Protecting Audiences in an Online World

Protecting Audiences in an online world

Appendices

Prepared for Ofcom

Appendix A: Research approach – additional details

Stimuli development, cognitive testing and piloting

A series of cognitive interviews were conducted at the outset of the project to test the usability of the research materials and to ensure that the information and terminology included were readily understood. The cognitive fieldwork was carried out in Greater London, with each interview lasting around an hour. The sample for the cognitive interviews is summarised in the table below:

Table: Cognitive testing sample matrix

AV tech Age band Life stage Gender SEG engagement 18‐24 Pre‐family – flown the nest Male ABC1 High 25‐34 Young family Female C2DE Low DAY 1 35‐54 Older family Male ABC1 High 55+ Empty nester/retired Female C2DE Low DAY 2 REVIEW and REVISE MATERIALS 16‐17 Pre family – living at home Female C2DE High 25‐34 Young couple / family Male C2DE High DAY 3 35‐54 Young / older family Female ABC1 Low 55+ Empty nester/retired Male ABC1 Low

Note: Cognitive testing fieldwork conducted Wednesday 9th to Friday 11th July 2014

The sample design for the cognitive interviews covered a range of key variables to sufficiently test the research materials amongst a broad range of AV consumers. The variables included a demographic spread, encompassing age, life stage, gender, and social grade. In addition, the interviews included a mixture of high and low engagers with AV technology. The high AV tech engagers were defined as those watching content on a range of devices, and frequently recording content and using catch‐up or on‐demand services. By contrast, the low tech engagers were those predominantly watching content via a TV set and less frequently recording content and using catch‐ up or on‐demand services.

The fieldwork was conducted across three days, with a day reserved for revising materials in line with emerging feedback.

A 4‐hour pilot workshop of 12 participants was conducted following the cognitive interviews to further test the research materials and to ensure the smooth running of the subsequent main stage fieldwork. The sample for the pilot workshop is summarised below:

Table: Pilot deliberative workshop sample matrix (12 participants)

Location Age band Parents / non‐parents Life stage SEG

35‐54 Mix of young London ‐ 6 x parents [35‐44] 6 aged 35‐44 families, older BC1C2 PILOT 6 x parents [45‐54] 6 aged 45‐54 families

Note: Pilot workshop conducted on Thursday 16th July 2014

In addition to variables summarised in the table, the pilot workshop included an even mix of high and low AV tech engagers and an even split of those of liberal and paternalist social attitudes. The liberals were defined as those agreeing that government and public institutions should play a minimal role in people’s lives, with people free to make their own choices and decisions. Contrastingly, paternalists were those agreeing that government and social institutions should play an active role in people’s lives, as they can be better equipped to make decisions on people’s behalves. A mixture of liberal and paternalist viewpoints was important to provide balanced feedback on current regulatory arrangements, and options for future protection and assurance.

Pre‐tasking

Participants completed a pre‐task before attending the cognitive interviews, pilot workshop, or main stage workshops. The pre‐task included an AV content viewing diary to chronicle viewing across a range of content types, services, platforms and devices. In addition, participants completed a short technology audit questionnaire to identify the range of AV technology in their households. As a result, the pre‐task raised awareness of often habitual viewing habits, and sensitised participants to the range of ways they could view content.

The pre‐task also included questions that touched on the broader themes of the study, exploring instances where participants had encountered potentially inappropriate or objectionable AV content and the actions, if any, that they had taken as a result.

Appendix B: Discussion guide

Objectives  Overall, to understand what people think of current protection for AV content delivered on different platforms and on a range of internet connected devices, and what they consider they should have both now and in the future, with exploration of opinions towards protection and assurance options (standards regulation, content information, and access controls)  To understand how consumer expectations of standards are shaped, and determine expectations across content, brands, platforms, and devices  To explore the role of content information in viewing decisions  To explore the role of tools to control access to content  To inform a potential protection and assurance framework for the future, balancing content restriction and personal responsibility

TIMING TOPIC TOOL(s) 18:00 1. Introduction to the workshop  Arrival & registration Self-  While waiting, hand out self-completion questionnaire about completion current (un-prompted) views – all to complete q’aire 1  Welcome to workshop, KM & people involved  Opinions not right/wrong, be open & honest  Recording, confidential, talk one at a time  4h, food, toilets  Briefly introduce observers (can mention Ofcom at the end)

 Short introduction to the project – “we will be asking you to think

about how you watch and access a range of different content”

18:15 2. Warm up and setting the context broadly PARALLEL - split into three groups for parallel sessions…

 Introductions in pairs  Audit of devices owned, TV service/set-up

 Warm-up discussion about content drawing on pre-task (all devices/platforms to be covered)…  What noticed in your viewing diary about the way you watch, anything surprise you  What were you watching, how often – programmes, channels,

platforms  Are there any rules or patterns for what content gets watched on which device  Explore advantages/disadvantages of viewing across services, platforms, devices

 Timelines exercise: TV set-up 2 years ago, behaviour 2 years Timelines

ago – what was different exercise

 Mapping exercise of brands/ channels/ platforms/ services Mapping

(encourage everyone to take part): explore any perceived exercise

differences in expectations across these (including within (inc. images & logos) channel brand families)

18:35  Probe for alternative mappings – personal use, family use, shared/individual use, any risks – note any mention of regulation/protection  Explore catch-up vs on-demand – considered different, in what way

18:35 3. Informing participants about ways of accessing content PLENARY - re-group for briefing… Briefing  Give hand-outs & present on screen the briefing How we watch presentation content today & table  Check that everyone understands, esp. the low-tech handouts  Explore what is recognised and be sure that anything unfamiliar Glossary of is clear terms  Revisit warm-up discussion from section 2 - Has this jogged their memory on anything - Probe on behavior of themselves vs family, kids etc.

18:55 4. Exploring perceptions of regulation and protection PARALLEL - split into three groups for parallel sessions…

 Explore expectations of content by device (e.g. personal/ private, who you’re with, who has access to the device)  Explore expectations of content by provider (e.g. would a familiar

media brand apply same standards across all platforms, expectations of a ‘non-TV’ brand)

 Have you encountered any examples of offensive/objectionable

content, across platforms, in the pre-task or any other time - Explore example - How did you deal with it, why - Probe on examples that affected children, other vulnerable Regulation quiz people (mentally vulnerable etc.) – draw out citizen vs

personal perspectives  How do you think such things should be dealt with – note any comment about regulation

 Quiz – give hand-outs (without answers) & present on screen, revealing answers as we go through the questions  Note reactions, any surprises

 How do you think people are currently protected from potentially harmful or inappropriate content

 Explore perceptions of existing regulation - What regulation do you believe currently exists – explore by platform (live TV, catch-up, on-demand, other internet) and by device (TV set, laptop/desktop, tablet, smartphone, games console, smart TV)

- How important do you consider regulation to be, why – explore by platform (TV, catch-up, on-demand, other internet) - Explore personal responsibility vs regulation – note any comment by content/ platform/ device

19:20 5. Informing participants about regulation PLENARY - re-group for briefing… Briefing presentation  Give hand-outs & present on screen the briefing How are & table viewers currently protected handouts  Check that everyone understands, esp. the low-tech  Explore what is recognised and be sure that anything unfamiliar

is clear  Note reactions, any surprises Self-  completion Hand out self-completion questionnaire to capture views at this q’aire 2 19:40 stage – all to complete BREAK – 10 mins

19:50 6. General intro to all three areas - split into three/two groups for parallel sessions… PARALLEL

 Give a brief re-cap of the three ways of viewing content and the Table different ways of providing protection and assurance – through posters – standards protections, information, tools summary of  Reactions, general discussion of expectations/what they would ways of like to be in place to provide protection and assurance providing  Probe for standards protection protection /  Probe for information assurance,

- What do you know of & regulation - What do you use, how effective is that, any drawbacks levels by - Check expectations ways of  Probe for tools to control access getting content - What do you know of

- What do you use, how effective is that, any drawbacks - Check expectations - If don’t use tools, probe why

Scenarios  Let’s consider some scenarios to help us think about this… (on screen)  Present scenario and gauge reactions and expectations (focus on: protection of minors; hate speech; consumer protection; privacy; accuracy in news)

 Where applicable: introduce follow-up scenario for regulatory

area and explore differences in responses

Prompt page  For each scenario, probe: of info & - by means of protection (standards protections, information, tools tools)…which is most suited, why

- by platform (live TV, catch-up, on-demand, other internet) – try Prompt page

polar extremes of live TV vs other internet, then introduce catch- of platforms & devices up and on-demand

- by device (TV set, pc, tablet, smartphone, games console,

smart TV)

- for you, for children, for others

Flipchart  For each area (scenario), the group to agree how protection

should be provided – per platform, any variation by device  protection of minors offence hatred (Protection areas: ; ; ; consumer protection impartiality accuracy in news fairness 21:10 ; ; ; ; privacy)

5-10 mins per scenario Areas of regulation by type of  Hand out self-completion questionnaire to capture importance of viewing self- regulatory areas by type of viewing completion  Introduce summary of regulatory areas on page 1 and leave & glossary

participants to complete each question (overall and by types of viewing) BREAK – 10 mins

21:20 7. Future protection and assurance Stay in PARALLEL groups

 Recap on standards regulation, content information, tools  We’ve considered many different ways to provide protection and assurance… discuss the balance to be struck, probe for: - Yourself

- Children ‘You’re in - Others charge’  ‘You’re in charge’ task: Flip-chart - Split into two teams – each charged with developing a

framework/rules for how protection and assurance should be provided in a future where more and more can be viewed online - Structure in terms of personal vs the citizen perspective - Teams present back to group and then discuss  Explore the regulation gap: - What currently exists - What should ideally exist - What measures should be in place across platforms/devices in terms of (a) Standards, (b) Information, (c) Tools to control

access

 Present and explore potential future regulation concepts Future - Reactions, discuss scenarios

- Handout for individual ranking preference Individual ranking  If not already covered, explore role of brand/trust in brand – do they expect brands to meet same standards across platforms; do

they trust certain brands enough that no regulation is needed at all? (NB some broadcasters put news content on their website/ YouTube channel that might not be allowed on TV, such as content containing personal views) Self- completion q’aire 3  Hand out self-completion questionnaire to capture views at this stage – all to complete

21:50 8. Learnings and advice (If time permits) PLENARY - re-group for final considered views

 Vox pops – talk to camera to sum up key points about regulation: Vox pops if you were in charge, what measures would you put in place to provide protection and assurance?  Collect pre-task and workbooks Post-task 22:00  Hand out post-task and explain  Incentive money, thank and close

Appendix C: Recruitment screener questionnaire

Q1. Do you, or does anyone in your household, work in any of the following occupations? CODE ALL MENTIONED. CLOSE IF CODED ANY OF 1‐8 Market Research 1 TV / broadcasting 2 Radio 3 THANK AND CLOSE Journalism 4 None of these 5 GO TO Q2

Q2. Have you ever taken part in Market Research focus group, workshop or interview within the last 6 months? Yes 1 GO TO Q3 No 2 GO TO Q4

Q3. Have you participated in a focus group, workshop or interview about TV or radio in the last 6 months? Yes 1 THANK AND CLOSE No 2 CONTINUE

TV TECH ENGAGEMENT Q4. Which of the following best describes how you watch TV nowadays?

I mainly watch broadcast TV through my TV set (using Freeview, Sky, BT TV, Virgin Media, etc.) and only 1 occasionally record programmes (e.g. Sky+, TiVo) or use catch‐up or on‐demand TV services (e.g. BBC iPlayer, ITV [LOW] Player, 4oD, Netflix, etc.).

REFER TO QUOTAS I use a variety of devices to watch TV content (e.g. laptop, tablet, smart TV, games console, smartphone) and often record programmes (e.g. Sky+, TiVo) or use 2 catch‐up and on‐demand TV services (e.g. BBC iPlayer, ITV Player, 4oD, Netflix, etc.). [HIGH]

None of these – I don’t watch TV 3 THANK AND CLOSE

AV DEVICES, PLATFORMS AND SERVICES Q5. Do you have the following devices at home? (We do not mind if you do not personally own or use the devices. We are interested in what devices are in your household.)

Desktop computer 1 Laptop computer 2 Tablet computer (e.g. iPad, Kindle Fire) 3 Games console 4 ENSURE MIX OF AV DEVICES IN Smartphone 5 EACH WORKSHOP Smart TV (which can be directly connected to the internet 6 without any other device, also known as Connected TV or IPTV)

Q6. Which of the following TV services do you currently have at home on any TV set?

Any Freeview (through a set top box or built into a TV set) 1 Any Freesat (Satellite TV without a monthly subscription) 2 Any Sky (Satellite TV for a monthly subscription) 3 ENSURE MIX OF TV SERVICES Any Virgin Media (Cable TV) 4 EACH WORKSHOP Any BT 5 Any TalkTalk or other digital TV via broadband 6 Don’t know 7

Q7. Which of the following services for watching TV programmes or films have you used within the past month?

BBC iPlayer 1 ITV Player 2 4oD 3 Sky On Demand or Sky Go 4 Now TV 5 Demand Five 6 ENSURE MIX OF ON DEMAND Virgin TV On Demand / Virgin TV Anywhere 7 SERVICES USED iTunes 8 YouTube 9 Lovefilm Instant 10 Netflix 11 Blinkbox 12 None of these 13

Q8. In the last month, have you watched a programme you have recorded via your Sky+, Freeview+, etc.?

Yes 1 No 2 ENSURE COVERAGE OF + USERS Not applicable – don’t have + service 3

SOCIAL ATTITUDES Q9. Which of the following statements best describes your outlook?

The government and public institutions should play a 1 minimal role in our lives, and people should be free to make their own choices and decisions. MONITOR RESPONSE: ENSURE

MIX WITHIN EACH WORKSHOP

The government and public institutions should play an active role in looking after people as they are better 2 equipped to make certain decisions on peoples’ behalves.

Don’t know 3

DEMOGRAPHICS Q10. GENDER Male 1 REFER TO QUOTAS Female 2

Q11. AGE Write exact age and code below to ensure quotas met. 16 – 17 1 18 – 21 2 22 – 24 3 25 – 29 4 30 – 34 5 35 – 39 6 40 – 44 7 REFER TO QUOTAS 45 – 49 8 50 – 54 9 55 – 59 10 60 – 64 11 65+ 12

Q12. LIFESTAGE Which of the following best describes your current life stage? I live with my parent(s) / guardian(s) 1 I live in a shared house with friends or flatmates 2 I live alone and don’t have any children 3 I live with my spouse/partner and we don’t have any children 4 I am a parent and live with my child/ren aged between 2 and 10 5 REFER TO QUOTAS years old I am a parent and live with my child/ren aged 11 and over 6 I am a parent and have children aged between 2 – 10 AND 11 ‐ 15 7 I live with my spouse/partner and our child(ren) has/have left 8 home I live alone and my child(ren) has/have left home 9

LOCATION CATEGORY Q13. Where do you currently live? PROBE TO IDENTIFY URBAN, SUBURBAN, RURAL URBAN 1 SUBURBAN 2 REFER TO QUOTAS RURAL 3

SOCIAL GRADE Q14. What is the occupation of the main income earner in your household? That is, the person with the largest income, whether from employment, benefits, investments or any other source.

RECORD VERBATIM RESPONSE(S) If required PROBE for: Position/rank/grade; industry/type of company; qualifications/degree/apprenticeship; number of staff responsible for, etc.

A 1 B 2 C1 3 REFER TO QUOTAS C2 4 D 5 E 6

ETHNICITY Q15. How would you describe yourself? Aim to be inclusive of minority ethnic groups, reflecting the make‐up of each location. WHITE British Irish 1 Other white background MIXED White and Black Caribbean White and Black African 2 White and Asian Any other mixed background ASIAN AIM FOR REFLECTIVE SPREAD FOR EACH Indian FIELDWORK LOCATION Pakistani Bangladeshi 3 Any other Asian background BLACK OR BLACK BRITISH Caribbean African 4 Any other black background CHINESE OR OTHER ASIAN Chinese 5 Any other background 6

Q16. Part of taking part in this research may involve you recording a few points of view to camera at the end of the workshop. This filmed content will only be viewed and shown internally by our client and will not be used beyond here (e.g. clips will not end up on TV or on the internet). The filming should take around 3 ‐ 4 minutes to complete. With this in mind, are you willing to participate in the research?

Yes 1 No 2 – THANK AND CLOSE

Appendix D: Briefing presentation – How we can watch content today

Appendix E: Briefing presentation – How viewers are currently protected

Appendix F: Workshop quiz

Appendix G: Content standards scenarios

Appendix H: Future protection and assurance scenarios

Appendix I: Self‐completion questionnaire 1

Your response booklet 1

Please write your name here:

1. Overall, on a scale of 1 to 10, where 1 is ‘Not important at all’ and 10 is ‘Extremely important’, how important or unimportant do you feel it is that audio‐visual content (e.g. TV programmes, films, online video, etc.) is regulated?

Please put a tick in the relevant box below.

1. 10. Not important 2 3 4 5 6 7 8 9 Extremely at all important

2. On a scale of 1 to 10, where 1 is ‘Not important at all’ and 10 is ‘Extremely important’, how important or unimportant do you feel it is that audio‐visual content (e.g. TV programmes, films, online video, etc.) is regulated on each of the following devices?

Please answer for each device below by ticking the relevant boxes. 1. 10. Extremely DEVICE Not important 2 3 4 5 6 7 8 9 important at all

TV set Laptop/desktop computer

Tablet

Smartphone

Games console

Smart TV which can be directly connected to the internet without any other device, also known as Connected TV or IPTV

3. On a scale of 1 to 10, where 1 is ‘Not important at all’ and 10 is ‘Extremely important’, how important or unimportant do you feel it is that audio‐visual content (e.g. TV programmes, films, online video, etc.) is regulated on each of the following platforms? By ‘platforms’, we mean ways of accessing audio‐visual content.

Please answer for each platform below by ticking the relevant boxes. 1. 10. Extremely PLATFORM Not important 2 3 4 5 6 7 8 9 important at all

Live TV – at the time of broadcast (e.g. BBC One, Channel 4, Sky 1)

Catch‐up – previously broadcast on a channel (e.g. 4oD, ITV Player, Sky GO) On‐demand – can watch when you want, e.g. TV archive, films or video (e.g. Blinkbox, Vevo) Other internet – non‐TV like content sourced from the open internet (e.g. Facebook, YouTube, Google, App Store)

Please turn over…

4. There are several ways in which information about audio‐visual content (e.g. TV programmes, films, online videos, etc.) can be provided to help viewers make decisions about what they or their families watch. Please indicate if you are aware of or not aware of each of the following types of content information…

TYPE OF INFORMATION AWARE OF NOT AWARE OF Warnings about content before viewing (e.g. strong language, violence, scenes of a sexual nature) Content accompanied by parental guidance labels – e.g. content with strong language accompanied by a ‘G’ label, etc. Age ratings accompanying content – e.g. suitable for those aged 16+, 18+, etc. Warnings that content may contain flashing images Warning that you must be over 18 to use a website that contains audio‐visual content

Please turn over…

5. On a scale of 1 to 10, where 1 is ‘Not important at all’ and 10 is ‘Extremely important’, how important or unimportant do you feel each of the following types of information are as a means of allowing people to protect themselves or their families from viewing inappropriate or harmful content?

Please answer for each type of information below by ticking the relevant boxes. 1. 10. Extremely INFORMATION Not important 2 3 4 5 6 7 8 9 important at all Warnings about content before viewing (e.g. strong language, violence, scenes of a sexual nature) Content accompanied by parental guidance labels – e.g. content with strong language accompanied by a ‘G’ label, etc. Age ratings accompanying content – e.g. suitable for those aged 16+, 18+, etc. Warnings that content may contain flashing images Warning that you must be over 18 to use a website that contains audio‐visual content

Please turn over…

6. There are also several tools that viewers can use to control access to audio‐visual content (e.g. TV programmes, films, online videos, etc.). Please indicate if you are aware of or not aware of each of the following tools…

TOOLS AWARE OF NOT AWARE OF Programme scheduling e.g. the watershed, designed to show programmes at times when children are less likely to be watching Channels must be in a certain section of the EPG (electronic programme guide) – e.g. adult channels in adult section PIN protection can be set for programmes or whole channels (e.g. 18 rated) Access restrictions based on proof of age (e.g. must have a credit card or passport number to prove 18 or over) Technical controls for internet usage (e.g. content filtering provided by your internet service provider or self‐installed internet safety software) Browser provided tools like “safe search” settings on Google Service provider tools like YouTube safety mode Time‐limiting software PIN/Passwords on broadcasters’ or website providers’ sites

Please turn over…

7. On a scale of 1 to 10, where 1 is ‘Not important at all’ and 10 is ‘Extremely important’, how important or unimportant do you feel each of the following tools are as a means of allowing people to protect themselves or their families from viewing inappropriate or harmful content?

Please answer for each type of information below by ticking the relevant boxes. 1. 10. Not TOOLS 2 3 4 5 6 7 8 9 Extremely important important at all Programme scheduling e.g. the watershed, designed to show programmes at times when children are less likely to be watching Channels must be in a certain section of the EPG (electronic programme guide) – e.g. adult channels in adult section PIN protection can be set for programmes or whole channels (e.g. 18 rated) Access restrictions based on proof of age (e.g. must have a credit card or passport number to prove 18 or over) Technical controls for internet usage (e.g. content filtering provided by your internet service provider or self‐installed internet safety software) Browser provided tools like “safe search” settings on Google Service provider tools like YouTube safety mode Time‐limiting software PIN/Passwords on broadcasters’ or website providers’ sites

8. If you have used any tools to control access to audio‐visual content that are not listed in the questions above, please provide details in box below.

Appendix J: Content standards self‐completion questionnaire

Your response booklet: Areas of regulation

Please write your name here:

Please refer to the glossary below when completing the questions on the following pages.

Areas of regulation: Glossary

Area of regulation Objective To ensure that children are protected from potentially unsuitable or harmful material that may impact on their physical, mental, or moral development (e.g. offensive Protection of minors language, sexual material, violence, use of drugs and alcohol, dangerous/imitable behaviour; and involvement of children in programmes) To ensure that members of the public are adequately protected from the inclusion of offensive material (e.g. sex, violence, Offence offensive language, discriminatory treatment/language, violence, dangerous behaviour, and suicide) To protect people from material likely to encourage or incite the Hatred commission of crime or lead to disorder To ensure that consumers are adequately protected from Consumer protection harmful material (e.g. financial harm or health risks) To ensure that news, in whatever form, is presented without bias, and that other programmes treat matters of political or Impartiality industrial controversy and public policy with due impartiality (e.g. unbalanced coverage of an election or a strike) To ensure that news, in whatever form, is reported with due Accuracy in news accuracy (e.g. no false or misleading information) To avoid unjust or unfair treatment of individuals or Protecting individuals: Fairness organisations in programmes (e.g. editing an interview to give a misleading impression of what was said) To avoid any unjustifiable breach of privacy in the broadcast of programmes and in the obtaining of material included in Protecting individuals: Privacy programmes (e.g. filming people in a private place without their consent or other justification)

2. Overall, how important or unimportant do you feel it is that audio‐visual content (e.g. e.g. TV programmes, films, online video, etc.) is regulated by the eight different areas of regulation shown below?

Please answer for each area of regulation below by ticking the relevant boxes. AREA OF Not at all Not very Fairly important Very important REGULATION important important Protection of minors Offence

Hatred Consumer protection Impartiality Accuracy in news Protecting individuals: Fairness Protecting individuals: Privacy

Please turn over…

3. How important or unimportant do you feel it is that audio‐visual content shown on broadcast TV (i.e. live at the time of broadcast) is regulated by the eight different areas of regulation below?

Please answer for each area of regulation below by ticking the relevant boxes. AREA OF Not at all Not very Fairly important Very important REGULATION important important Protection of minors Offence

Hatred Consumer protection Impartiality Accuracy in news Protecting individuals: Fairness Protecting individuals: Privacy

Please turn over…

4. How important or unimportant do you feel it is that audio‐visual content shown on catch‐up services (e.g. BBC iPlayer, ITV Player, 4oD) is regulated by the eight different areas of regulation below?

Please answer for each area of regulation below by ticking the relevant boxes. AREA OF Not at all Not very Fairly important Very important REGULATION important important Protection of minors Offence

Hatred Consumer protection Impartiality Accuracy in news Protecting individuals: Fairness Protecting individuals: Privacy

Please turn over…

5. How important or unimportant do you feel it is that audio‐visual content shown on on‐ demand services (e.g. Netflix, Amazon Prime Instant Video, Blinkbox, etc.) is regulated by the eight different areas of regulation below?

Please answer for each area of regulation below by ticking the relevant boxes. AREA OF Not at all Not very Fairly important Very important REGULATION important important Protection of minors Offence

Hatred Consumer protection Impartiality Accuracy in news Protecting individuals: Fairness Protecting individuals: Privacy

Please turn over…

6. How important or unimportant do you feel it is that audio‐visual content shown via other internet services (e.g. YouTube, Facebook, Google, iTunes, etc.) is regulated by the eight different areas of regulation below?

Please answer for each area of regulation below by ticking the relevant boxes. AREA OF Not at all Not very Fairly important Very important REGULATION important important Protection of minors Offence

Hatred Consumer protection Impartiality Accuracy in news Protecting individuals: Fairness Protecting individuals: Privacy

Appendix A: Research approach – additional details

Stimuli development, cognitive testing and piloting

Table: Cognitive testing sample matrix AV tech Age band Life stage Gender SEG engagement 18-24 Pre-family – flown the nest Male ABC1 High 25-34 Young family Female C2DE Low DAY 1 35-54 Older family Male ABC1 High 55+ Empty nester/retired Female C2DE Low DAY 2 REVIEW and REVISE MATERIALS 16-17 Pre family – living at home Female C2DE High 25-34 Young couple / family Male C2DE High DAY 3 35-54 Young / older family Female ABC1 Low 55+ Empty nester/retired Male ABC1 Low

Note: Cognitive testing fieldwork conducted Wednesday 9th to Friday 11th July 2014

The sample design for the cognitive interviews covered a range of key variables to sufficiently test the research materials amongst a broad range of AV consumers. The variables included a demographic spread, encompassing age, life stage, gender, and social grade. In addition, the interviews included a mixture of high and low engagers with AV technology. The high AV tech engagers were defined as those watching content on a range of devices, and frequently recording content and using catch-up or on-demand services. By contrast, the low tech engagers were those predominantly watching content via a TV set and less frequently recording content and using catch- up or on-demand services.

The fieldwork was conducted across three days, with a day reserved for revising materials in line with emerging feedback.

A 4-hour pilot workshop of 12 participants was conducted following the cognitive interviews to further test the research materials and to ensure the smooth running of the subsequent main stage fieldwork. The sample for the pilot workshop is summarised below: