information about what was considered stylish that year. Next, Mary and her friends went to the local department store as a small group, toting along their digital cameras (even though they’re banned). They tried on the dresses, taking pictures of each other in the ones that fit. Upon returning home, Mary uploaded the photos to her Facebook and asked her broader group of friends to comment on which they liked the best. Based on this feedback, she decided which dress to purchase, but didn’t tell anyone because she wanted her choice to be a surprise. Rather than returning to the store, Mary purchased the same dress online at a cheaper price based on the information on the tag that she had written down when she initially saw the dress. She went for the cheaper option because her mother had given her a set budget for homecoming shopping; this allowed her to spend the rest on accessories.”

Boyd analyses this further:

In the 1980s, Alan Kay declared that, “technology is anything that wasn’t around when you were born.” In other words, what is perceived as technology to adults is often ubiquitous if not invisible to youth. In telling this story, Mary’s mother was perplexed by the technology choices made by her daughter. Yet, most likely, Mary saw her steps in a practical way: research, test out, get feedback, purchase. Her choices were to maximize her options, make a choice that would be socially accepted, and purchase the dress at the cheapest price. Her steps were not about maximizing technology, but about using it to optimize what she did care about.

Read full story

The blog entry is also a Fieldnote for the Digital Youth Project.

(via FutureLab)

“Clearly, children love the machine. Most of them had never seen a computer before and the great design of the laptop was compelling. They are learning about technology even as they play. But why do they like it? By far, the most used function of the one laptop designed specifically for the world’s poorest children is taking pictures. The webcam–taking pictures and sharing them with friends–is the most discussed computer function. That’s cool and great, but is it the highest priority for ‘education?’”

Then there is the cost. I personally hadn’t added up all the money that goes into the $100″ laptop. What, in fact, is the true bottom line cost of the OLPC? Will governments that accept the OLPC subsidize the operating cost–electricity, repairs, etc.?

Finally, there is the actual teaching. The laptops in Nigeria came with pre-loaded learning programs. The BBC story doesn’t say who wrote these lessons and where they came from. The teachers appear to like them and perhaps that is enough. But is it? Were the lessons written by teachers in Nigeria? Would you accept lesson plans from another country for your kids?”

The project clearly suffers from a top-down approach, where “designing for” is the paradigm rather than “designing with” or “designing from”. There was as far as I know no structured needs analysis here, no contextual studies, no ethnography, no qualitative insights. Such an approach cannot lead to anything but unintended consequences and may be potentially undermining the project itself. There are many lessons to be learned here, by the OLPC (”one laptop per child”) team, but also by any company or organisation trying to deliver designed solutions for “end-users” who then turn out to have different needs and contexts that had somehow been anticipated.

But of course, we can always blame those “end-users” instead of learning some important lessons, and I am afraid this is definitely going to be part of the debate that will undoubtedly ensue.

- Read BBC story
- Read Nussbaum commentary

“As the writer Bruce Sterling puts it, borrowing a bit from Baudrillard and applying it to design, we are now approaching an age of technological advancement when ‘there is more stored in the map than there is in the territory’. Put more simply, the story surrounding a given ‘thing’, a product or service we buy and use, is rapidly exceeding the value of the thing itself. The identity of a product can no longer be easily defined through its form factor, but rather by the information that encases it, passes through it, and is accumulated by it over the course of its lifetime.”

“Can personal development be better shaped by the technologies we, as designers, create? What if products and environments were designed to acknowledge individual aspirations and facilitate the realization of users’ potential? Could our products not only change users’ behavior, but actually foster within them the qualities that they seek?”

“The purpose of this article is to provide you, the parent, with some basic principles for navigating the wonderful world of social networking and Web 2.0 with your children - all while keeping them safe, socialized, and engaged. They are not rules, or guidelines, or a philosophy of parenting. They are just basic principles that remind you, and your kids, to think before you press that Enter key.”

“Before the presence of cameras and the like, humans passed on knowledge through storytelling, intertwining personal experience with a sense of place and time. They created visual landscapes through words, art, and the objects around them. This storytelling codified a shared sense of experience, bringing the audience into a collective understanding of their culture and environment. As the stories were passed on, every teller became a part of the tale – rendering history subjective, reality shared. In our frenzy to safeguard our memories in the online world, we have removed the intimacy of storytelling. We have made the web, not each other, the major source of shared experiences, knowledge, and opinions (often not even our own).”

“From concept through development, designers should function in parallel with corporate decision makers, creating prototypes for a number of variations on a product and then testing them with users and, if appropriate, partners. Tracking how customers’ ways of using a product evolve over time also makes it possible for designers to identify desirable new features and, in some cases, create new functionality in conjunction with users.”

If you want to keep abreast on developments in this field, here is a crop of news stories from just this last week:

A recent special report in Business Week on how basic cell phones are sparking economic hope and growth in emerging — and even non-emerging — nations. The report takes a particular look at the micro- and macro-economic impacts of this development, and what it means for local entrepreneurs and major mobile operators. It also features an online extra on the use of mobile phones by artisans and tradespeople in rural India, a summary graphic and a slideshow;

A Reuters story on the beeping boom in Africa, what the social practices are, and how that is pushing mobile operators to innovate their services;

A post on the Vodafone R&D Betavine blog on the Mukuru Kash service that like Paypal will store funds that you pay to them online and then set up a voucher which can be redeemed at the petrol station for fuel;

“Next: bridging the digital divide“, a recent post by Niti Bhan, where she puts developments in the bigger picture of bridging the digital divide between the digital haves and have nots, and wonders what will happen if all these people in the developing world can also start accessing the internet from their mobile devices;

In a recent post on mobile banking, Barbara Ballard of Little Springs Design guides us to three blogs on the topic: Mobile Banking (news and analysis from Brandon McGee, a VP in charge of mobile banking), Mobile Money & Banking, and Mobile Banking, the blog of Hannes van Rensburg, CEO of a South African mobile banking provider Fundamo.

Note by the way that all the user research work by Jan Chipchase and others seems to have paid off: Nokia dominates the mobile handset landscape in India with an astonishing 74% market share.

“Thanks to cheap and easy-to-use recording devices - digital cameras, camcorders, camera phones - today’s kids are forming the most documented generation ever, as parents, relatives and friends capture forever the first, second and hundredth smile.

But all this documentation may carry a price if parents, in spending so much energy creating and preserving a digital archive, fail to enjoy living the moment.

And will future generations even have time to look through stacks of CDs containing tens or hundreds of thousands of photos, and even if they do will individual memories become less precious because there are so many?

What if disk drives fail or software formats change, rendering photos unreadable by tomorrow’s computers? Will CDs even work? Think of those reels of 8 mm home movies with no projectors for viewing them.”

Read full story

The 330-page report takes a comprehensive look at the way Britons use new and old media and reveals a nation in love with its media, gadgets and hi-tech gear.

16% of Britons aged 65+ spend 42 hours per month online - more than any other age group.

Another striking result, especially for traditional-media executives looking for their future customers, is that “kids are abandoning old and not-so-old media for the new. Whereas two years ago 59% of those aged 8 to 15 regularly watched videos, only 38% do now. Two years ago 61% regularly played video games compared with 53% today. Most are abandoning stand-alone media, such as DVDs, and turning instead to media such as the internet and in particular social-networking websites. The trend seems to accelerate as children move into their teenage years. Nearly two-thirds of children between the ages of 12 and 15 use the internet, compared with 41% of those aged 8 to 11.”

- Read BBC article
- Read Economist article

“They are well aware of the problems of viruses, hackers, paedophiles and online scams, and most claim that threatening text messages are no different to any other form of bullying and admit to being victims and perpetrators.

The older children get lighter supervision from their parents. But they recognise that parents are right to supervise them and only 12-14 year-old girls get angry when Mum wants to read what they’ve said in an email.

Children worry about damaging the family computer with a virus, running out of credit on their mobiles, becoming internet addicts and damaging their eyesight or losing sleep if they stay online too long.

They know not to give out their email address or mobile number to strangers and never to agree to a meeting with a stranger, although some admit to breaking these rules or know of friends or apocryphal friends of friends who have.”

The study covered children (age groups 9-10 and 12-14) in 29 countries (the 27 member states plus Iceland and Norway) and was based on group discussions.

- Download study (pdf, 540 kb, 77 pages)
- Read short article

(via textually.org)

“In order for asthma inhalers to perform effectively, the discharged medicine must be taken in coordination with a deep breath. This action can be very difficult for young children gasping in the midst of an attack. In these cases, supplementary devices called spacers are used to capture and hold the medicine until the user is ready to inhale. Over 8 million children in Mexico suffer from asthma who are without proper medical care or preventative measures and spacers, at more than $50 a piece, are far too costly for Mexican health centers to stock.

Stanford’s Design and Medical Schools teamed up to face this obstacle, creating a super cost-effective and easily distributed solution. With a cost reduction of over 99% (dang), the flat-pack, foldable paper Respira spacers can be shipped by the hundreds for the cost of a stamp.”

- Read full story
- Project background

Opening in fall 2009, the school is being created by the Gamelab Institute of Play (blog), a New York City-based not-for-profit organization that leverages games and play as transformative contexts for learning and creativity, in collaboration with New Visions for Public Schools, a not-for-profit organization that works in partnership with the New York City Department of Education to improve academic achievement in the City’s public schools.

The John D. and Catherine T. MacArthur Foundation recently awarded a grant of $1.1 million to help with planning and development.

According to a Wired news story, the planners “are looking at how games naturally engage players and teach them new skills, and hope to apply those principles to create kids who not only ace their SATs, but are also well suited for the 21st century.”

“Games offer a context for problem-solving with immediate feedback, and often involve social interaction that can reinforce lessons learned. Combine that process with the skills that modern games encourage — like computer literacy and navigating through complex information networks — and you have the basis for a brand new pedagogy. […]

The meaning of ‘knowing’ today has shifted from being able to remember and repeat information to being able to find and use it.”

Only a handful think of technology as a concept, and just 16 percent use terms like “social networking”, said two combined surveys covering 8- to 24-year-olds published on Tuesday by Microsoft and Viacom units MTV Networks and Nickelodeon.

“Young people don’t see “tech” as a separate entity - it’s an organic part of their lives,” said Andrew Davidson, vice president of MTV’s VBS International Insight unit.

Talking to them about the role of technology in their lifestyle would be like talking to kids in the 1980s about the role the park swing or the telephone played in their social lives — it’s invisible.”

The surveys involved 18,000 young people in 16 countries including the UK, U.S., China, Japan, Canada and Mexico.

Read full story

TVs and computers are the “electronic babysitters” for a generation of children who are losing out on family life and becoming more materialistic, a report says today. The study paints a picture of a breed of “screen kids” who are spending more and more time watching TV and surfing the net in their bedrooms, unsupervised by adults.

The Watching, Wanting and Wellbeing report from the National Consumer Council found nearly half the children from better-off families surveyed had televisions in their bedrooms, compared with 97% of the nine- to 13-year-olds from less well-off areas.

Children from poorer areas were also six times more likely to watch TV during the evening meal. And around a quarter of youngsters in this group admitted that they regularly watched the television at lunchtime on Sundays, compared with one in 30 children in better-off neighbourhoods. The NCC’s report links increased TV viewing hours with greater exposure to marketing and higher levels of materialism.

The authors, Agnes Nairn, Jo Ormrod and Paul Bottomley, also found that materialistic children were more likely than others to argue with their family, have a lower opinion of their parents and suffer from low self-esteem.

- Read article
- Read press release
- Download report (pdf, 250 kb, 65 pages)

That is the message that emerged from the 7th World Young Reader Conference (presentation summaries), where a fresh approach to attracting young readers was presented by those who have succeeded in getting young people interested in their products.

“Stop writing surveys about readership, and start watching people. Learn, look around, open your eyes,” said Anne Kirah, Dean of the 180° Academy in Denmark and a cultural anthropologist who has helped Microsoft design its products. “You need to engage in people-driven research and look at their entire lives. Observe people doing activities that define themselves, and are meaningful to them.”

Ms Kirah said she was distrustful of traditional readership questionnaires because “there is a difference between what people say they do and what they actually do. Do you really know how much time you spend on the internet, or read a newspaper? But you ask those questions. It’s not that people are lying to you, it’s that they really don’t know the answers.”

The problem is compounded when studying young readers, or the “digital natives”, since their habits are completely different those of the “digital immigrants” — those who remember the analog-only world and are the people conducting the studies, and making the decisions at media companies.

Read full story

“The so-called $100 laptop that’s being designed for school children in developing nations is known for its bright green and white plastic shell, its power-generating hand crank, and for Nicholas Negroponte, the technology futurist who dreamed it up and who tirelessly promotes it everywhere from Bangkok to Brasilia. What has not received much attention is the graphical user interface—the software that will be the face of the machine for the millions of children who will own it. In fact, the user interface, called Sugar, may turn out to be one of the more innovative aspects of a project that has already made breakthroughs in mesh networking and battery charging since Negroponte unveiled the concept two years ago.

Sugar offers a brand new approach to computing. Ever since the first Apple Macintosh was launched in 1984, the user interfaces of personal computers have been designed based on the same visual metaphor: the desktop. Sugar tosses out all of that like so much tattered baggage. Instead, an icon representing the individual occupies the center of the screen; “zoom” out like a telephoto lens and you see the user in relation to friends, and finally to all of the people in the village who are also on the network.”

Read full story

“At Club Penguin, which launched in October 2005 and had 4 million unique visitors in January, according to comScore Media Metrix, your 8- to 14-year-old can waddle through a virtual world as a flightless waterfowl, interacting with other penguins of her choice. Registration is free, but if junior wants to decorate her penguin’s igloo or use other advanced features on the site, you’ll need to pay a $5.95 monthly membership. And Club Penguin is just the tip of the iceberg.

A new site designed for the skinned-knee demographic seems to pop up nearly every day. Their potential market is huge: there are some 28.5 million kids between the ages of 8 and 14 in the United States, according to emarketer.com. A 2006 Los Angeles Times/Bloomberg survey found that an equal 38 percent of both male and female teens aged 12 to 14 use MySpace (even though the site’s age cutoff is 14) or some other social-networking site.”

Sites featured: Club Penguin, Whyville, Habbo, Imbee, Tweenland, Webkinz, Nicktropolis, and Disney Xtreme Digital.

Read full story

In the interview, Knudstorp starts of by explaining how they became a user-centred toy company by involving their users to an extreme degree. He also states the core brand value as “the joy of building and the pride of creating things”, which is a description of an experience.

The interview, which was conducted by Monocle editor-in-chief Tyler Brûlé and took place at the company’s innovation centre in Billund, Denmark, then goes in to an interesting discussion on the changing nature of play. Knudstorp describes some insights from an anthropological survey the company did recently, in particular about interactivity, community and what children expect from a brand.

Watch interview
(Note that the actual video file seems to be huge and the streaming is not exactly smooth. I couldn’t get beyond the first half: it simply stalled. Unfortunately a download is not possible.)