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Protecting Audiences in an Online World

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Protecting Audiences in an Online World Protecting Audiences in an online world Appendices Prepared for Ofcom 1 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: 2 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. 3 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) 4 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 5 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
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