DOI: 10.15131/shef.data.29235608.v1
title: Suggested set of research activities and tools for the RITEC (Children's Digital Play and Well-being) research project

description: A suggested set of research activities and tools was offered, but researchers adapted the methodology as part of ongoing reflexive practice. As a result, approaches, tools and technologies varied both between and within countries.The ecocultural case study comprised two sequential fieldwork stages aligned with two digital play experiences (DPEs). In Stage 1, 25 families across four countries played <i>World of Goo</i> (2D Boy). In Stage 2, a different cohort of 25 families across the same countries played <i>LEGO Builderʼs Journey</i> (Light Brick Studio). Participation in the focus game was voluntary, though all families played at least once. Fieldwork in both stages followed a similar structure: four home visits in each country, with two additional visits in the UK. Visits typically lasted 90–120 minutes, and detailed field notes were made.<b>Visit ‘0’</b><br>Researchers introduced the project, explained ethical consent procedures and provided information for families to review. Formal consent was usually completed in Visit 0 or Visit 1.<br><b>Visit 1 ‘Familiarisation’</b><br>Researchers generated data on families’ existing digital play, perspectives on childrenʼs subjective well-being and broader contextual information. Basic socioeconomic data and details on digital access and use were collected. A semi-structured interview and short video observation were used in all countries. After Visit 1, families began sharing their own data (photos, videos) via personal devices, project GoPros or iPhones, WhatsApp or AirDrop.<br><b>Visit 1B ‘Understanding the digital ecosystem’ (UK only)</b><br>An additional visit expanded on Visit 1 through an ecocultural home tour (Plowman, 2015) and a map-making activity. Elements of this were integrated into Visits 1 and 2 in non-UK contexts.<br><b>Visit 2 ‘The digital play experience’</b><br>The focus game was introduced and the child’s first engagement was filmed, using semi-structured interview and video observation.<br><b>Visit 3 ‘Two weeks post-DPE’</b><br>Around two weeks after Visit 2, researchers conducted further interviews and video observations to understand ongoing use of the game. Some families completed this visit in a secondary location (e.g., a grandparentʼs home), though this was less common. Observation focused on continued play with the focus game or another preferred game.<br><b>Visit 3B ‘Four weeks post-DPE’ (UK only)</b><br>A follow-up visit took place approximately two weeks after Visit 3, with activities exploring ongoing engagement with the DPE. A poster-making task generated data on how children positioned the DPE within their wider digital interests.<br><b>Visit 4 ‘Iterative visit’</b><br>The final visit used an iterative activity based on the Day in the Digital Life approach (Gillen et al., 2018). Researchers selected 4–6 short video clips (up to five minutes each) to create a 10–25-minute compilation illustrating aspects of the childʼs digital play and subjective well-being. Clips were reviewed for relevance to the Research Questions. Families viewed and discussed the compilation in Visit 4, contributing to emergent findings. These sessions were recorded and became part of the dataset.<br>More information can be found in the attached file: ‘Description of suggested set of research activities and tools for the RITEC (Children's Digital Play and Well-being) research project’.