Throughout the first half of the thesis project for a Design Workshop course, the objective was to formulate a self-directed research question on a topic of choice, and gather and conduct primary and secondary research. Later in the second half of the course, and as a response to the self-directed question and research gathered, use design as a means to somehow address or respond to the topic’s problem or concerns.

The thesis project’s topic and research were focused on Internet safety and how it related to children and the adults closest to them.

Secondary research explored Internet safety-related studies that focused on a variety of results and correlations relate to children and the adults in their lives, such as their knowledge and understanding of the Internet and online safety; online use, habits and behaviours and skills; participants’ perceptions of the Internet; learning through gamification, etc. This then influenced how to conduct and record primary research, which focused on evaluating an online Internet safety learning tool designed for young students.

Once all research was gathered and evaluated, some concerns surrounding where and how children use the Internet, how communication and gamification can be a learning tool, and how to influence parents or guardians to be more involved in children’s learning of how to be safe online began to lead to gaps that could be addressed.

This is where Cleo, an Internet safety learning kit for first graders (five to seven-year-olds) was created. Consisting of 3 learning activities that allow children to learn collaboratively with their parents or guardians through participation and gamified engagement through an interactive website, followed by flashcards and activity books.