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Pass it Back! Kid Apps on Grown-Up Devices Slide 1 Pass it Back! Kid Apps on Grown-Up Devices Slide 2 Pass it Back! Kid Apps on Grown-Up Devices Slide 3 Pass it Back! Kid Apps on Grown-Up Devices Slide 4 Pass it Back! Kid Apps on Grown-Up Devices Slide 5 Pass it Back! Kid Apps on Grown-Up Devices Slide 6 Pass it Back! Kid Apps on Grown-Up Devices Slide 7 Pass it Back! Kid Apps on Grown-Up Devices Slide 8 Pass it Back! Kid Apps on Grown-Up Devices Slide 9 Pass it Back! Kid Apps on Grown-Up Devices Slide 10 Pass it Back! Kid Apps on Grown-Up Devices Slide 11 Pass it Back! Kid Apps on Grown-Up Devices Slide 12 Pass it Back! Kid Apps on Grown-Up Devices Slide 13 Pass it Back! Kid Apps on Grown-Up Devices Slide 14 Pass it Back! Kid Apps on Grown-Up Devices Slide 15 Pass it Back! Kid Apps on Grown-Up Devices Slide 16 Pass it Back! Kid Apps on Grown-Up Devices Slide 17 Pass it Back! Kid Apps on Grown-Up Devices Slide 18 Pass it Back! Kid Apps on Grown-Up Devices Slide 19 Pass it Back! Kid Apps on Grown-Up Devices Slide 20 Pass it Back! Kid Apps on Grown-Up Devices Slide 21 Pass it Back! Kid Apps on Grown-Up Devices Slide 22 Pass it Back! Kid Apps on Grown-Up Devices Slide 23 Pass it Back! Kid Apps on Grown-Up Devices Slide 24 Pass it Back! Kid Apps on Grown-Up Devices Slide 25 Pass it Back! Kid Apps on Grown-Up Devices Slide 26 Pass it Back! Kid Apps on Grown-Up Devices Slide 27 Pass it Back! Kid Apps on Grown-Up Devices Slide 28 Pass it Back! Kid Apps on Grown-Up Devices Slide 29 Pass it Back! Kid Apps on Grown-Up Devices Slide 30 Pass it Back! Kid Apps on Grown-Up Devices Slide 31 Pass it Back! Kid Apps on Grown-Up Devices Slide 32 Pass it Back! Kid Apps on Grown-Up Devices Slide 33 Pass it Back! Kid Apps on Grown-Up Devices Slide 34 Pass it Back! Kid Apps on Grown-Up Devices Slide 35 Pass it Back! Kid Apps on Grown-Up Devices Slide 36 Pass it Back! Kid Apps on Grown-Up Devices Slide 37 Pass it Back! Kid Apps on Grown-Up Devices Slide 38 Pass it Back! Kid Apps on Grown-Up Devices Slide 39 Pass it Back! Kid Apps on Grown-Up Devices Slide 40 Pass it Back! Kid Apps on Grown-Up Devices Slide 41 Pass it Back! Kid Apps on Grown-Up Devices Slide 42 Pass it Back! Kid Apps on Grown-Up Devices Slide 43 Pass it Back! Kid Apps on Grown-Up Devices Slide 44 Pass it Back! Kid Apps on Grown-Up Devices Slide 45 Pass it Back! Kid Apps on Grown-Up Devices Slide 46 Pass it Back! Kid Apps on Grown-Up Devices Slide 47 Pass it Back! Kid Apps on Grown-Up Devices Slide 48 Pass it Back! Kid Apps on Grown-Up Devices Slide 49 Pass it Back! Kid Apps on Grown-Up Devices Slide 50

Pass it Back! Kid Apps on Grown-Up Devices

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Nina Walia

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The "pass-back effect" -- when parents hand their mobile device to kids in the backseat or whenever they're on-the-go -- creates unique challenges to optimize kid-friendly mobile apps and educational opportunities within the constraints of devices designed for grown-ups. Kids' media industry pros discuss challenges & solutions for this diverse & growing niche audience.

Presented at SXSW Interactive 2010.
Published in: Design
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Pass it Back! Kid Apps on Grown-Up Devices

  1. Pass it Back! Kid Apps on Grown-Up Devices PBS KIDS Interactive Nina Walia, Associate Director Sara DeWitt, Senior Director This session is #passitback on twitter
  2. <ul><li>pass-back effect : when a parent or adult passes their own mobile device to a child to occupy them when they’re on the go </li></ul><ul><ul><ul><ul><ul><li>back seat of the car </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>at restaurants </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>waiting in line </li></ul></ul></ul></ul></ul>
  3. <ul><li>pbskids.org </li></ul>This session is #passitback on twitter
  4.  
  5. <ul><li>pbskids.org </li></ul>9 million unique visitors per month
  6.  
  7. Session Overview <ul><li>The passback audience </li></ul><ul><li>Usability challenges + solutions </li></ul><ul><li>Can we prove the phone is an educational platform? </li></ul><ul><li>Future implications on gaming and education </li></ul>
  8. Viewers Like You. #passitback on twitter
  9. Pass-Back Effect Audience: Who They Are and What They Want <ul><li>Parents AND Kids </li></ul><ul><li>Age range of kids: 3-6 year olds </li></ul><ul><li>Parents passback to distract but educational value relieves the guilt </li></ul>
  10. 60% of Top 25 Paid Educational Apps Target Preschoolers iLearn: A Content Analysis of the iTunes App Store’s Education Section , Joan Ganz Cooney Center, 2009
  11. Pass-Back Effect Audience: Who They Are and What They Want <ul><li>Age range of kids: 3-6 year olds </li></ul><ul><li>Parents passback to distract but educational value relieves the guilt </li></ul><ul><li>Content must be engaging and quiet </li></ul>
  12. NOT Quiet
  13. Quiet and Engaging
  14. Pass-Back Effect Audience: Who They Are and What They Want <ul><li>Age range of kids: 3-6 year olds </li></ul><ul><li>Parents passback to distract but educational value relieves the guilt </li></ul><ul><li>Content must be engaging and quiet </li></ul><ul><li>Most using iPhones vs. iPod Touch </li></ul>
  15. <ul><li>How PBS works. </li></ul>
  16. Top 10 Usability Tips <ul><li>Eliminate text barriers so the child can start the game on their own. </li></ul>
  17. Eliminate Text Barriers
  18. Top 10 Usability Tips <ul><li>Eliminate text barriers so the child can start the game on their own. </li></ul><ul><li>Current hardware demands us to learn how *it* wants *us* to tap. </li></ul><ul><li>Kids understand back arrows. </li></ul><ul><li>Landscape mode gives more screen real estate so kids’ fingers don’t overlap on the screen. </li></ul><ul><li>Disable zoom. </li></ul>
  19. Portrait Orientation is a No-No
  20. Top 10 Usability Tips <ul><li>Eliminate text barriers so the child can start the game on their own. </li></ul><ul><li>Current hardware demands us to learn how *it* wants *us* to tap. </li></ul><ul><li>Kids understand back arrows. </li></ul><ul><li>Landscape mode gives more screen real estate so kids’ fingers don’t overlap on the screen. </li></ul><ul><li>Disable zoom. </li></ul><ul><li>Make hot spots large (or group small areas). </li></ul>
  21. Usability Challenges + Solutions <ul><li>Tilt is disorienting (and can lead to broken devices). </li></ul><ul><li>Memory constraint allows for limited audio, so use it wisely as kids need it as a guide. </li></ul>
  22. Top 10 Usability Tips <ul><li>No cursor to “stick” things to or rollover states to allow for prediction means finding other ways to indicate selection and designing for failure/experimentation. </li></ul>
  23. Top 10 Usability Tips <ul><li>No cursor to “stick” things to or rollovers to allow for hints means finding other ways to indicate selection and designing for failure/experimentation. </li></ul><ul><li>Metaphors should mirror kids’ reality. </li></ul>
  24. Top Ten Usability Tips <ul><li>Eliminate text barriers so the child can start the game on their own. </li></ul><ul><li>Current hardware demands us to learn how *it* wants *us* to tap. </li></ul><ul><li>Kids understand back arrows. </li></ul><ul><li>Landscape mode gives more screen real estate so kids’ fingers don’t overlap on the screen. </li></ul><ul><li>Disable zoom. </li></ul><ul><li>Make hot spots large (or group small areas). </li></ul><ul><li>Tilt is disorienting (and can lead to broken devices). </li></ul><ul><li>Memory constraint allow for limited audio, so use it wisely as kids need it as a guide. </li></ul><ul><li>No cursor to “stick” things to or rollovers to allow for hints means finding other ways to indicate selection and designing for failure/experimentation. </li></ul><ul><li>Metaphors should mirror kids’ reality. </li></ul>
  25. <ul><li>Can kids learn on mobile devices? </li></ul>
  26. PBS KIDS Research Studies <ul><li>Regular usability testing, new platform testing </li></ul><ul><li>Sprint cell phone study - 2006 </li></ul><ul><li>iPhone app study, Super WHY! And Martha Speaks - 2010 </li></ul><ul><li>Industry brief on kids and mobile apps - planned summer 2010 </li></ul>
  27. The PBS Ready To Learn Cell Phone Study: Learning Letters with Elmo 2006 study
  28. 8-week Cell Phone Trial <ul><li>Partners </li></ul><ul><ul><ul><li>Sesame Workshop </li></ul></ul></ul><ul><ul><ul><li>PBS KIDS </li></ul></ul></ul><ul><ul><ul><li>Sprint </li></ul></ul></ul><ul><ul><ul><li>WestEd </li></ul></ul></ul><ul><ul><ul><li>GoTV Networks </li></ul></ul></ul><ul><li>Funded by: </li></ul><ul><ul><li>U.S. Department of Education’s Ready To </li></ul></ul><ul><ul><li>Learn Initiative </li></ul></ul>
  29. Purpose of the Study <ul><li>Assess effects of intervention between higher- and lower-income households </li></ul><ul><li>Assess level of acceptance of cell phones as a useful medium for delivering educational content to parents of preschoolers </li></ul><ul><li>Identify ways parents use cell phones for this content; identify use patterns </li></ul>
  30. <ul><li>Parents of 3 and 4 year olds in Los Angeles, Oakland, or Fresno, CA </li></ul><ul><ul><li>44.3% below the poverty line </li></ul></ul><ul><ul><li>55.7% above the poverty line </li></ul></ul><ul><li>Training included: </li></ul><ul><ul><li>Literacy tips </li></ul></ul><ul><ul><li>Cell phone instruction </li></ul></ul><ul><ul><li>Take-home pamphlet for reference </li></ul></ul>79 Parents as Participants
  31.  
  32. <ul><li>Participate in at least three Letter Days each week (includes viewing the Maria and Elmo messages) </li></ul><ul><li>Record viewing in the project pamphlet </li></ul><ul><li>Complete the survey and provide demographic information </li></ul><ul><li>Participate in interviews at the end of the project and complete the second survey </li></ul>Participant Assignment
  33. <ul><li>Children’s knowledge of the alphabet increased </li></ul><ul><ul><li>3/4 of participants at or below poverty line reported that children’s knowledge improved to a good or great extent </li></ul></ul><ul><ul><li>1/2 of participants above poverty line reported same </li></ul></ul><ul><li>Parents reported a statistically significant change in number of letters children knew from pre- to post-intervention </li></ul>2006 Mobile Study Findings
  34. <ul><li>In both groups, children’s knowledge of the alphabet song improved, even though song was not included in the clips </li></ul><ul><li>In both groups, parents reported engaging in more literacy activities (looking for letters on signs, etc) </li></ul><ul><li>Parents in lower-income households were more likely to co-view letter video clips </li></ul><ul><li>Children in lower-income households were more likely to ask to view letter clips </li></ul>2006 Study Findings, continued
  35. <ul><li>Children and parents are comfortable with the technology </li></ul><ul><ul><li>Participating children found clips easy to view; mastered cell phone buttons for replay </li></ul></ul><ul><ul><li>More than 3/4 of parents felt cell phones (used this way) can be an effective learning tool to a good or great extent </li></ul></ul><ul><li>That said, </li></ul><ul><li>parents are somewhat concerned that children will damage the cell phone, drain the battery </li></ul>2006 Study Findings, continued
  36. 2006 -> 2010
  37. 1. Relevant Hot Spots
  38. 2. Meaningful Drawing
  39. 2010 iPhone App Study <ul><li>Super WHY! </li></ul>Martha Speaks: Martha’s Dog Party
  40. <ul><li>3-7 year old kids (and their parents) in Washington, DC, and Indianapolis, IN </li></ul><ul><ul><li>Recruited from Title I schools </li></ul></ul><ul><ul><li>Evenly split above/below poverty line </li></ul></ul><ul><li>Trial kick-off included: </li></ul><ul><ul><li>Kid reading and vocabulary assessments </li></ul></ul><ul><ul><li>Parent tool overview </li></ul></ul><ul><ul><li>Parent survey </li></ul></ul><ul><ul><li>First observations of play </li></ul></ul>90 Participants
  41. Audio Challenges
  42. <ul><li>Are apps usable, age-appropriate, engaging for 3-7 year olds in Title I schools </li></ul><ul><li>How frequently will kids play? For how long? </li></ul><ul><li>How appealing is the content and delivery format to kids and parents? </li></ul><ul><li>How well do the apps foster learning of the target curriculum? </li></ul>Purpose of the Study
  43. <ul><li>Parents are guided to record feedback using exZact data collection client: </li></ul><ul><ul><li>Kids’ usage </li></ul></ul><ul><ul><li>Usability notes </li></ul></ul><ul><ul><li>Other observations, feedback </li></ul></ul><ul><li>exZact apps also used for initial parent survey </li></ul><ul><li>Also surveying teachers on use in the classroom </li></ul>Usage and Surveys
  44.  
  45.  
  46. <ul><li>Martha Speaks </li></ul><ul><ul><li>Engaging kids up to 7 </li></ul></ul><ul><ul><li>Finding and learning new words, but want more </li></ul></ul><ul><ul><li>Expected good vocabulary acquisition results (kids are learning words in 2-3 plays) </li></ul></ul><ul><ul><li>Martha Says game looks to be most effective </li></ul></ul><ul><ul><li>Kids taught the researchers about other functions </li></ul></ul>2010 Study Initial Observations
  47. <ul><li>Super WHY! </li></ul><ul><ul><li>Engaging to the target audience </li></ul></ul><ul><ul><li>Tracing experience doesn’t appear to be meeting goal - kids are using their thumbs </li></ul></ul><ul><ul><li>Whyatt game successful in comprehension and context for kids who can’t yet read the words. </li></ul></ul><ul><li>MORE SOON! </li></ul><ul><li>Report will be ready in mid-April </li></ul><ul><li>pbskids.org/read </li></ul>2010 Study Initial Observations
  48. Future Implications Gaming casual gaming games are cheaper devices only do one thing camera : augmented reality Education child development educational standards Apple on-the-go potential
  49. <ul><li>Questions? </li></ul><ul><li>Your own stories? </li></ul>#passitback on twitter
  50. <ul><li>Nina Walia </li></ul><ul><li>[email_address] </li></ul><ul><li>@ missmodular </li></ul>Thank you! Sara DeWitt [email_address] @ saradewitt PBS KIDS Mobile Downloads: pbskids.org/mobile PBS KIDS Mobile Technologies & Learning Research: http://pbskids.org/read/research/mobile.html

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