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The problem
Intervention: The study does not evaluate an intervention; it is a diagnostic assessment of children's online safety knowledge
Who it was tested with: Children aged 8–11 years in the United Kingdom (N=329).
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Questionnaires were used to assess children's (N = 329, aged 8–11 years) perceived online safety, subjective and objective knowledge of online safety/dangers, and attitudes to e-safety education." This is a diagnostic study that identifies a gap between children's confidence and their actual knowledge, establishing a need for e-safety education rather than testing an intervention itself.
Cross-sectional design prevents causal inference. No comparison group or intervention evaluation. Reliance on self-reported questionnaire data.
Across countries and designs
2 studies · 2 countries
