Dr. Ellen Wartella, executive Vice Chancelor and Provost of the University of California at Riverside, and youth media expert, spoke in Boston recently at a conference put on by the Society for Research in Child Development (SRCD). Ellen has been involved with many important studies regarding kids, young and old, and their media habits. During her presentation, Ellen discussed the ever expanding nature of media use by youth audiences citing three different studies that collectively span almost 100 years.

The first study presented was conducted in 1911 in New York City. 1,140 youths age 11 – 14 participated in the study and were found to be spending 4 to 5 hours a week watching movies at the nickelodeon. It’s worth pointing out that movies were the primary media format consumed at the time by younger audiences; Radio and television were not available yet, and magazines specifically targeting this demographic had not yet been discovered as they would be in later decades.

Next, Ellen referenced a study conducted in the 1930’s outside of New York City in Westchester County. 795 high school youths were asked to keep a diary of their media habits. The results of this study showed that this audience had an average of 7 hours of leisure time during the week on weekdays and 11 hours of leisure time averaged over the weekend. This group listened to the radio on average for almost 5 hours a week (4 hours and 40 minutes) and watched about 5 hours of movies per week. Collectively this group consumed about 10 hours of media a week, out of a total of 18 hours of leisure time within that week.

The latest study discussed was that of the Kaiser Family Foundation on Media in the Lives of 8-18 Year olds, published in 2005. More than 2,000 children were asked to keep diaries of their media habits. The results of this study found that this age group spends about 6.5 hours a day consuming media, primarily screened media, and of that, about 26% of this time is often spent using multiple media types at the same time. (Also surprising in this and related research at Kaiser which I discuss in a prior post that children ages 0 – 2 were found to be watching about 2 hours of screened media a day.) In another post I reference a 2007 NPD Group study that found kids ages 5 – 12 have about 6 hours of leisure time per day with about 14 hours per day over the weekend. While these two different studies were not conducted using the exact same age group, the research suggest about 45 hours of media consumption a week out of about 60 hours of leisure time a week.

If you would like to hear an audio recording of this entire presentation where Dr. Wartella touches on other aspects of media use, like the type of content viewed and food advertising to kids through media, click here.

In my last few posts, I took a look at what new learning and technology toys you’ll be hearing about throughout 2007. But February isn’t just a time for new toys, its also a time when new reports come out about kids, and its a time when this industry looks to The NPD Group for the latest and greatest. While NPD reports on marketing and consumer trends across many different and varied industries, many stats and financial news that make headlines in the toy or video game industry come from this one organization.

One industry expert from NPD to watch for is Anita Frazier. Most quotes in the press about video game sales or the noteworthy toy trends come from her and her colleagues. One recent report by NPD, called the Kids’ Leisure Time II (a follow up to a similar report released in 2006), was presented by Ms. Frazier recently. While this presentation was very data rich, a number of noteworthy points about kids and their leisure time rose to the surface. These broader findings include:

• On average, kids ages 5 – 12 have about 58 hours of leisure time a week, with almost difference in time noted between genders. As kids get older within this demographic the amount of free time available tends to increase slightly.
• Kids ages 5 – 12 have about 14 hours of leisure time a day on weekends as opposed to about 6 hours of leisure time a day during the week.
• Of all the leisure time activities that kids participate in, kids generally spend more time doing those activities on the weekends than during the week, in all activities except for reading. The amount of time kids spend reading remains roughly the same through weekdays and the weekend.
• The number one leisure activity for kids 5 – 12 is watching TV or movies, followed by doing homework, then playing with toys and games, household chores, and finally using a computer for non-homework related purposes.
• Kids in the 2 – 4 age range have the greatest amount of free time, that being a little more than 94 hours a week.
• The number one leisure activity for kids 2 – 4 is playing with toys, followed by watching TV or movies.
• In terms of the kinds of activities kids participate in during leisure time, gender differences appear with kids 5 – 12, whereas these differences typically so not appear with kids 2 – 4.

The amount of information presented in this short overview was pretty extensive, and I know it was just the tip of the iceberg when compared to the full report. These few points alone hint to the rapidly changing nature of the toy industry. Kids have a growing interest in technology and consumer electronics as playthings. And as this report describes TV viewing as the number one leisure time activities kids engage in, its no wonder why we see more and more products for kids that hook up to a TV, have their own screen, or work in some combination with a DVD player, plug and play device or computer.

In my next post, I’ll take a look at the One Laptop per Child (OLPC) initiative spearheaded by MIT and technology evangelist Nicholas Negroponte. Make no bones about it, this initiative is picking up speed quickly. The $100 laptops will be rolling off of the assembly line shortly in very large numbers, to be distributed to children in early adopter countries around the globe!

Nickelodeon recently released a new study that looks into technology use by kids ages 8 – 14 and parents of kids ages 0 – 14. This new report called The Digital Family is mentioned as a follow-up to an earlier Nickelodeon report released in 2006 called Living in a Digital World which cited that 86% of kids ages 8 – 14 are playing video games online. While this earlier report has some very interesting findings about kids and video game, television, instant messaging and chat room use, the publicly available findings are not necessarily data rich. However, this new report is chock-full of great stats, providing excellent insight into Internet, cell phone, television and MP3 player use.

Among the key findings in this study, kids, as well as parents, report:

• a decline in the use of and a reliance on newspapers, maps, and dictionaries because of the availability of information found on the Internet
• a decline in radio listening as a result of MP3 players
• a continuing and growing interest in TV viewing and use of TV as a means to relax and unwind
• a declining interest in purchasing of music albums and CDs
• safety and piece-of-mind from owning a cell phone
• the empowering, creative, and educational benefits of having access to the Internet
• parents using the Internet over 33 hours a month and kids using the Internet more than 19 hours a month
• parents being just as tech savvy or even more so than their children

What this report calls into question is:

• older incorrect assumptions about digital media use and digital media consumption by kids and adults
• shifting perceptions about what is “important knowledge”
• traditional school skills being outdated
• the value of older print-based media and radio
• traditional music and information distribution method
• incorrect perceptions about parents ability to keep up with kids when it comes to technology

Technology and the Internet continue to change the world of kids as well as parents in amazing ways. And surprisingly television looks like it will be the only older media format to have ongoing staying power for young and old. But if there’s one thing you can rely on as a result of this study’s findings is that more change in our future… change with how technology will impact media consumption, communication, learning, family dynamics and wider social interactions. Assumptions about the way things have always been are being challenged in a significant way. The rules of child engagement are being rewritten right before our very eyes.

To read the full Nickelodeon Press release, and see the wealth of stats, click here.

What makes a good learning game for classroom use? This is the question I was recently asked by a coworker. It’s a good question, and one that immediately brings up other questions… What is a good learning game and what should a learning game include (or not include)? What considerations are necessary? How should it be developed? What should a developer be aware of? Each question is as important as the first. There are so many different paths you can take when building a learning game. Where do you begin?

During a recent conversation with researcher Carrie Heeter, professor at the Michigan State University GEL Lab (Games for Entertainment and Learning), she shared with me the results of a project she and her colleague, Brian Winn, had recently completed. This study was called Implications of Gender, Player Type, and Learning Strategies for the Design of Games for Learning and it proved to be an excellent resource for answering our classroom learning game question.

When you think of a good video game, what kind of experience is delivered to the end-user? Most likely one that is challenging, fun, and engaging. But what about a learning game? Certainly these experiences should also occur in a learning game, but if learning is the desired outcome, the planning process of such a game might benefit from a slightly different perspective than that of a game whose intent is not specifically learning related. With the end result in mind, this research report defines four very specific characteristics for consideration in the development of all learning games. When developing a learning game for classroom use the development effort should result in a product that:

• strongly engages both girls and boys
• accommodates diverse play style preferences
• provides support where needed for learners with limited gaming experience; and
• results in deep learning through play

Let’s consider these items as the “Essential Requirements” for developing any classroom learning game.

Next, in the gaming world there are many different game mechanics to engage a user in a game and, depending on how those game mechanics are used, can make a game more enjoyable. Game mechanics can be thought of as a kind of carrot used to drive the player’s game experience. Game mechanics can also be emphasized (or minimized) through different reward structures. Some common game mechanics include things like:

• finding or collecting items of value
• eliminating or minimizing items that are considered a threat
• beating an opponent
• beating your best performance
• achieving the highest score
• beating the clock

As interest in learning games has grown over the last few years, it’s funny to see how these and other age-old game mechanics are incorporated into classroom games without much consideration, resulting in outcomes that unintentionally put certain audience members at a disadvantage. Two different studies cited in this research bring this game mechanic mismatch to light.

The first is by Maria Klawe and her colleagues (Klawe, Inkpen, Phillips, Upitis, & Rubin, 2002). Klawe observed 10,000 children playing video and computer games at the Science World museum in Vancouver with the Electronic Games for Education in Math and Science group (E-GEMS). What these observations discovered is that boys tend to exhibit a greater interest in completing or winning a game in the shortest time possible. Girls on the other hand were much more interested in exploring through a game.

Brenda Laurel (2001) also describes similar findings. Laurel notes that boys will tend to rush through a game in an effort to beat it, whereas girls are more likely to take their time and explore. What these observations suggest is time-based games, or a “beat the clock” game mechanic, favors a masculine play style, whereas exploration favors a feminine play style.

Therefore, creating a game that rewards speedy play will benefit boys and place girls at a disadvantage. This may be fine for creating a consumer game targeting a niche audience of users, but when it comes to creating learning successes for everyone in a classroom setting, relying on speedy play results in gender inequalities (see Essential Requirements #1). One would also assume a game that relies on exploration as a main game mechanic would benefit girls over boys� or would it?

A major component of this study involved the development of a web-based learning game called Life Preserver (LP) to be played by middle and high school students. This game�s focus was to teach national science standards related to evolution. Many iterations of this game’s design were built and tested to balance out interests of creating a good game with that of making sure the game was pedagogically solid and real learning was taking place. This iteration process also tested to make sure both male and female players were equally successful in the game’s outcome. (For more information on this iteration process read the article Resolving Conflicts in Educational Game Design Through Playtesting, written by the same researchers.)

As the LP game development neared completion, three different versions of the final game were created to test with middle school students. Here I will compare only two of these versions. One version of the final LP game incorporated a reward structure that encouraged speedy play. The other rewarded users for exploration.

As one could predict based on the gender play preferences described earlier, girls took longer to play the speedy version of the LP game than boys, but girls did play faster than they naturally would. When exploration was rewarded in the other version of the game, boys slowed down and explored more content.

But how well did the students perform? Which version produced the greatest learning? In the speedy play mode both girls and boys made mistakes, but girls made more mistakes than boys. In the exploration version of the LP game girls scored better than they did in the speedy version, but boys also scored better than they did in the speedy play version of LP. This suggests that while the natural play pattern for boys is to race through a game, boys will focus more on content in an exploration mode and both girls and boys will perform better where exploration is rewarded.

Surveys were conducted after each group completed playing their assigned games and were then compared. Assumptions could be made that boys would find the speed play mode more fun than the exploration version. Similarly, girls would find the exploration version more fun that the speed play mode. However, the results of the survey showed no difference in enjoyment in one mode versus another. There were no significant differences found in how fun a game was for either boys or girls in any mode of play.

This research will appear as a chapter in the upcoming book From Barbie to Mortal Combat: New Perspectives on Gender, Games, and Computing. This book will also investigate other issues related to gender and technology and is scheduled to be released sometime in 2007 by MIT Press.

Nickelodeon and MTV recently announced their findings from their Wellbeing Study of kids and young people across the globe. The study looks at differences and similarities with today’s youth across fourteen different countries. The data collected in this study reveals noteworthy differences between developing nations (Argentina, Brazil, China, India, Indonesia, Mexico, South Africa) and developed nations (Denmark, France, Germany, Japan, Sweden, UK, US). This study groups its participants into two major demographics; kids ages 8 – 15 and young people ages 16 – 34. Removing the research findings for young people to focus just on the findings for kids the following observations appear…

Experiences that all kids share:

• Kids are growing up younger and appear to be experiencing higher levels of stress in their daily lives
• Kids across all ages and in every country feel pressure to succeed
• In 12 out of the 14 countries surveyed, two thirds of kids said that getting good grades in school was their top priority
• The more news media outlets a nation has, the less safe kids feel regardless of where they come from in the world

Experiences that are different for kids in developing nations versus their counterparts in developed nations:

• Kids in developing nations feel more positive about their future than kids in developed nations. They are also happier and expect to have more fun in their future
• Kids in developing countries expect to earn more than their parents, while kids in developed nations expect to earn less than their parents
• Bullying happens everywhere but it’s generally more of a problem in developed nations than in developing nations
• Kids in the developing world are more patriotic than their counterparts in developed nations

What is noteworthy about this study is how MTV plans to use this research to generate new programs for young people ages 16 – 34. For example, one noteworthy concern for all young people across all nations is the worry about jobs and working. As a result, MTV plans to develop programs specifically for this demographic that demystifies the job market.

What insight is unveiled here for kids ages 8 – 15? What content could be created that would appeal to a broad base of kids everywhere? Certainly creating content that informs kids about media literacy skills and strategies to feel safe in their surroundings. If getting good grades in school is a major concern for all, what content could be created that empowers kids to be better learners? How can you create a lifelong love of learning with this information? While the findings suggest a path for how to make content more relevant, and possibly more appealing to kids, translating that relevance into successful content is the challenge. While the available data is limited, it defines universal issues important to kids and important to include in all new product development.

As I mentioned in my previous post, I’ve been a part of a conference called Dust or Magic held in Lambertville, NJ, for many years now. This conference reviews the best interactive products developed for children over the past year. It’s attended by many noteworthy electronic toy developers, video game developers, child researchers, and content experts. This year I was asked to be the closing speaker (November 7, 2006) and I decided to do something really different.

My presentation was delivered through a parody of the successful Nintendo DS learning game called Brain Age. Before the presentation started, I handed out laser pointers to the 60 or so conference attendees. I instructed the audience to participate with my presentation through the use of these laser pointers.

The content of my presentation covered a variety of topics touching on children and interactive products, including:

• Children and the time they spend with objects that have screens. Among the stats shared, new research indicates children 1 year old and younger are watching just about 80 minutes of television a day. 19% of this demographic also has a TV in their bedroom.
• Revenue trends in the toy and video game markets. The NPD Group projects a big year for the toy industry, with supercategory leaders in Learning & Exploration (toys that teach, now showing a six year growth trend) as well as Youth Electronics (the blending of toys and consumer electronics). For the video game industry, we are just at the beginning of a new console revolution by the three main platform leaders; Sony, Microsoft, and Nintendo.
• Alternatives to user input in technology toys. Expect to see more dance pad, bongos, guitars, digital cameras, and other motion based input devices.
• Opportunities to be found within the One Laptop Per Child (OLPC) initiative out of MIT’s Media Lab. Even if this initiative only partially succeeds, it has already sparked a technology race to create cheaper hardware components that run on less power and has added fuel to the open source movement.
• How best for large corporations to get technology traction in the living room. If plug and play electronic toy devices are so prevalent now, and High Definition Televisions (HDTV) are projected to overtake our living rooms within the coming years, isn’t it possible that computer products in the future will ship without a screen to be plugged into your home HDTV?
• A discussion about the idea of childhood and what we can do collectively to improve childhood for children everywhere (I called this part Childhood 2.0.) Children have remained the same throughout the ages… It’s the society around children that has changed. Being aware of this allows one to see that actions taken by adults in commerce, healthcare, government, and many other social institutions shape the idea and experience of childhood. Collectively we have the power to improve childhood for all children through our thoughtful actions.

Within the game Brain Age, the user is often asked to write down an answer to a question on the game screen using a stylus pen… a question like “What did you have for breakfast last Monday?”. I asked my audience the question “What can you do to make childhood better for children?” Each member of the audience wrote an idea down on an index card that was handed out at the beginning of the presentation. The audience later learns that the ideas they wrote down will be tied to balloons and launched into the great blue sky. (After the event, a couple of participants expressed concern about released balloons causing harm to wildlife and sea creatures. Researching the matter online I found a detailed article about Balloon Releases which states latex balloons are biodegradable and the potential harm to land and sea creatures is virtually nonexistent.)

My presentation is posted on YouTube in 6 parts (click a video clip number to see any of the posted videos: 1, 2 , 3 , 4 , 5 , 6 ). The videos collectively make up a runtime length of 34′14″.

Every year I attend a great conference called Dust or Magic (DorM) which is sponsored by the Children’s Technology Review. The DorM event focuses on children’s interactive media of all types; software, interactive DVDs, classroom products, electronic toys, video games… You name it. If it has some digital component and it’s core audience is kids, you’ll find it at this conference. The term “Dust or Magic” itself refers to an old quote from Matsuo Basho (1644-1694) which says “An idea can turn to dust or magic, depending upon the talent that rubs against it.”

Before the event concludes, the attendees share a list of books, research papers, lectures, and websites that are important to the development of successful interactive products for children. I’ve been asked again this year to present my updated list of recommended readings for those who work in the kids industry, be it in gaming, education, early learning, or toy development. To download a PDF copy of these recommendations, click here (5.4 MB).