Infinite scroll: Primary

Overview

Audience

Primary (ages 7 to 11)

Timing

60 minutes

Learning outcomes

Learners will be able to:

• identify examples of infinite scroll
• recognise other forms of persuasive design and their purpose
• consider strategies for mitigating the effects of persuasive design on technology use
• understand where to seek help or support if concerned about their, or others’, use of technology and the internet.

Key vocabulary

Infinite scroll, persuasive design, persuasion, nudge technique, behaviour, choice, healthy, unhealthy, strategies.

Resources

Preparation

• Read through the ‘Education practitioner learning resource’ on infinite scroll to ensure you have a clear understanding of the area. Ensure you are familiar with your school’s safeguarding policy and procedures as well as the Wales Safeguarding Procedures, in the event of a disclosure or concerns about a learner’s safety or well-being. For more information, see the statutory safeguarding guidance ‘Keeping learners safe’.
• Print the definition cards on slides 13 and 14 – one set per learner/pair/group. If required, these can be pre-printed and cut before the session.

Curriculum links

This resource can support activities delivered as part of the Health and Well-being Area of Learning and Experience.

Key questions (to use as discussion starters or prompts)

• Do you always have a choice in what you do or see online? Why, or why not?
• Has a decision ever been made for you about what to do next online? If so, where and what (for example when watching videos or playing a game)? Was this helpful? Why, or why not?
• Have you ever seen something online that never ends?
• Why do you think apps and websites do things for us sometimes or encourage us to spend longer on them?
• Have you ever found it tricky to stop doing something online? Why, or why not?
• Do you ever worry about how much time you spend online or on a device?
• How do you know if you’ve spent too much time online or on a device?
• What could you do if you were worried about spending too long online or on a device?
• Who could you ask for help if you were worried about your use of technology?

Starter activity (10 mins)

Using the accompanying PowerPoint slides, start by asking learners:

• do you always have a choice in what you do and/or see online? Why, or why not?
• has a decision ever been made for you about what to do next online? If so, where and when (for example when watching videos or when playing a game)? Was this helpful? Why, or why not?

Encourage learners to explain their ideas fully (for example ‘I finished watching a video and then another similar video started playing straight afterwards’) and whether they felt it was helpful or unhelpful.

Show learners the examples on slides 5 to 11 and ask them if they have ever seen or experienced this online (thumbs up for ‘Yes’, thumbs down for ‘No’). Show the final example on slide 11 and ask again. Explain that this is known as ‘infinite scroll’ – the website or app will keep loading things you might like to see, and you can keep scrolling for as long as you wish but you will never reach the end!

Ask learners if they have experienced other things online like this, where the experience will never come to a natural end.

Ask learners if they feel features like this are helpful or unhelpful, and why.

Explain that infinite scroll is one technique used by app and device makers to encourage us to use their products or services more often or for longer. These different techniques are known as ‘persuasive design’ – features that persuade us to do something or sometimes make choices for us.

Activity 1: Are you paying attention? (25 mins)

Ask learners why they think apps and sites do things for us or encourage us to spend longer on them. Is it just to be helpful, or do they think something else is happening? Take suggestions and discuss.

Explain to learners that, as most sites and apps are free, they mostly make money through showing adverts. Apps may also make money through in-app purchases or using data they collect about their users. To show more adverts to users, app and website developers have come up with tricks to persuade users to keep coming back to the app or site, or to spend longer on it.

Divide the class into small groups and issue each group with a set of cards from slides 13 to 14. Explain to learners that they have 5 minutes to pair the persuasive design technique with the correct definition. After the cards are paired, they should try to rank them from top to bottom in order of persuasiveness (top is most persuasive; bottom is least persuasive). After completion, ask learners to share their answers to check understanding and compare rankings to see if other groups agree.

Correct answers are as follows.

• No saving – taking away regular save features so you have to play for longer (if you quit that two-hour mission, you’ll have to start it again).
• Changing mood – showing you things that the app or site knows you like (seeing these will encourage you to stay for more).
• Infinite scroll – loading new posts or stories as you scroll down the page so that you never reach the end (there is always something new to see).
• Time-limited offers – get it now or miss out on it forever! This is often used to encourage you to buy or do something quickly for fear of missing out.
• Notifications – messages and vibrations on a device to tell you something ‘important’. Can also be red circles that appear on an app icon.
• Variable reward – you never know what you might see next. The chance of seeing something exciting or interesting makes you want to keep consuming content.
• Clickbait – stories with misleading titles designed to grab your attention and make you click on them (they often turn out to be false).
• Autoplay – automatically playing the next video or episode to keep you using an app or site for longer.
• Social obligation – showing someone when you have seen their message can put pressure on you to reply (otherwise they will think you’re ignoring them).

Activity 2: Striking a balance (20 mins)

Show learners slide 15 which outlines the Children’s Code. Explain that there is ongoing work in the UK to encourage app developers to better protect children and young people and their data online, as well as to avoid using nudge techniques.

Ask learners why they think encouraging children to use apps and technology for longer could be a problem. What impact could it have on a child’s health or well-being? Would it cause other problems in their life too (for example friendship issues, or issues with schoolwork/homework)?

Ask learners to work in their groups and look again at each form of persuasive design. Ask them to think of strategies that could be used to reduce or remove the effect of that technique. If possible, they should consider technical strategies (for example turn notifications off in settings, or use a timer to set themselves a time limit for use) as well as behaviour strategies (for example planning what to do/achieve when online, trying to balance online/offline activities and taking regular breaks).

Encourage learners to record as many ideas as possible and then feedback as a class. Discuss and encourage learners to select strategies that they feel would work well for them. Remind learners that everyone is different (as is their use of technology) so not all strategies will work for everyone all the time!

Plenary (5 mins)

Remind learners that using technology and the internet should never have a negative effect on their mental health. If they ever feel this way or notice someone else struggling, they should always turn to a trusted adult. Take a few minutes to discuss who they would turn to for help if they were worried about their use of technology.

Remind learners that they can also contact Meic, which offers free information, advocacy and advice for children and young people in Wales up to the age of 25. Call Meic for free on 080 880 23456, text on 84001 or send instant messages at www.meic.cymru. The service is open from 8 a.m. to midnight, 7 days a week.

Opportunities to extend the learning

Sharing top tips

Encourage learners to create an awareness-raising resource (such as a poster, quiz, leaflet, or infographic) to share with their peers about what persuasive design is and how to manage it positively.

Positive technology use

This lesson can be used as a springboard to discuss further how technology could be less intrusive and promote positive habits.