Bridging the Age Gap Between Streaming Platforms

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Bridging the Age Gap

Between Streaming

Platforms

Improving User Experience for In-between Users

Victor Winnhed

Spring of 2016

Master’s Thesis in Interaction Technology and Design, 30 credits

Supervisor at UmU: Karin Fahlqvist

Supervisor at SVT: Annika Bidner

Examiner: Thomas Mejtoft

Ume˚

a University

Department of Applied Physics and Electronics

SE-901 87 UME˚

A

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Abstract

The media consumption on the Internet is increasing rapidly and people at all ages are getting used to live in an on demand world. Due to this, streaming platforms have to appeal to a broad audience containing children, teenagers and adults. One approach to appeal a broad target audience is to divide the streaming platform into two separate platforms, where one is aiming for children and the other one, for the rest of the users.

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Introduction

The Internet is an important part of many people’s lives, 93% of Sweden’s population have access to Internet and as of 2014, 80% use the Internet on a daily basis [1]. When browsing the Internet, people have different needs, reasons and objectives, and this is one reason why it is difficult to develop websites suitable for everyone [2]. Designing interfaces and user experiences for an age group that both includes children, teenagers and adults requires designs that are tested and well thought through; this is because people of different ages behave, think and act in different ways, which a designer has to keep in mind when designing for a broad audience [3, 2].

One way of addressing this is to develop multiple platforms or themes depending on the age of the target group [4]. A common approach is to divide the users into multiple designated groups and create one platform and user experience for each. These multiple target groups are usually divided by age, for example children and adults. Many websites are specifically made for children with educational or entertaining content, and some popular websites have a special section for children [4]. Companies providing Video On Demand (VOD) services are good examples of this, and have started developing special sections for children. For instance, YouTube released an application in 2014 called YouTube Kids1_{. This}

application is specifically designed for children in the ages below 5 years old. Netflix is also a good example due to the fact that they have a section that is made for children to use2.

Teenagers are neither children nor adults and are therefore occasionally forgot-ten and left in between platforms [5]. This means that teenagers have to choose whether they are children or adults. According to the Swedish Media Coun-cil [6], 86% of teenagers in Sweden in the ages 13-16 years old owns either a computer or a tablet, and 95% owns a smartphone. With this in mind, teenagers

1_{https://kids.youtube.com} 2_{https://www.netflix.com/Kids}

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1.1. Problem Statement 5

are a big group of potential users for mobile applications and web services and should be thought of as a separate target audience.

This thesis has been conducted at Swedish Television (SVT) in the SVT Play team at SVT’s Interactive department3. SVT’s Interactive department, develop all web services at SVT. SVT’s web services consists of SVT Play, svt.se, Open Archive ( ¨Oppet arkiv), Bolibompa, Barnplay, News and Sports. Read more about SVT in the next chapter.

1.1 Problem Statement

Having streaming platforms with different target groups based on age can gen-erate a gap consisting of users stuck in between platforms. SVT has this prob-lem with their streaming platforms SVT Play and Barnplay, where Barnplay (“Barn” translates to children) is for children in the ages of 0-11 years old, and SVT Play has content for users of all ages. Read more about SVT Play and Barnplay in the following chapter. At about 11 years of age children stop us-ing Barnplay. Furthermore, some of these children think that SVT Play feels too mature and boring, which leaves them stuck in between the platforms [7]. SVT’s ambition is to offer something relevant for everyone and SVT Play offers content that is suited for all ages. However, younger users do not seem to find the content suited for them. SVT Play clearly has problems presenting a user experience that appeal to this target group and the main problem is transferring users from Barnplay to SVT Play.

As of 2016, SVT has a vision to be more attractive for children and teenagers between 0-18 years old. This generation consume media with new technologies to a much greater extent than adults and is therefore an attractive target audience. However, this group of users is far from homogeneous and has to be divided into smaller groups to be managed more easily. The most difficult ones to reach out to are children and teenagers between 12-18 years old, many of them watches neither Barnplay nor SVT Play [8].

1.2 Aim and Objective

The aim of this thesis is to investigate how the user experience can be improved, to help users of ages 10-13 years old to find their way from one streaming platform to another as they are growing up.

The objective of this study is defined by four sub goals:

• Investigate how existing streaming platforms appeal to a broad audience.

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1.3. Restrictions 6

• Determine reasons of why an age gap can be created between streaming platforms.

• Identify how the user experience in SVT Play can be improved to appeal to a younger audience.

• Create and test a prototype with an improved user experience for a target group of users between 10-13 years old.

1.3 Restrictions

There are differences between a 10-year-old and an 18-year-old and this age span represents a great period of change from childhood to adulthood [5]. To prevent the target audience being too large one restriction of this thesis is that the focus will be on children and teenagers between 10-13 years of age. The span 10-13 years old is of interest because of the fact that children and teenagers at these ages stop using Barnplay [9]. Children younger than 10 years old are still in Barnplays target group and will be excluded in this thesis.

Another restriction to this thesis is that it will mainly focus on streaming plat-forms, other web services will not be taken into account.

1.4 Thesis Outline

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Chapter 2

Background

This chapter will give a brief presentation of the broadcasting company SVT and their streaming platforms SVT Play1 _{and Barnplay}2_.

2.1 About SVT

SVT was founded on the 4th_{of September in 1956 and is a Swedish public service}

broadcasting company. As of now (spring 2016) SVT has the widest range of programming3 _{compared to other broadcasting companies in Sweden}4_.

“Our ambition is that everyone will find something truly relevant in our offering. Something to learn from, or be inspired and amused by.” [10]

The mission of SVT is to guarantee their audience a broad range of broadcasted material that covers the whole genre spectra, which can be accessed through television, Internet and other publishing forms. Moreover, all broadcasted ma-terial delivered by SVT are non commercial, meaning that advertisement is not allowed. A total of 7 digital, national TV-channels are today operated by SVT. These channels are SVT1, SVT2, SVT24, Barnkanalen (the childrens channel), Kunskapskanalen (the knowledge channel), SVT1 HD and SVT2 HD. There is also one international channel that SVT operates that is called SVT World5_.

SVT is owned by a foundation and financed by a fee called the television li-cense [10] which is compulsory to pay for every household in Sweden that are

1_{Visit SVT Play at: http://www.svtplay.se}

2_{Visit Barnplay at: http://www.svt.se/barnkanalen/barnplay} 3_{A schedule of television or radio broadcasts}

4_{Read more about SVT at http://www.svt.se}

5_{Read more about SVT’s channels at http://www.svt.se/aboutsvt/svt-channels}

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2.2. SVT Play and Barnplay 8

in a possession of a television. The license fee does not only finance SVT, but also the public service radio (SR) and the Swedish Educational Broadcasting company (UR) [10].

2.2 SVT Play and Barnplay

SVT launched their first VOD-service called SVT Play in 2006. This service makes it possible for users to stream broadcasted material shown on SVT’s TV channels. All of SVT’s TV programs broadcasted on television can be viewed on SVT Play either live or after they have been broadcasted. In addition to this, SVT Play offers exclusive TV programs and live broadcasts not shown on TV. The ambitions are to show as much content as possible, with as high quality as possible and making the content available for as long time as possible [11]. SVT Play is available on iOS, Android, Windows Phone, Android TV, Apple TV and on the web.

Barnplay was launched in 2014 and is also a VOD service developed by SVT, but this one is instead targeting a younger audience. Content and design are custom made for children in the ages between 3-11 years old. Barnplay was created to show all content for children at a separate place. Barnplay is available on iOS, Android or Windows Phone and on the web. All content that exists on Barnplay is also available and accessible in SVT Play.

2.3 Consumption of Media on the Internet

The media consumption of traditional media e.g. TV, radio and newspapers is decreasing while consumption of media on the Internet is increasing. Consumers are getting accustomed to reading, watching and listening to what they want whenever they want, and over the last years a lot of the consumption of media has gone mobile [12].

Ever younger people are consuming media on the Internet in today’s society. Half of all 2 year-olds children in Sweden have already used the Internet and 95% of all 11 year-olds have their own mobile phone. Children and teenagers use their mobile phones more than ever before [6].

2.4 Barnplays Attempt to Retain Users

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2.5. The New Agreement 9

design it to be suitable for a broader audience and retain the older children a while longer. The thesis resulted in a more personalized Barnplay, where the users can see their history of previously watched videos when visiting the site. The purpose of the history was to give the users a more personal experience and preventing them from feeling misplaced [9]. The main conclusion of Erik Wahlgren’s study was the users need for a more personalized experience of the video content to better appeal a broader audience.

The problem is that retaining users only works to a certain degree, especially when the platform is designed for a specific target audience and has a limited supply of content for an older target audience. But users can not be regarded as children forever, and sooner or later they are going to want to move on and find other platforms more suitable for them. Navigating from Barnplay to SVT Play is difficult by design to prevent children from exiting the service by mistake. This makes it hard for children to migrate from Barnplay to SVT Play when growing up.

2.5 The New Agreement

Recently, SVT signed a new agreement with Writers Guild of Sweden6_{and The}

Swedish Union for Performing Arts and Film7 _{that will make a lot of older TV}

series available on SVT Play [13]. These series have been available before, but locked with expensive rights that SVT could not prioritize. The content that will be available are series released after 2005. This means that newer series (after 2005), can be shown in SVT Play and making whole seasons of series available at once. In practice this means that binge watching8_{will be possible to}

a much greater extent and might make SVT Play more attractive to a younger audience.

6_{Read more about Writers Guild of Sweden at: http://www.dramatiker.se}

7_Read _more _about _The _Swedish _Union _for _Performing _Arts _and _Film _at: http://www.teaterforbundet.se/

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Chapter 3

Popular Streaming

Platforms

This chapter gives an introduction to the three most popular streaming plat-forms that exists today, and their approaches to appeal a broad audience. The platforms introduced, are the most popular among Swedish citizens [14, 15].

VOD (Video on Demand), is a service that allow users to watch TV series and movies on their mobile phones, computers ,tablets and TV on demand. The majority of these services are either free to use, subscription based or has a pay per view solution [16].

3.1 Netflix

Netflix was established in 1997 and is according to Media Surveys in Scandi-navia (MMS) [14], the most popular subscription based VOD-service (SVOD) in Sweden, with about 1.6 million users. Globally, Netflix has a total of 75 mil-lion subscribers in over 190 countries, which makes Netflix the world’s leading Internet television network [17].

When it comes to the user interface of Netflix, they offer a similar experience on multiple platforms. Each account on Netflix has the possibility to create mul-tiple user profiles. This is good for families with mulmul-tiple family members that all have different preferences. Furthermore, having your own profile on Netflix gives you recommendations of movies and TV series based on your preferences and what you have watched before. Having multiple accounts means that you are not being recommended TV programs and movies based on what someone else in your household have watched.

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3.2. YouTube 11

Netflix offers a wide range of TV series and movies, with several series being exclusive to the platform and some of them made and funded by Netflix, e.g. House of Cards, Arrested Development, Orange Is the New Black and Hemlock Grove.

To prevent showing inappropriate content for children, it is also possible to make a profile suited for a child. The profile can be set up with content for children, for older children or for teenagers. When logged in as a child, Netflix will only show content appropriate for children according to age recommendations and maturity ratings. The user interface will also be slightly different in the benefit for children. For instance, the interface is changed to have a lighter background color, showing colorful pictures of the videos and of well known characters with large touchable and clickable surfaces. When logged in as an older child, you will be directed to the same children’s section as for the younger children but there will be content suited for older children. If a profile is set up as a teenager, the user interface will look the same as for a regular profile, but the content will have maturity ratings suited for teenagers .

Netflix reaches a broad target group due to their recommendation system and their personalization. With a wide range of TV series and movies they are a great service for people who likes binge watching [18]. One of the features that Netflix has is autoplay. With autoplay, the next episode of a TV series will automatically play when the previous episode is done playing. This feature makes it easier for users to binge watch videos because they do not have to interact to make the next episode play.

3.2 YouTube

YouTube was launched in May 2005 and is a free VOD service that lets users upload their own videos and view, rate, comment on other users’ videos and subscribe to users’ channels. YouTube is the world’s 3rd _{most visited website}

after Google and Facebook, and has over a billion registered users (2016) [15]. According to a survey done by Olle Findahl and Pamela Davidsson, 97% of children and teenagers in the ages of 10-15 years old living in Sweden watch YouTube and 64% of them on a daily basis [1]. As mentioned before, this VOD service is free, but for a monthly fee, users can get a YouTube Red1

membership. This membership offers videos free of advertising, the ability to save videos offline, a Google Play Music subscription etc. This premium version of YouTube is only available in the United States at the moment (2016). Due to the fact that users can upload their own videos, YouTube has a large amount of content that no other VOD service can offer. In addition to the massive amount of content, YouTube also offers recommendations of videos based on the logged in user’s preferences. However, the quality of the videos

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3.3. Viaplay 12

varies and some can be disturbing for children, teenagers and even for adults. YouTube has an autoplay feature just like Netflix, but instead of showing the next episode of a TV series, YouTube will show another related video based on the users viewing history. At the end of each video, the user will see a 10 second countdown that tells you what is going to play next.

In 2015, YouTube released an application called YouTube Kids for smartphones and tablets that offers content and design targeted for children of ages 1-5, this to create a safer experience for children browsing YouTube by only showing appropriate content2_{. The UI (user interface), is mainly presented by pictures}

and large touchable icons.

3.3 Viaplay

In 2015, Viaplay was the second biggest subscription based VOD service in Sweden after Netflix [12]. As of 2014, over 900 000 of the Swedish population had access to Viaplay and this number is constantly growing each year [14]. Viaplay is a VOD service founded in 2007 which offers TV series and movies, as well as content for children. Compared to Netflix, Viaplay also offers live sport events e.g. Champions League, NHL, NFL, Formula 1 etc. However, the live sport events are included in the paid add-on which triples the monthly fee3.

Furthermore, Viaplay does not have the functionality of creating multiple pro-files on a single account and recommendations are not offered to the same extent as on Netflix. However, Viaplay does have a children section with content and design customized for children. Just like Netflix, the children section show colorful pictures of characters and videos with large touchable and clickable surfaces.

Subscribers of Viasat can watch regular broadcasted TV using the Viaplay ap-plication, called Viasat TV To Go4_{. This lets customers watch TV programs}

that were broadcasted during the last 48 hours.

One of the features of Viaplay that is not available in Netflix and YouTube, is that you can download videos for offline use. Autoplay is a feature on Viaplay as well, and works the same way it does on Netflix. It starts playing the next episode of a TV-series right after the previous episode is done playing.

2_{Read more about YouTube Kids at: https://kids.youtube.com/} 3_{Read more about Viaplay at: http://viaplay.se/}

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Chapter 4

Designing for Different

Ages

Making the users feel at home, connect with content and find the answers they are looking for are keys to a good user experience [19]. One of the main goals of user experience, is about making appealing and usable design for the users [19]. But do the same principles apply on all users? This chapter will provide infor-mation on what to consider and how to think when it comes to user experience design for children in the ages between 10-13.

4.1 User Experience Design for Children and

Teenagers

Designing web services for children and teenagers is for the most part not like designing for adults [20]. But when it comes to UX (user experience) consider-ations, there are similarities. For instance, you have to get to know who your users are before starting your research or design process [20]. Assuming you are an adult makes getting to know your users an even more important phase in your design process when designing for children [20, 21, 3].

Usability for children is dependent on age differences, which means that it is recommended to divide children into different age segments when designing for them [20, 21, 3]. The youngest of kids, usually 2-4 years of age, have less developed motor skills, which makes small and fine gestures hard for them to perform [20]. These children can not decide what is important and tend to click on everything they found interesting, to see what happens [3, 20]. They rely on big pictures and auditory and visual feedback, and expect that “what they see is what they get ” [20, 21]. When the children are getting older (5-8 years old),

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4.2. Mobile first 14

they start to develop their reading and motor skills, they are also getting more interested in learning new things, but they do not like guesswork and want interactions to be straight forward [20, 3, 22]. But on the other hand, they are starting to like more complicated interfaces that require more thinking [3]. When they reach an age of 9-12 years, they are already veteran technology users. They understands call-to-action buttons, feel comfortable scrolling on a page and selecting smaller icons [20]. They are also good readers and are able to scan and understand content easy on a website. One problem is figuring out the differences between advertisements or promotions and real content [20]. Table 4.1 is showing UX considerations for 10-12-year-olds and are defined and written by Debra Levin Gelman [3].

Designing for children and teenagers (minors) between the ages 10-13 is chal-lenging [3]. At this age they are not young children anymore and do not want to be treated that way. Minors in these ages are trying to find their own identity, and take the look of people and things that they associate themselves with very seriously [23]. At these ages they have started using technology as a tool of communication rather than using it for pure entertainment and they tend to spend more time using popular applications like Snapchat and Instagram than consuming traditional media targeted for children [3].

4.2 Mobile first

As mentioned in section 2.3, children and teenagers spend more time on their mobile devices than ever before and this is increasing the demand for digital de-vices [24]. Mobile phones and tablets are the most used dede-vices among children and teenagers, and the time spent watching traditional TV is decreasing every year [25].

At these ages, children use mobile devices to a much greater extent than com-puters, and experience most digital interfaces on smaller screens, using touch interactions [22]. For that reason, it is of advantage to design for mobile screens first when working with children, even when developing websites [22], as de-fined by Debra Levin Gelman in Table 4.1. These devices are their private space where they communicate with friends, check their social circle and enjoy entertainment etc [25].

4.3 Binge Watching

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4.3. Binge Watching 15

Table 4.1: Considerations for 10-12-year-olds. This table defines considera-tions and guidelines that are important to have in mind when designing for 10-12-year-olds. These guidelines are defined by Debra Levin Gelman [3].

10-12-year-olds... This means that... You will want to... Can imagine the outcome of

par-ticular actions and decisions.

They think and deliberate before act-ing.

Take the guesswork out. Pro-vide opportunity for complex cision making, but use simple de-sign techniques.

Can think creatively. They like to build their own scenar-ios and determine what the outcomes should be.

Think about the “story” your in-terface is telling. Is it sequential? Are there multiple pathways? Have started using mobile

de-vices much more than their com-puters.

They experience most digital interfaces on a smaller, more intimate level

Even if you are creating a web-site, design for mobile screens first.

Are starting to become very aware of the things that make them “different”.

They are starting to feel like misfits, as if no one understands who they are and what they are about.

Celebrate individuality. Focus less on black-and-white answers and more on situations and con-text.

See themselves less as “general-ists” and more as “special“general-ists”.

As part of their self-identification pro-cess, they have honed in on the things that they like, the things that they are good at, and the interest that make them who they are.

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4.4. Personalization 16

and like Netflix release, whole seasons of TV series at a time. VOD services have made it possible to watch movies and TV series wherever and whenever the user wants, and binge watching is something that is increasing due to the availability and abundance of media [26].

Children and teenagers live in an on demand world and have an expectation that every episode of every TV series is available at anytime. They do not know a world where a new episode is released once a week and can only be seen at that specific time [26]. In this case, binge watching is watching more than two episodes of a TV series during the same session.

4.4 Personalization

Children want to have the possibility to modify their own user experience, so they feel like they truly have an impact on the experience and can make it more personal [22]. Children play to find ways to customize their experience, while adults consider it more as functional [27].

In the ages of 10-12 years children start getting a better understanding of their interests and what they are good at [3]. Letting them find content that have a meaning for them, prevents them from feeling like misfits and they will most likely enjoy the experience even more [3].

4.5 Sharing

The possibility of sharing is popular among older children (8-13 years of age), especially if they can share things they have created themselves e.g. videos, pictures or playlists [3]. By including the functionality of sharing, the experience of the application or website will feel more personal [3].

Social media are popular among children and teenagers, especially among teenagers, but most social media have the age restriction of 13 years old [28]. A good idea is to enable share functionality by email, text message and other sharing channels that are available for children and that does not have an age restric-tion [22].

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4.6. Searching 17

4.6 Searching

Google’s search functionality has a big impact on today’s children when it comes to finding what they want, where they want [22]. Search is used by most children as a primary tool of navigation [22]. The children and teenagers of today, expect a good search functionality on sites and applications, and they expect the search to be context based and smart [22].

If children or teenagers know what they are looking for and want to access it right away, they will most likely be looking for a search function [3]. This applies to old children and teenagers, younger children might not use the search function to the same extent [3].

4.7 Cool Among Friends

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Chapter 5

The User Interfaces of SVT

Play & Barnplay

This chapter will present and describe the current user interfaces of SVT’s VOD services SVT Play and Barnplay, to give an understanding of what the current design of the services both on mobile devices and in the web browser looks like. The smart phone applications developed for SVT Play and Barnplay are hybrid applications. Hybrid applications or web wrappers are usually built with HTML, CSS, JavaScript, and packed into native applications, which makes them behave like native applications [29].

5.1 Current Interface of SVT Play

The main user interface of SVT Play is divided into three main “landing views” (spring 2016). The “landing views”, are those who can be reached through the menu on SVT Play. These three views are, the start view, the program view and the channels view. Each view will be presented in the following subsections, which will give brief descriptions of the different views with a following figure. The views not described in greater detail, are views that the users can navigate to from the three landing views e.g. the video player view, the view of a specific movie or TV serie and the view of a genre.

5.1.1 The Start View

The start view is the first view seen when visiting svtplay.se or using one of the SVT Play’s smartphone applications. This view gives you relevant information on the most recent and popular content broadcasted on SVT’s TV channels.

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5.1. Current Interface of SVT Play 19

Figure 5.1: The start view of SVT Play, both in a web browser and on a iOS device. The content showing are editorially selected and are usually relevant live streams, TV-series or movies.

This view is presented in Figure 5.1. By scrolling down the page the most popular content, the latest content, what is being broadcasted right now on SVT’s channels and content that are soon to disappear from SVT Play.

5.1.2 The Program View

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Figure 5.2: In the program view content can be sorted either by genre or in alphabetical order. The boxes showing in the figure are genres. The existing genres are drama, documentaries, comedy, culture and entertainment, news, society and facts, sports, children and open archive. When scrolling down the page the content are shown in alphabetical order A- ¨O.

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Figure 5.3: The channels view, this view is for watching live streams that are currently broadcasted on SVT’s TV channels. A, is showing a row containing the available channels to choose from. B, is showing the live stream of the chosen TV channel.

5.1.3 The Channels View

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5.2. Current Interface of Barnplay 22

5.2 Current Interface of Barnplay

The user interface of Barnplay1 _{has as of spring 2016 one main page, which}

is divided into different sections. The navigation of the site and application is based on pictures, icons and the recognition characters’ faces. There is not much text at all in the UI. As seen in Figure 5.4 there are 3 main rows showing.

Figure 5.4: The front page of Barnplay both running in a web browser and on iOS. A, is showing a row containing characters that are a part of a tv series or movie. B, is showing a row showing what is popular right now. C, a row where the user can chose a preferred genre.

A brief description of each row is presented below.

Figure 5.4 A This row contains pictures of characters that are a part of a specific TV series or movies. The purpose of these characters is to help

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children to choose what to watch by showing familiar faces. Figure 5.4 illustrates what happens when one of the characters are clicked upon. Figure 5.4 B A row showing the most popular content among children. When

scrolling down there are more rows with the same design as this one, but with different content e.g. content for young children, content for older children and content for children who are deaf or hard of hearing. Figure 5.4 C Choose genres by clicking or touching the icons and the content

in the boxes below will change depending on your choice. The available categories are: pottering, laughter, songs, machines and classics.

Figure 5.5: When one of the characters are clicked/touched upon on the front page of Barnplay, the seasons and episodes related to that character are showing in the list below. Everything else will be darkened out.

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Chapter 6

Method

This chapter describes the methodology used and the different stages of the method during the process of this thesis. Firstly, there will be a brief definition and description of each of the stages. In addition to this, a more detailed description of what has been done during each stage will be defined to give a better understanding of the methodology used during this thesis.

6.1 The Design Process

An iterative design process has been used during this thesis. The methodology used is based on the design process described in the book Design Thinking [30], which divides the design process into seven stages. Furthermore, the book aims to present an overview of the design thinking involved at each stage of the design process.

“Design is an iterative process and design thinking is present in each stage of the journey from client brief to finished work ” - Ambrose et al. [30]

A brief definition and description of each of the seven stages is presented be-low.

1. Planning is about defining and establishing what the problem is and how to solve it. During this stage we define the problem by writing a specification to prevent misunderstandings and mistakes.

2. Research consists of collecting background information to help gener-ate ideas in the next stage. Included in this stage are quantitative and qualitative research, interviews and feedback from earlier projects.

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6.2. Planning 26

3. Ideate is the stage where the idea generation process starts. The idea generation can be done using creative processes e.g. brainstorming, work-shops and role playing.

4. Prototyping is all about the creation of prototypes from the ideas gen-erated in the previous stage. Creating prototypes is a method to visualize ideas and get a feeling for the physical presence and tactile qualities that the product is going to have. By creating prototypes it is also easier to test the reliability of the ideas.

5. Selection, is about selecting one of the prototypes. Typically the one that best meet the design brief and was the most appreciated during the user tests. Doing user tests is one way of selecting the best prototype. 6. Implementation of the final product is the next stage in this process.

This is the stage where ideas and prototypes come to life.

7. Learn by taking the feedback received during the design process to ac-count. This can be of great use for future projects.

6.2 Planning

This thesis was initiated by developing a project specification where the back-ground to this project was described along with the reason to why it is of importance and the requirements received from SVT. For the project specifica-tion a Gantt chart [31] was created. This chart funcspecifica-tioned as a project schedule where activities and deadlines for our project were well-defined and easy to fol-low. Furthermore, a project journal was used every day during the project to record activities, events and processes that occurred during the work of this thesis project.

6.3 Research

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6.3. Research 27

6.3.1 Literature Study

A literature study was conducted to find studies and information that could be of help to the thesis. The purpose of the literature study was to build a theoretical framework containing background information about what has already been done in the fields of child centered design and user experience design for children and teenagers.

Google Scholar1_{and the databases provided by Ume˚}_{a University Library (UB)}2

was used to find related work and papers that could be of use for the thesis. Articles and blog posts were also found using Google and references from articles. The expertise available at SVT has also been of use to gain knowledge and information to build the theoretical framework of this thesis project.

6.3.2 Interviews

To gather some qualitative information during the research stage, interviews were conducted with children between 10-13 years of age. The interviews were conducted to get a deeper understanding about children and their media habits and to get a direction for where the project should be heading. More specific the reasons for these interviews were to find out:

• How these children watch videos. • How much they watch videos each day. • If they still watch Barnplay and/or SVT Play. • What they like to do on their mobile devices.

Conducting interviews is a good way to gain insights and understanding of people’s opinions, behaviors, attitudes etc. Therefore, interviewing is a good method when the objective is to collect qualitative data [32]. Interviews are of-ten classified on their level of structure, which can be structured, semi structured or unstructured [32]. Structured interviews follows a strict interview schedule with questions following the same order for every interviewee. Structured in-terviews are similar to questionnaires except from that the questions are asked by an interviewer. Structured interviews are not flexible and lacks details since new questions can not be asked during the interviews as the interview schedule must be followed. On the other hand, these interviews are easy to quantify, which means that they are easy to test for reliability [33]. The most common interview method is having semi structured interviews. These interviews are following an interview schedule containing 6 to 12 well defined and open ended questions [32]. The interviewer is allowed to ask follow up questions that does

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6.3. Research 28

not already exist on the interview schedule which gives more details and qualita-tive information compared to structured interviews. One of the problems with semi structured interviews is that they can be more time consuming. Unstruc-tured interviews are interviews not following any specific interview schedule. These interviews are instead based on a limited number of topics or issues or prompts that the interviewees are encourage to speak freely about, which can be even more time consuming than semi structured interviews [33, 32]. If the interviewer is alone when conducting the interviews it is important to record the interviews to prevent loss of important information and to make it easy to tran-scribe them afterwards [34, 32]. When analyzing audio recorded interviews it is important to listen to them several times and transcribe the material into writ-ten text for further analysis [35]. This is time consuming but important for the analyzing process, you do not want to miss anything of importance [34]. The semi structured method was used when interviewing children to get quality information about their media habits. By conducting semi structured interviews it is easier for children to provide more accurate information when they are asked open ended questions with follow up questions [35]. This gives them an opportunity to expand on their ideas and give a better sense of how they are thinking [35]. See Appendix A to get an overview of the interview schedule used during the interviews.

An enquiry was made in the purpose of finding children to be interviewed. The enquiry was sent out on social media, e-mailed to schools and put up on various locations that could draw attention. The enquiry consisted of a short description of the thesis and that participants for interviews were needed to gain information about children and teenagers’ media habits.

A total of 6 interviews were held, 50% of each gender. All participants were in the age span of 10-13 years old. 2 of the interviews were held at SVT’s office, 2 at the author’s home and 2 were conducted over the telephone. An audio recorder was used for each interview except for the two interviews that were held over the telephone. This to make it easier to remember what each participant answered and to prevent loss of important information. During the interviews held over the telephone, notes were taken using a laptop. Each interview was held in Swedish and conducted in a quiet environment by one person. The interviews held over telephone were also conducted in a quiet environment, by asking the interviewees to go to a quiet place. The interviews where held relatively short and lasted around 10-15 minutes.

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6.4. Ideate 29

6.3.3 Presentations & Meetings

During the research stage of this thesis, presentations were attended and meet-ings were arranged with colleagues and employees at SVT. The presentations attended were held for employees at SVT and for students at KTH (Royal In-stitute of Technology) as they were going to do a school project collaboration. These presentations, where qualitative research methods to get an insight and a deeper understanding of the history of Barnplay and SVT Play and the UX (user experience) design for children at different ages.

One of the presentations attended was held by Erik Wahlgren, who is a concept developer in the children team at SVT’s Interactive department. He told the story and the history of Barnplay [7]. The children team is the team developing Barnkanalen3 and Barnplay. Sofia Persson is an UX designer in the children team, she held a presentation about UX design for children. Two unstructured interviews were held with Erik Wahlgren and Sofia Persson. With Erik, the topic of discussion was what SVT has done trying to improve Barnplay for a broader audience, and with Sofia how to conduct user tests and interviews with children. The expertise at SVT has overall been of great use during this part of the thesis.

6.4 Ideate

During the idea generating stage of this thesis, a workshop was arranged to gen-erate ideas that could help during the creating of prototypes for this project.

6.4.1 Workshop

The workshop method used, is called The Relay Baton and is described in the book “The Idea Agent: The Handbook on Creative Processes” [36]. This is a simple workshop method that involves continuously building on other team members ideas. This workshop method allows the participants to brainstorm ideas either individually or in smaller groups, and then pass the ideas among themselves and develop each others ideas further. The development of team members’ ideas included adding new perspectives before passing them on. Brain-storms are creative processes, and are good for generating ideas of potential solutions [30]. The reasons to why this method was chosen over others, was that it does not require much material and the outcome is a small number of reasonably tangible ideas in a short time [36].

This workshop was held after the interviews, with a total of 10 participants attending, all employees at SVT’s interactive department. The workshop was held at SVT’s office in Stockholm and lasted about an hour and a half. The

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6.4. Ideate 30

workshop started with an introduction of the central issues and the main findings from the conducted interviews. The two most important issues found during the interviews were discussed and seen as a point of departure for this workshop. These issues were:

• How can SVT Play be more like YouTube when it comes to UX and attracting a younger audience?

• How can we make it easier for children/teenagers in the ages 10-13 to find new material while using SVT Play?

The participants were divided into pairs and were told to spread out in the conference room. The pairs got 10 minutes to brainstorm and write down as many ideas as possible on paper and post its. The groups were told to make their ideas as understandable as possible to the other pairs and that their ideas could either be sketches, written words or both. When finished, the groups were told to give their ideas to the group sitting on their right hand side. The groups got approximately 5 minutes to make suggestions and improving the other pairs ideas before passing the ideas on to the next group. When all groups had made their suggestions on all ideas, they got about 5 minutes to refine their own ideas before presenting them in front of the other workshop participants.

In order to summarize and analyze the ideas generated, a cluster method was used. This is a method to organize ideas generated from a workshop by sorting them in clusters, where each cluster represents a subject [36]. This gives a good overview of all the ideas created during the workshop and many of the ideas were similar to each other and were easy to sort into clusters. The ideas were sorted into 3 main idea clusters and one cluster for the ideas not corresponding with the 3 main clusters. The results of the workshop and the three clusters are presented in Section 7.2.

6.4.2 Workshop with Children

A workshop with 11 children was conducted to get a better understanding of what functions and possibilities they want when using a VOD service. The objective for them was to choose 3 out of 11 different functions that they believed were the most important for a VOD application. When 3 were chosen, they were asked to sort them by desirability. The workshop were conducted on 11 children, 4 boys and 7 girls, all of them in 5th _{grade (11-12 years old). See Appendix B}

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6.5. Prototyping 31

6.5 Prototyping

After the workshop had been conducted and the ideas were sorted, the proto-typing process started. The purpose of this process was to visualize the ideas and to give an approximation of what the experience of using the product would be like [37]. Low-fidelity and mid-fidelity prototypes were developed to test the concepts on the target audience of this thesis.

At first, sketches were drawn using pen and paper to visualize the ideas gen-erated during the workshop. This is a low-fidelity technique used to visualize and simulate experience in a rapid manner [37]. A low fidelity prototype is of low cost and can often be assembled with materials found at the office [37]. These sketches were made to get a quick overview of the ideas and potential solutions.

To make the ideas more realistic and of higher fidelity, interactive prototypes were created from the paper sketches, to make the ideas easier to test and evalu-ate. The prototypes were created using the applications Sketch4and InVision5, Sketch was used to create the graphics and InVision to make them interactive. Sketch is a application and vector design tool focused on user interface (UI) de-sign. InVision is an online web tool, and is used to create interactive prototypes out of static screens. By creating interactive prototypes, it is easier for partici-pants of user tests and team members to interact with the prototypes in a natural way, which can offer a better insight, realistic feel and feedback [37].

To create some sort of working prototype is critical when designing for chil-dren [3]. Since, by creating more realistic prototypes rather than simple sketches is of advantage if your objective is to test with children, because of the fact that children have a harder time reasoning and thinking in abstract ways than adults [38]. Images were added to the interactive prototypes instead of place-holders to make them even more realistic and closer to a final product.

6.6 Selection

In order to select one of the prototypes, the selection was made by conducting user tests.

6.6.1 User Tests

User tests of the 3 prototypes were conducted on 6 children between 10-13 years old at the school Backluraskolan in Stockholm, Sweden. When doing user tests with children, it is important to make them feel comfortable and in an

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6.6. Selection 32

environment that they are familiar with [38]. One participant was tested at a time, and each participant tried all 3 prototypes during the same test session. All of the conducted user tests were recorded using a GoPro6 camera pointing at the participants hands as they were interacting with the prototypes. By recording how the users interacted and what they said, the taking of notes were not needed. The prototypes were tested on an iPhone 6.

Before the start of the test, the participants were given a brief description of the thesis and the purpose of the user tests. Each participant was asked a few questions before the test started. By letting children answer simple question, they usually get more comfortable and is therefore a great way to start your user tests [38]. The questions asked at the beginning of the user tests were:

• Who are you?

• Do you know what SVT Play is, and do you use it? • Do you use Barnplay?

• What is your favorite mobile application?

The prototypes are based on the three clusters generated during the workshop described in Section 6.4.1. The three main clusters were called “genre”, “A new platform” and “playlist” and will be presented in greater detail in Section 7.2. The prototypes were tested one at a time in the same order for each participant. For each prototype, hypothesis were created to define the test goals. The hypothesis were made to validate the design and the purpose of the prototypes. The hypothesis for the 3 prototypes were:

Hypothesis for “The new platform” 1. Children in these ages...

a. want it to be easy to find new content

b. want to be able to rate content by hitting ”like” c. are attracted to pictures

d. use the search feature when looking for content Hypothesis for “Playlists”

2. Children in these ages..

a. understands the concept of creating and using of playlists b. want a fast video player with “autoplay”

Hypothesis for “Genre” 3. Children in these ages..

a. want to have a specific section suited for them

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6.7. Implementation 33

b. do not like to be called “Youths”

The participants were asked to think aloud when interacting with the proto-types. This is a method that lets the participants of the test think out loud what they see, think, feel and expect when interacting with the prototypes [39]. Furthermore, this method does not require any special equipment. Simply sit down next to the participant and take notes as the participant talks [40]. “Think aloud” is a method that helps discovering what the users really feel about the design, and misconceptions are easier to find using this method [39, 40]. If the participants at some point stopped talking, they were encouraged to continue talking by answering questions like “What do you think this page is for?” or “What are you seeing right now?”. To determine whether the hypothesis 1d was correct or not, the participant got a task of finding a video they knew existed in SVT Play.

When all 3 prototypes were tested, the participants were asked what they thought about the different prototypes.

6.7 Implementation

As a final implementation an other mid fidelity prototype was created using the feedback received during the user tests. Instead of choosing one of the earlier prototypes, the final design came to be a combined version of the prototypes presented earlier. Just as with the other prototypes, Sketch was used for the graphics and InVision to make it interactive.

6.8 Learning

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Chapter 7

Results

In this chapter, the findings from the interviews conducted with children and the workshop will be presented. All the quotes shown in this section have been translated from Swedish to English. This chapter also show the results of the three prototypes and what the final implemented prototype came to look like.

7.1 Results From Interviews

During the semi-structured interviews held with children between 10-13 years old, a lot of findings were made. Below, the findings and key aspects will be defined and described.

7.1.1 YouTube

YouTube was the most popular streaming service among the interviewees. When they watch YouTube they often use their mobile devices. They watch YouTube for several hours a day: in the morning, after lunch, and in the afternoon when they get home from school. The time spent watching YouTube was around 2-4 hours a day. The girls said that they usually watch make-up videos and video blogs. The interviewed boys liked watching gaming videos, prank videos and fail videos.

“I like YouTube because I like to see how others spend their days. ” - Girl, 12 years old.

“YouTube is good for getting inspiration and help when playing video games.” - Boy, 10 years old

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7.1. Results From Interviews 35

7.1.2 Barnplay

Some of the interviewees were still watching Barnplay from time to time and most those who still watch Barnpaly had younger siblings. One of the intervie-wees said that she only watches Barnplay when her younger sibling does, and never alone. Most of the participants said that some of the videos on Barnplay are really good and that they enjoy watching those videos, but they also said that most of the videos are too childish.

“Some videos at Barnplay are actually scary, and are for people like me. ” - Girl, 11 years old

“When I watch Barnplay, I do it because my younger sister likes watching it.” - Boy, 10 years old

7.1.3 SVT Play

Each child interviewed knew what SVT Play was, and most of them use SVT Play to some extent. Most children said that it is hard for them to find new con-tent when visiting SVT Play. They usually use SVT Play when they know what they are looking for. They found it easier to watch YouTube and traditional broadcasted TV than finding something interesting using SVT Play. Some of the interviewed children thought that SVT Play gave a too mature impression and therefore is boring to visit.

“SVT Play is for watching news and stuff like that.” - Boy, 11 years old

“I use SVT Play if I have missed something on TV, otherwise I do not use it that much.” - Girl, 13 years old

7.1.4 Social Media

All of the interviewed children use social media, some more than others, but most of them use it every day. The most popular social media application was Snapchat and was used by all of the participants. Instagram was also an application that was mentioned several times during the interviews. None of the participants had a Facebook account, Facebook has an age restriction of at least 13 years old.

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7.2. Results From the Workshop 36

7.1.5 Devices

The interviewed children enjoyed having their private device and enjoyed watch-ing videos alone to get a more personal experience. Therefore, most of the in-terviewees watched videos either on their smartphone or an iPad. They liked watching what they want and not what others want. Watching traditional TV was more of a social activity according to some of the interviewees.

“I use my phone when I am watching videos, because I can watch whatever I want.” - Girl, 11 years old

“I watch YouTube a lot when I am on the move and away from home.” - Boy, 10 years old

7.2 Results From the Workshop

In this section, the three main clusters generated from the workshop will be presented.

7.2.1 Genre

Many of the ideas generated had something to do with a new genre that is suited for children and teenagers of 10-13 years of age. This genre will be accessible through the program view which is described in Section 5.1.2. There is already one genre for children, but one idea was to divide this genre into two separate genres where one contains content for older children and teenagers and the other one for younger children. A genre for short video-clips was also an idea, which was inspired by the length of most YouTube videos.

7.2.2 Playlists

The possibility of creating playlists was an idea suggested several times, but with different approaches. One approach was to let the users create their own playlists, discover other users’ playlists, and each user would be able to follow playlists made by others. Another idea was letting role-models (celebrities) for children and teenagers create playlists with content they like. Releasing a playlist each week with content suited to your profile preferences just like Spotify’s “Discover Weekly”1 feature was another idea. This playlist would be delivered to the users as a weekly mixtape of content suited for them.

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7.3. Results From the Workshop With Children 37

7.2.3 A New Platform

The last cluster was about building a new platform. The ideas in this cluster involves creating a new smartphone application for the users leaving Barnplay. In this application they will have their own world with content and design suited just for them. Many of these ideas were inspired by the YouTube application where users get a personalized experience and you can easily see what is trending right now. These ideas contains social aspects like sharing videos on social media and rating content.

7.3 Results From the Workshop With Children

The results from the workshop with children are shown in the Table 7.1. The table presents which functions were most popular among the children. The table is showing the functions in order, with the most popular function by overall rating, at the top. The sum of all ratings for a function represents the overall rating. The top 3 functions all had a total of 6 overall ratings, which means that more than 50% of the participants choose one of these function as their favorite. The search function got a total of 4 votes, but 3 of which were number 1 ratings. 3 of the functions did not get any votes at all during the workshop and are not present in Table 7.1. Those 3 functions were:

• I want short videos

• I want to be able to share videos with

my friends (Instagram, Snapchat, KiK, Text-messages etc.)

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7.3. Results From the Workshop With Children 38

Table 7.1: Results from the workshop with children, showing the functions and their ratings. The functions are ordered in overall ratings, with the most popular function at the top and the least popular at the bottom. The overall rating is the sum of all the ratings for each function. Rating 1, is the highest rating.

Functions Rating 1 Rating 2 Rating 3 I want to be able to save videos

as favorites 2 3 1 I want recommendations on videos to

watch based on my preferences 1 3 2

I want it to be easy to find new

videos 0 2 4

I want it to be easy to find videos

by searching 3 0 1 When I am done watching a video,

I want another video to start playing by itself 2 1 0

I want to be able to see what is

popular among others my age 2 0 1

I want to be able to comment on

videos 1 1 0

I want to be able to ”like” videos 0 0 2

I want a special section with

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7.4. Prototypes 39

7.4 Prototypes

Both low-fidelity and mid-fidelity prototypes will be presented in this section.

7.4.1 Low-fidelity Prototypes

Early prototypes were drawn with pen and paper and resulted in 3 low-fidelity prototypes which will be presented in this section.

Figure 7.1 represents all of the main ideas developed during the workshop. The letters A, B and C represents the different sketches that can be seen in Figure 7.1. A is the genre idea, B is the playlist idea and C represents the new platform idea.

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7.4. Prototypes 40

7.4.2 Mid-fidelity Prototypes

Genre

The mid-fidelity prototype of the genre idea was developed using two main views. The first view can be seen in Figure 7.2 A, and represents a new genre called Youth (“Ungdom” in Swedish). The second view represent the view shown when visiting the Youth genre, see Figure 7.2 B.

Figure 7.2: The two mid-fidelity views created for the genre-idea, showing a new genre for older children and teenagers. A is showing the new genre, called “Youth”. B, is the view of the “Youth” genre, containing content for older children and teenagers.

Playlists

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7.4. Prototypes 41

Figure 7.3: The playlists prototype consists of two main views. A, showing playlists created by you and playlists that you follow. B, is the view for exploring new and/or popular playlists.

A New Platform

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7.4. Prototypes 42

Figure 7.4: The two views “Home” and “Trending”. A, showing the menu of the application and home is the current view. B, is supposed to show relevant live streams at the moment. C, will show content like recommended videos, latest videos, live streams etc. In the “Trending” view, D is showing categories that are trending and E trending videos.

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7.5. Results From the User Tests 43

Figure 7.5: The two views “Play” and “Profile”. A, is showing genres just like the current SVT Play application. B is showing channels and the content broadcasted right now. C, is showing the profile view, where “liked” videos, “fa-vorited” videos, videos to watch later and history of previously watched videos are shown.

In Figure 7.5 the views “Play” and “Profile” are shown. The “Play” view will show the genres, see Figure 7.5 A, and SVT’s channels and what they are currently broadcasting, see Figure 7.5 B. The profile view is shown in Figure 7.5 C and has a purpose of saving the user’s liked videos, videos marked as favorites, videos saved to “watched later” and the history of watched videos.

7.5 Results From the User Tests

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7.5. Results From the User Tests 44

7.5.1 Genre Prototype Results

The participants of the user tests had a hard time understanding the meaning of the genre “Youth”, they thought that this genre would contain videos about young peoples lives.

“This section is probably about children and youths talking about life and stuff ” - Boy, 11 years old

“This genre is for 15-year-olds” - Girl, 11 years old

But when entering the genre “Youth”, most of the participants enjoyed the content and found videos of their interest.

“Aha, now I get it, this is a place with videos for older children” -Boy, 11 years old

7.5.2 Playlists Prototype Results

Generally, all of the participants had problems understanding the concept of playlists. Most of the participants did not read the headlines or the text and therefore thought that there were only single videos showing in the views.

“There are too many options”- Girl, 11 years old “What is a playlist? ” - Boy, 11 years old

7.5.3 A New Platform Prototype Results

Instead of reading the headlines and the text existing in each view, many of the participants explained the story line of the TV series that was showing in the prototype. 3 of the participants thought that recommended videos based on their preferences was a feature that they would like to have. All of the partici-pants found something interesting in the “Trending” view and liked the thought of showing what is popular among others their age. No one said anything about the “like” button next to the videos in the “Trending” view. When they were asked to find a video they knew existed in SVT Play all of the participants used the search feature.

“I like getting tips on what to watch”- Boy, 12 years old

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7.6. Final Prototype 45

7.6 Final Prototype

Below are the results, showing the final prototype. This prototype consists of three main views, that can be reached from the menu. The first view is the “Home” view showing relevant and editorial selected content. This view can be seen in Figure 7.6 A. In Figure 7.6 B, the “program” view can be seen. This view shows the different genres that can be accessed in SVT Play (see Section 5.1.2). A new genre was added to this prototype not already existing in the current UI of SVT Play. This genre is named “Young” (Ung in Swedish).

Figure 7.6: A, is showing the start view of the application, and shows relevant and editorial selected content. B, is showing the “Program” and the genres that the user can visit.

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Figure 7.7: The “You” view of the final prototype. This view shows recom-mended content, based on what the user have watched before. A, is showing an example of what the view can look like when visited. When scrolling down the view, favorited content, new content and popular content among others are shown, see Figure 7.7 B.

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Chapter 8

Discussion

The aim of this thesis was to investigate how the user experience can be im-proved, to help users of ages 10-13 years old to find their way from one streaming platform to another as they are growing up. The objective of this thesis was divided into 4 sub goals:

• Investigate how existing streaming platforms appeal to a broad audience • Determine reasons of why an age gap can be created between streaming

platforms.

• Identify how the user experience in SVT Play can be improved to appeal a younger audience

• Create and test a prototype with an improved user experience for a target group of users between 10-13 years old.

Chapter 3 investigates popular, existing streaming platforms and their ap-proaches to appeal to a broad audience. The common denominator for Netflix, YouTube and Viaplay is that they are using the same, and not multiple plat-forms for different target groups. These services use the same platform for all their users. They attract a broad target audience by having a special section for children and by the offering of personal recommendations, based on the user’s preferences. When the users feel mature enough it is easy to navigate out from the children section and reach content suited for an older audience. All of these services are using the feature of autoplay, which is a way of keeping the attention of a user for a longer period of time. When having interviews, user tests and a workshop with children of 10-13 years of age, all of these existing features were confirmed to be highly preferred. Therefore, these features seems to be reasons to these VOD services success on appealing a broad audience.

As a part of how to determine the reasons of how an age gap can be cre-ated between streaming platforms, interviews and a workshop with children

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8.1. Prototypes 49

and teenagers in the ages between 10-13 years were conducted. These inter-views gave an insight to what users at these ages like to do on their mobile devices and what their media habits are like. The workshop with children gave an understanding of what features are the most important among these users and should be present in a VOD service. By the reading of literature and re-search done in the field of user experience for children and teenagers, a deeper understanding of how to think when designing for these users have been gained. At a certain age, users are not considering themselves as children anymore, and do not want to be associated with content and design for children. Further-more, if the platform intended for an older audience is not appealing enough for these young users, they will rarely, if ever use the service. As a result of this, a number of suggestions will be shown below in Section 8.3, with the purpose of helping other services with multiple streaming platforms to appeal a younger audience.

8.1 Prototypes

The prototypes were made in order to identify how the user experience can be improved in SVT Play in order to appeal a younger audience. All of the proto-types were results from the interviews with children, the conducted workshops and the theory gathered during the work of this thesis. The design of the pro-totypes can be seen in Section 7.4.2. In order to validate the three different concepts, the prototypes were all tested. The results of the prototypes and the conducted user tests, will be discussed in this section.

Bridging the Age Gap Between Streaming Platforms