{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Calming","equipmentList":[{"id":0,"name":null,"description":"Copies of the \u0027Persuasive design\u0027 cards","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could do the activity as one big group, rather than in pairs or small teams. You could also make the small groups bigger to offer more support or assign a young leader to support some groups who may need extra help.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETo make it harder, you could offer less direction in the discussions and make it more youth-led.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"Childnet\u0027s Safer Internet Day","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003ESome people may need larger photos or cards, such as if they have a visual impairment. You could make the images or cards larger and use light coloured paper, such as white, to make them easier to read. You could also read out each card to the group.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ERemember, not all young people will have the same experience, access or knowledge when it comes to technology. Each person\u2019s grown ups may also have different rules around their young person\u2019s use of technology. Make sure to check that everyone understands what everything means and what everything is.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":null,"subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":44631,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null},{"notes":"\u003Cp\u003ELearn about ethical storytelling, audience responsibility, and how algorithms and advertising affect what we see and share.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":true,"id":87334,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Digital Citizen Stage 2","sections":["Squirrels","Beavers","Cubs","Scouts","Explorers"],"supportedBy":null,"badgeType":{"id":39508,"name":"Staged"},"activityTypes":[],"settings":[],"browserTitle":"Digital Citizen Stage 2","url":"/staged-badges/digital-citizen/digital-citizen-stage-2/","id":44619,"nodeName":"Digital Citizen Stage 2","type":"badge","image":{"url":"/media/4457/staged-digital-citizen.png","caption":"Staged Digital Citizen","type":"png","size":9470,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Digital Citizen Stage 2","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NDYxOSJ9","canonicalUrl":"https://www.scouts.org.uk/staged-badges/digital-citizen/digital-citizen-stage-2/"},{"title":"Content Creation","sections":["Explorers"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Explorer Content Creation Activity Badge","url":"/explorers/activity-badges/content-creation/","id":87333,"nodeName":"Content Creation","type":"badge","image":{"url":"/media/reqbj5pz/activitybadge_ex_content_creation_rgb.png","caption":"Activitybadge Ex CONTENT CREATION RGB","type":"png","size":32272,"width":591,"height":591,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Content Creation","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Explorer Scout Content Creation Badge","subHeader":"Explorer Scout Content Creation Badge","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84NzMzMyJ9","canonicalUrl":"https://www.scouts.org.uk/explorers/activity-badges/content-creation/"}],"outcome":[{"id":38399,"name":"Problem solve","outcomeLabel":"Problem solve","outcomeDescription":"Find it easier to understand challenges, consider your options, and find solutions."},{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003EThis activity was all about persuasive design. We found out about how technology has been made to influence or deceive us into buying or accessing a product. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ELet\u2019s think about persuasive design. \u0026nbsp;Can you remember what it is? Did you know about it or had you recognised it before, even if you may not have known that it was called persuasive design? What are the impacts it can have? Why do you think things have been designed in that way?\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EPersuasive design has negative side effects, but it can also be positive and useful. Do you think there are any benefits or uses to it - what are the positives of persuasion design? For example, auto play is convenient and push notifications mean you don\u2019t miss any messages.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ELet\u2019s think about lots of technologies. What do you think the good things about all the different technologies are? And, apart from persuasive design, what are the other negative side effects using technology or technology can have? Some examples are peer pressure from social media, being misled about who you\u2019re talking to, scams and fake news. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EThink about what technology or digital platforms you use, how you use them and what you use them for. How does it make you feel? How does it affect you? How do you make sure you use it in a healthy way? Do you know what to do if something online or when using technology makes you feel upset, scared, unsure or uncomfortable? Does everyone have the same level of knowledge about technology? How could we help people to know about persuasive design and using technology in a healthy way? Can any think of their top 5 tips they\u2019d tell someone, such as taking regular breaks?\u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38376,"name":"At home"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW164124862 BCX0\u0022\u003EYou could ask people to keep a diary over a week and make a note of any examples of persuasive design techniques that they see when using their devices. You could review these diaries at a later session.\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW164124862 BCX0\u0022\u003EYou could also make posters or leaflets to raise awareness of persuasive design, such as telling younger people how to turn off push notifications on games and apps.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ETake a look at our\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Edigital safety advice for young people\u003C/a\u003E\u0026nbsp;and our other\u0026nbsp;\u003Ca href=\u0022https://www.scouts.org.uk/activities/?name=nominet\u0022 title=\u0022Online safety activities on activity finder\u0022 data-anchor=\u0022?name=nominet\u0022\u003Eonline safety activities.\u003C/a\u003E\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EYoung people could think of their own examples and create their own set of cards for these.\u0026nbsp;\u003C/p\u003E","activityTags":[{"id":38499,"name":"Digital"}],"roles":[{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"},{"id":39231,"name":"Helpers"},{"id":39232,"name":"Parents"}],"sections":[{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""},{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":39757,"name":"Healthy lifestyle"},{"id":38475,"name":"Communication"}],"searchEngineDescription":"Find out how technology can be designed to influence people\u2019s choices.","plannerTimeSlot":30.000000,"safetyAlerts":[],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin \u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Additional help to carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples can be found here. Don\u2019t forget to make sure all young people and adults involved in the activity know how to take part safely. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help if you\u2019re short on helpers.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlanning this activity\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EMake sure you\u2019ve printed enough copies of the \u2018Persuasive design\u2019 cards for your group, so people can have one full set per pair or small group.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EThe cards will need sorting into three piles, which are \u2018Technique\u2019 (yellow), \u2018Definition\u2019 (green) and \u2018Effect\u2019 (pink).\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EYou may want to have a copy of our online safety tips from \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003EStaying safe online\u003C/a\u003E to be able to share tips with young people or the people they live with.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003ERunning the activity\u0026nbsp;\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone together in a circle and ask people to think about or name what technology they use every day.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAsk if anyone knows what \u2018Persuasive design\u2019 is. Explain that \u2018persuasive design\u2019 is when products are planned, made and created by companies to change and influence the users\u2019 thoughts and behaviours. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EExplain that these techniques are frequently implemented on the internet, in apps, and in online or video games. They\u2019re designed to persuade people to give up their time and money. Ask everyone to see if they can think of any examples. Tell everyone that in this activity they\u2019ll explore some examples of these and the different ways our behaviour may be influenced or affected.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAsk everyone to get into pairs or small groups, depending on how many sets of cards you have. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EGive out a set of both the \u2018Technique\u2019 (yellow) cards and \u2018Definition\u2019 (green) cards to each pair or group. Ask everyone to spend five minutes trying to match the \u2018Technique\u2019 (yellow) cards with the correct \u2018Definition\u2019 (green) card.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhen everyone is ready, get back together as a group and read out the answers. You could ask people why they thought a definition matched a technology. Remember to make sure everyone moves the cards so they\u2019re in the correct pairs for the next part of the activity.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EAutoplay\u003C/strong\u003E\u0026nbsp;- When an app or website plays the next video automatically without me pressing \u2018play\u2019.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EClickbait\u003C/strong\u003E\u0026nbsp;- Anything online that tries to attract my attention and make me click on it (e.g. a dramatic headline).\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EPush notifications\u003C/strong\u003E\u0026nbsp;- An alert from an app on my device telling me to open that app right now.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EA pop-up\u003C/strong\u003E\u0026nbsp;- When something pops up on my screen (e.g. an advert in a box) trying to get me to click on it.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETyping indicator\u003C/strong\u003E\u0026nbsp;- When something appears on an app or game to tell me that someone is typing a message. For example, \u201CAmy is typing...\u201D\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ERed notification bubble\u003C/strong\u003E - A red circle with a number on it, next to an app, showing me that there are notifications to be seen.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETime limited discounts\u003C/strong\u003E\u0026nbsp;- When something online tells me that a sale or discount is only available for a short time.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EStreaks\u003C/strong\u003E\u0026nbsp;- When something online counts how many times I\u2019ve done something for multiple days in a row or rewards me for doing it.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ESave points\u003C/strong\u003E\u0026nbsp;- When I can only save my game when I reach a certain point, rather than any time during play.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ELoot boxes\u0026nbsp;\u003C/strong\u003E- A mystery bundle of items in a game that I can win or buy with real money.\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00227\u0022\u003E\n\u003Cli\u003ENext, distribute the \u2018Effect\u2019 (pink) cards and give one set to each group.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ENow, ask the groups to match the \u2018Effect\u2019 (pink) cards to the correct \u2018Technique\u2019 and \u2018Definition\u2019 pairs you made. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAfter around five minutes, or when everyone is ready, gather everyone back together. Again, read out the answers and discuss the connections as a whole group. You can find the answers on this page.\u003C/li\u003E\n\u003Cli\u003EAsk everyone to think about or discuss with a partner if they\u2019ve ever seen or experienced these persuasive design techniques while being online. They should think about what they saw, what the company or product was, what they were being influenced or persuaded to do, if they did or bought the thing, or if they ignored it. Did they recognise they were being persuaded? For example, they may have bought some tokens on a game, had push notifications pop up on their phone, used a free trial and found it hard to stop, or spent time watching some adverts to get to use a product for free.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhen people have thought about the questions or discussed them with the partner, encourage people to share their thoughts with the group. Ask everyone which techniques they find most persuasive and why.\u003C/li\u003E\n\u003Cli\u003ENow, ask everyone to think about how we can recognise persuasive design, and how we can help to stop ourselves being influenced by it or negatively affecting them. For example, we could turn off autoplay on YouTube videos or social media videos, mute our push notifications, take breaks from devices, or ask a trusted adult for help when we\u2019re asked to buy something in a game.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EAutoplay\u003C/strong\u003E - I\u2019m more likely to carry on watching videos if they play automatically.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EClickbait\u003C/strong\u003E - A dramatic headline might pull me in and make me want to find out more.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EPush notifications\u003C/strong\u003E - An alert like this might remind me of a game and persuade me to play it. For example, it might give me a reward if I open the game now.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EA pop-up\u003C/strong\u003E - It might grab my attention if it appears suddenly on my screen. They can also be quite difficult to remove.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETyping indicator\u003C/strong\u003E - This creates suspense and might make me want to find out what their message is going to be.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ERed notification bubble\u003C/strong\u003E - The colour red might catch my eye and make the notification seem urgent \u2013 I might feel like I have to open it.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETime limited discounts\u003C/strong\u003E - This might persuade me to buy something right away so that I don\u2019t miss out on the deal.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EStreaks\u003C/strong\u003E - This might persuade me to keep opening a game or app so that I don\u2019t break the streak.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ESave points\u003C/strong\u003E - This might persuade me to keep playing so that I don\u2019t lose my progress.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ELoot boxes \u003C/strong\u003E- I might feel excited about opening one of these as I don\u2019t know what I\u2019ll get. It might be something really cool!\u003C/li\u003E\n\u003C/ul\u003E","label":"Persuasive design effects"}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":78419,"nodeName":"Discover the power of digital persuasion","title":"Discover the power of digital persuasion","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[{"id":78423,"url":"/media/1iifsy3j/discover-the-power-of-digital-persuasion-resource-cards.pdf","caption":"Discover The Power Of Digital Persuasion Resource Cards","type":"pdf","size":108730}],"headerOptions":{"headerTitle":"Discover the power of digital persuasion","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Find out how technology can be designed to influence people\u2019s choices.","subHeader":"Find out how technology can be designed to influence people\u2019s choices.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC83ODQxOSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/discover-the-power-of-digital-persuasion/"}