Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #1 A conceptual captology design by Kara Blond and Dan Gilbert Design Challenge To design an interactive system that changes how people react to ads on TV Time limit: 8 hours

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #2 Persuasive Purpose –Attitude change: To convince teens to be skeptical about company motivations in producing advertisements on TV –Behavior change: To persuade teens to make responsible, rational buying decisions –Success: Teens will internalize and apply a process of deconstructing and critically evaluating ads on TV Industrial Design actor Choose another actor and see how the ad changes… b cd a

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #3 User Description High School Students who… …watch a lot of television …are making purchase decisions for the first time …are aggressively pursued by advertisers …are subject to significant peer pressure

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide # The Storyboard

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #5 Using this product, you will learn to: view TV ads with a critical eye make responsible buying decisions

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #6 Watch this commercial carefully… Click to play

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #7 Think about it… Does this ad convince you to buy the product? What did you learn about the product from the ad? What are some of the strategies that the company uses to persuade you? How else could the advertisers convince you to buy their product?

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #8 Make your un-Commercial On the next screen, click on the yellow stars to replace the actors, music, setting and slogan for this ad. How might changing these options affect the ad’s message? Challenge: Can you design the least persuasive ad?

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #9 actor music setting slogan

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #10 actor Choose another actor and see how the ad changes… bcd a

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #11 bcd actor a

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #12 actor music setting slogan

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #13 Watch again… still convinced?

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #14 Think about it… Would your new ad convince you to buy the product? Why or why not? Can you now distinguish between the product and the strategies used to sell it? What questions will you ask yourself the next time you see an ad?

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #15 Features/Functionality Insert alternate stars, music, settings and slogans for those in the original ad Replay commercial with variables changed Runs on TV screen (DVD), operated with remote control Pre- and post-activity reflection questions Integrated with High School curriculum

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #16 Theoretical Justifications Push teens to make decisions in central processing rather than peripheral processing Seeing new commercial creates cognitive dissonance: sexy jeans on a very unsexy guy – students must rationalize this confict Learn and apply lesson in the same context – on a TV screen Uses satire as a persuasive technique – it exaggerates to make a point and uses humor to reinforce its message

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #17 Results of User Testing Feedback from two STEP students currently teaching high school Incorporated suggestions about: –reflective questions –explicit instructions and goals –building activity in to larger curriculum

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #18 Additional Comments Testimonial “I would love to have this for my kids. I want my students thinking about why they want things, not just wanting them.” -- STEP student

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #19 Shortcomings of Design Potential to send mixed messages about body image No built-in assessment No instruction about powerful force of peer pressure (may be the strongest influence on purchase decisions for teens) No specific process for applying skills in a real-world setting

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #20 Expansion - What else is possible? Other form factors or ID possibilities –Cell phone or GameBoy-based interaction with reminder messages for buying decisions –Web-based program could offer: More kinds of commercials – Kids compare techniques across genres and product lines Most recent and popular commercials Other features and interactions –Ask teens to keep journal charting purchases –Compare to ads from other countries (in foreign languages) –Create a role for parents or teachers to stimulate discussion

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #21 Next Steps in Design Process User test prototype with teens Hire developers to build program on DVD Convene educator focus groups to assess learning potential Consider (and dismiss!) competing models for our product

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #22 Evaluation of Captology Design Project How well does the design idea fit into the realm of captology? How well does the design match the design brief? How viable/convincing is the proposed solution?

Stanford University, Spring 2002 Ed 225xs “Persuasive Technologies and Education” The un-Commercial Kara Blond and Dan Gilbert Slide #23 Evaluation continued… How effectively did the presentation communicate? How well does the document communicate? Bonus Points How clever is the proposed solution?