CYBER RISK & YOUTH EMPOWERMENT IN THE DIGITAL ERA - 2016 SINGAPORE - DQ Institute
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CYBER RISK &
YOUTH EMPOWERMENT
IN THE DIGITAL ERA
2016 SINGAPORE
Strategic Partner:
CONTENTS 02 The State of Cyber Risks on Youth Around the Globe 30 The Top 8 Empowerments of DQ Education
32 1: Safe and responsible attitudes and behaviors online
05 Summary of the 2016 Singapore DQ Pilot Study 32 2: Balanced screen time and self-control
33 3: Better understanding of online presence,
06 About The DQ Institute™
privacy, and data protection
33 4: Enhanced media and information literacies
10 Why Focus on 8-12 Year Olds?
34 5: Higher empathy and global citizenship
10 Forming Discernment and Identity
34 6: Active parental mediation and school intervention
11 The Start of Social Media Use
35 7: Improved social, emotional, and physical well-being
12 Increasing Ownership of Mobile Devices
35 8: Higher academic performance and
13 Exposure to Numerous Cyber Risks
future opportunity
14 Lack of Parental Mediation
37 Our Program’s Impact on Schools
17 The Urgency of Digital Citizenship Education
18 8 Digital Citizenship Skills™ All Children Need
38 DQ Improvements, Visualized
20 Key Elements of a Successful DQ Education
21 The Goals of Comprehensive DQ Education 42 Implications for Governments
22 DQ World™ E-Learning Platform 43 Implications for Internet, Communications,
Telecom, and Technology (ICTT) Companies
27 National Roll-Out Strategy in Singapore
44 Raise Your Nation’s DQ!
45 Our Partners and Sponsors
46 Our Students and Teachers
47 References
48 Acknowledgements
49 Methodology
Digital Intelligence Quotient Impact 01
Digital Intelligence Quotient Impact 02
Our children begin their lives surrounded by
digital media and technologies. Indeed, for
69% many children in today’s world, their digital
>1 million of US teens age 13-17
regularly receive online
experience starts as toddlers. Already more
than 90% of 6-17 year olds access the internet
US children become victims across Europe according to the OECD1, and more
of identity theft each year 3 communication from than 50% of children have mobile phones by the
strangers 4 age of 102. Moreover, this widespread and early
digital usage can result in premature exposure to
THE
digital dangers such as online predators, violent
30% content, device addiction, pornography, and
of European privacy invasion.
children age 9-16 have
“friended” strangers Most children are not given guidance on how to
online 5 deal with these dangers. Arguably the biggest
factor influencing the management and outcome
In the US,
of these risks is that children are becoming part
93% of the digital world before they are equipped
S TAT E O F
with the education, guidance, and understanding
of boys and 62% of girls
necessary to safely navigate it.
were exposed to online
pornography during
their adolescence 6
CYBER 57%
of US teens age 13-19 44%
23%
of UK children age
11 – 19 have come
across racist or
have been asked to of US teenagers age hateful messages
send a “sext” 7 13-17 self-report they online 9
do not get enough
RISK S
sleep because of
digital device use 8
ON YOUTH 64%
of US parents believe
their kids are more likely
to be bullied online than
on a playground 10
90%
AROUND
of US teens age 12-17 on
social media recurrently
see cruelty online 11
30%
39% of parents in
Singapore have
of 11-16 year olds
THE
had their security
in the UK say they
compromised by
are addicted to the their children 12
internet 14
37%
70% of children age
8-17 worldwide
of children in Europe
age 9-16 have social have had negative
media profiles 15 experiences
GLOBE
online 13
35x
more likely are
children than adults
9%
of Singaporean
to be victims of children age 9-13
identity theft 16 have been identified
as “pathological
gamers” 17
Digital Intelligence Quotient Impact 03
Digital Intelligence Quotient Impact 04 Just as one needs to learn to be a safe driver before taking the wheel, children need DQ education before they can safely navigate the digital world.
SUMMARY OF THE 2016
SINGAPORE DQ PILOT STUDY
The digital era is upon us, and we must The efficacy of DQ World™ in enhancing
empower our children to be smart and children’s digital intelligence (DQ) and in raising
responsible users of technology while their awareness of cyber-risks was assessed Impact of DQ on Children’s Risky Behaviours Online
avoiding risky and harmful online activities. in the 2016 Singapore DQ Pilot Study (“Pilot
In order to address this urgent need, the Study”). Based on data from 1,407 children age
digital intelligence (DQ) educational initiative 8-12, the Pilot Study concluded that our online
and research framework was established in education program improved children’s DQ score,
collaboration with Nanyang Technological on average, from 93 to 106 – a 14% increase.
University and infollutionZERO. Our cutting- Moreover, higher DQ levels had a significantly
edge online education program, DQ World™, has positive impact on children’s awareness and
gained support from the Inter-Ministry of Cyber development across several important areas:
Wellness Steering Committee and Singtel of
Singapore, and has also been recognized by two
UNESCO international awards for its pioneering More details of our Pilot Study can be found in the
efforts to promote youth digital citizenship. Methodology section
Safe and Balanced Better Enhanced media
responsible screen time understanding of and information
attitudes and and self- online presence, literacies
behaviors control privacy, and data
online protection
Improved social, Higher Higher academic Active parental
emotional, and empathy and performance mediation
physical well-being global citizenship and future and school
DQ Score
opportunity intervention
Digital Intelligence Quotient Impact 05
Digital Intelligence Quotient Impact 06
ABOUT THE
DQ INSTITUTE™ Empowering every individual with digital
intelligence. Starting with children.
The DQ Institute™ is an international think tank are frequently – and unknowingly – exposed to In order to address this need, we help nations
Beyond IQ and EQ, that is committed to improving digital education, widespread cyber risks including online strangers,
culture, and innovation by advancing ideas game addiction, cyber bullying, sexual and 1. implement a tested and proven comprehensive
through cross-sector collaborations, global violent content, and victimization. We are only digital education solution for their public
dialogue, and big data research, with the aim of just beginning to understand how these negative education system, and
building a comprehensive digital ecosystem of experiences can detrimentally affect a child’s 2. build a holistic, healthy and secure digital
skills enable children freedom, health, and security. development, mental health, and future potential. ecosystem connecting schools, families,
to form healthy and communities, ICTT companies, as well
resilient identities as At the DQ Institute™ we empower a digital The need to equip children with digital intelligence is as governments.
digital citizens. community by setting the global standards of urgent. A child’s DQ consists of the social, emotional,
digital intelligence (DQ) – knowledge, skills and cognitive abilities necessary to navigate the We are also setting the standard for digital
and competencies required to create a healthy challenges and opportunities of their digital lives. citizenship by developing the Global DQ Index, an
and prosperous digital culture and economy. These are the must-have competencies children objective standard to measure digital intelligence
We define and assess research-based measures need to thrive in the digital era. and improve its acquisition across the world –
across all aspects of digital intelligence. so that no child is left behind.
Beyond IQ and EQ, DQ competencies enable
Our goal is to empower all individuals and children to form healthy and resilient identities Technology offers great promises and great perils.
organisations to equip themselves with the as digital citizens. With a solid DQ education, It is our duty as caretakers of the next generation
abilities to harness and maximise the positive children can grow into independent critical to help ensure children navigate this landscape
outcomes of digital media and technology, thinkers who are capable of discerning safely. We are committed to building a safe and
while preventing and mitigating negative technological opportunities from dangers, secure digital ecosystem that will impart our
consequences. Starting with children. accurate info from misleading stories, and children with the digital intelligence they need.
beneficial media from that which is useless,
As societies around the world grow rapidly inappropriate, and harmful. Furthermore, In so doing, we hope that all children will be
hyper-connected with advances in digital media empowering our children is key to the sustainable empowered, able to leverage digital technology
and technology, more and more children are growth of internet, communication, telecom, in smart and responsible ways so that they may
left alone to navigate the harmful side effects of and technology (“ICTT”) companies, of realize their true potential in this rapidly changing
negative online experiences. Children are using healthy media industries, and of capable and digital era.
digital technology at increasingly young ages and engaged communities.
OUR PRINCIPLES
1. Data-driven 2. Value-focused 3. Forward Looking 4. Digital Education for 5. A Healthy and
We believe in objective measures We believe that while technology We are dedicated to continuously Every Child Secure Digital
of performance. The education may change, values are enduring. conducting high level research Every child, regardless of where Education Ecosystem
framework and platform evolved In order to foster healthy, ethical to understand upcoming he or she lives in the world, We believe that digital education
out of academic research on and confident behavior online, technologies and trends in order should have access to the digital should not be left strictly to
childhood cyber wellness. The lessons must be rooted in basic to equip children with current and citizenship education that will schools. Rather, there is a need
platform facilitates constant human values such as wisdom, future-ready intelligence. support his or her development to build a safe and secure digital
data collection in order to both respect, integrity, resilience, self- and future success. Currently education eco-system of policies,
refine the education provided control, courage and empathy. the access to digital education programs and tools fostered by
and to identify areas and trends Whether online or off, children is not evenly distributed and governments, ICTT companies,
for further academic and public need to understand that the there are disparities both within as well as families and educators.
attention. The data is also used to Golden Rule still applies: “treat and across countries. We believe
provide assessment to ensure that others as you want to be treated”. that as part of their basic right
lessons are effective and that each to education, every child should
child is meeting DQ standards. have the opportunity to learn
the skills to leverage and master
digital media in order to facilitate
their own personal growth and the
development of their communities
and nation.
Digital Intelligence Quotient Impact 07
Digital Intelligence Quotient Impact 08
OUR MISSION
Our mission is to ensure every child acquires the technical, social,
and mental skills they need to be informed and discerning users of
digital media and good digital citizens.
OUR PRIORITIES
To ensure every child has access to digital To provide nations with a comprehensive digital
citizenship education. education solution that can be incorporated into
public education systems.
To set the framework and global standards To develop an alliance of public and private
for digital citizenship education. stakeholders invested in the creation of a safe
and secure digital ecosystem for young users.
OUR STRATEGIC GOAL
Through our #DQEveryChild™ global movement, we aim to
empower 20 million 8 –12 year old children with DQ by the year 2020.#DQEveryChild™ : A worldwide movement to empower every child age 8-12 years with digital intelligence. Digital Intelligence Quotient Impact 09
Digital Intelligence Quotient Impact 10
At This Age, Children Are Forming the
WHY FOCUS ON Sense of Discernment and Identity
Children at this age begin to be highly sensitive
to figuring out group norms for attitudes and
age group already spend long hours on digital
devices for entertainment use alone: by age 8-9,
8–12 YEAR OLDS? Middle childhood, from about 8 to 12 years of behavior. Because the media acts as a type of kids spend an average of 24 hours per week in
age, has several distinguishing characteristics “super-peer” and children spend so much time front of digital screens; this increases by more
in terms of what children are now able to do and with digital media, the attitudes and behaviors than 90% over the next 3 years, to almost 46 hours
learn. In cognitive development, children begin to shown in it will come to be seen as normative per day by age 12. This amount grows even more
Forming Discernment understand the distinction between appearance and appropriate, and will likely be adopted by when factoring in screen time for schoolwork
and Identity and reality and to look at more than one aspect children. This can be seen in children’s regular and homework assignments. Taken together,
of things at the same time. They also gain a sense use of catch phrases from TV shows and video our results show that the amount of time
of industry, defined as a basic belief in one’s games, their posting and sharing of memes, and children spend with digital devices can be
competence, coupled with a tendency to initiate use of sarcasm as a form of humor. greater than amount of personal time they
activities, seek out learning experiences, and spend with parents and teachers combined.
work hard to accomplish goals18. Ideally, these Although people learn throughout their lives
lead to a sense of personal effectiveness. and can always change, it is likely that this age Prolonged screen times can have negative
is the most important for establishing the impacts on children’s physical health and well-
In social development, learning how to form boundaries of what is acceptable behavior. As being, such as lack of sleep, impairment of brain
friendships is one of the most important tasks of children transition into adolescence, where they activity, vision impairment, bad posture, and
middle childhood. This includes learning how to become more willing to take risks, the boundaries obesity due to physical inactivity.
be part of a peer group and how to identify and set in middle childhood will have a powerful
adhere to group norms. These interactions foster influence on which risks they are willing to take.
the development of the self-concept, in which
Screen Time Spent for Entertainment
On average, 9 year one’s sense of self is defined in part by the context There is another side to this coin. Because Use Alone by Children Age 8–12
old children spend of the peer group to which one belongs. children at this age are so sensitive to group
norms, a well-planned intervention that
3.4 hours per day According to psychologists Sroufe, Cooper, and effectively shifts group norms can have a large
Average Screen Time (Hours/ Week)
on online entertainment. DeHart,18 the particular moral principles that impact on the children within this peer group.
children adopt are largely a product of their Thus, we can harness the power of peer group
46
culture. Peer relations, therefore, are important influence to impart positive and healthy norms HRS
for a child’s moral development because they instead of working against it. By adolescence,
impart cultural norms and values that reflect however, this opportunity may be lost as
the cultures in which they exist. As these peer the growing children’s developmental focus
29
groups provide opportunities for children to see moves on to forming intimate and committed 27 HRS
24 HRS
each other’s point of view and to empathize with individual relationships.
HRS
each other, a child’s development moves into
“conventional moral reasoning,” in which the
child’s goal is to act in ways others will approve Children Age 8-12 Spend an Average
of and to avoid disapproval. of 24 to 46 Hours Per Week Online For
Entertainment Use Alone 8–9 10 11 12
This has several important implications. The DQ Pilot Study showed that children in this years old years old years old years oldThe Start of Social Media Use
Children start actively using social behaviors and norms. Children’s exposure 8-9 year olds actively use social media and These risks are exacerbated by their limited
media in the 8-12 years old age range to false information, violence, obscenity, and chatting apps. This climbs to 77% by age 12. capacity for self-regulation and susceptibility
At this age, kids are also beginning to socialize hatred in videos, video games, and social media to peer pressure 20. Moreover, both the United
through the use of chatting apps, social media can have a particularly detrimental impact In this age range, YouTube is the most popular Kingdom Office of Communications and the
platforms, and by sharing content (videos and upon the psyche and values of children who are social platform, and kids become increasingly Children’s Commissioner of England recently
pictures) with friends. in this age range. active users of mobile-based social media and published reports detailing how the majority
chat apps, such as Facebook and WhatsApp, of preadolescents and teenagers who share
These social elements can be strongly Despite most social media sites (including as they grow to teenagers. Such sites offer information on digital media do so without
influential. The behavior that is modeled Facebook, Twitter, Instagram, Pinterest, young people new ways of communication and understanding, and often not even caring
online, both by peers and strangers as well as Tumblr, Reddit, Snapchat, Secret and many entertainment, but they also expose children to about, their privacy rights 21 22 .
the content they see, will heavily influence more) having a minimum user age of 13 years potential cyber risks including cyber bullying,
children’s lifelong understanding of values, old, the Pilot Study revealed that 55% of addiction, and exposure to inappropriate content.
Social Media Sites Used by Children Age 8-12 Social Media Participation by Children Age 8-12
47% 44% 21% 17% 11% 11% 8% 5% 4% 8–9 years old
55%
Youtube
WhatsApp
Facebook
Instagram
Snapchat
WeChat
Line
Twitter
Others
10 years old
66%
11 years old
74%
12 years old
77%
Digital Intelligence Quotient Impact 11Digital Intelligence Quotient Impact 12
Increasing Ownership of
Digital Devices Used by Children Age 8-12
Mobile Devices
50 48%
43%
Children Increasingly Own Their First 40 37%
Mobile Device From 8 Years Old 31% 31% 30%
Percentage(%)
30 26%
Children who participated in the Pilot Study tend
to use multiple devices – a family computer, their 20
own mobile devices, and school computers 12%
10
5%
By age 8-9, 52% of children already have their
0
own mobile device – either a tablet PC or Family My mobile School Family My My Family Other Internet
phone. By age 12, this number increases to Personal phone / computers iPad / personal iPad / mobile public cafe
computer / smart- tablet computer / tablet phone / facility computers
69%. Ownership of these devices allows most laptop phone laptop smart-
young users unlimited access to the digital phone
world at almost any time and any place.
In the “real” world – life offline – governments,
communities, and families have explicit and 52% 53% Personal Ownership
implicit rules for protecting children from 36% 39% of Digital Devices by
negative or inappropriate influences. These 32% 30% Children Age 8-12
range from simple etiquette (e.g. “don’t swear
8–9 10
around kids”), to more formal systems (e.g. years years Tablet
movie ratings). However, these safeguards are old old
Phone
losing efficacy in an age where any child with a
mobile device can access practically unlimited Any mobile device
online content. Without a solid digital education,
today’s children will grow increasingly vulnerable
to negative influences against which they have
been protected for generations. 68% 69%
57% 62%
27% 26%
11 12
years years
old oldExposure to Numerous This comes as another recent recently concluded • 30-40% of participants have perpetrated, downloading/sending/receiving adult content
Cyber Risks that a growing proportion of 8-12 year old or been victimized by, cyber bullying. and/or having sexual conversations with
children are already engaging in various risky online strangers.
behaviors online19. • 23% have frequently consumed high degrees
Children Age 8-12 Are Already of violent content in online videos or games • 6% have chatted with and met online
Exposed to Numerous Cyber Risks Furthermore, children who participated in our strangers in real life.
The top 3 online activities of this age group are Pilot Study informed us that: • 11% have been involved in proactive
(1) using search engines, (2) listening to music and online sexual behaviors such as searching/
watching videos and (3) playing video games19.
Some of these activities embed elements of
nascent social media use: both videos and video
Online Activities of Children Age 8-12
games can have social elements as children
All the time
watch, play, and engage with friends through
embedded chat functions.
Often
Numous studies show significant positive Sometimes
correlations between children’s digital media
usage and exposure to various cyber risks that Seldom
negatively impact their cognitive, emotional, and
social development – including impairing their Never
academic performance and relationships with
family and peer groups 4, 7, 13, 16, 23.
Used a Watched Listened Played Sent an Created Made Sent an Posted a Made and Bought
Excessive digital media use in children of this age posted a
search a video to music a video email a profile and sent email comment or sold
group has been shown to negatively correlate engine online online game or chat on social videos or or chat online video or something
that plays message network pictures message pictures on an e-
with personal strengths such as self-regulation, visible to
with other through site to friends through a commerce
the public
critical thinking, and academic performance 17 24. people phone online website in a social site
app media site
Cyber Risk Exposure of Children Age 8-12
5% 1% 6% 3% 9% 7% 9% 5% 10% 1% 16% 7%
At high risk 30% 14%
18%
At risk
At moderately risk 64% 77% 66% 33% 53% 47% 42% 35% 42%
Safe Online Cyber Cyber Game Online Exposure to
strangers bullying victimization addiction sexual behavior violent content
Digital Intelligence Quotient Impact 13Digital Intelligence Quotient Impact 14
Lack of Parental Mediation
The lack of parental digital mediation We also found that children were less likely range, children increasingly own their first digital parental digital mediation. This is why we at
is problematic to engage in risky activities online when device and become active on social media, the DQ Institute, through our #DQEveryChild
Parental digital media mediation is critically their parents were more actively engaged allowing them to “step into the digital world” and worldwide movement, seek to empower with
important in protecting children from cyber- in mediation of their behavior. become exposed to numerous cyber risks. Most digital intelligence 20 million children ages
risks. While parental influence is high, our Pilot importantly, it is the critical age range during 8-12 by the year 2020. In so doing, we will give
Study indicates that less than 50% of the parents In summary, our Pilot Study confirms that the which children start to build formative peer them the crucial skills they need to navigate
regularly talk to their children about digital media need to empower 8-12 year old children with relations, which influences their understanding the challenges and opportunities of their
usage and how to mediate its inherent risks. digital intelligence is urgent. During this age of what is right and wrong amidst sorely lacking increasingly digital lives.
Digital Usage Mediation Efforts Taken by Parents of Children Age 8-12
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
100
80
60
Percentage(%)
40
20
0
Setting media rule Demanding to know Co-viewing screen Talking about Talking about Talking about Talking about Consistency
about online friends false info personal info cyber violence risky content between parents
1. Children at high risk: engaged in risky online behavior 2. All children 3. Children at low risk: seldom or never engage in risky online behavior Rarely Sometimes Often RegularlyDigital Intelligence Quotient Impact 15
Digital Intelligence Quotient Impact 16
IQ EQTHE URGENCY
OF DIGITAL
CITIZENSHIP
EDUCATION
The Imperative Why Are We Neglecting others. These risks are often amplified for
A generation ago, IT and digital media were Digital Citizenship? vulnerable children, including those who have
niche skills. Today, they are core competencies More and more school programs are special needs, those who are minorities, and
necessary to succeed in most careers. incorporating technology in a variety of ways: those who are economically disadvantaged. They
some use computers in the classroom, some make tend to not only be more frequently exposed to
For this reason, digital skills are an essential assistance available online to students, and some risk, but also to face more severe outcomes.
part of a comprehensive education framework. even teach coding and robotics.
Without a national digital education program,
command of and access to technology will be But digital intelligence has often been overlooked Sooner Rather Than Later
distributed unevenly, exacerbating inequality and by educators and leaders despite being A child needs to start learning digital citizenship
hindering socio-economic mobility. fundamental to a person’s ability to wisely use skills as early as possible, ideally when one starts
technology and live in the digital world – a need actively using games, social media or any digital
The challenge for educators is to move beyond which now arises from a very young age. device. Children today are already immersed in
seeing IT as simply a collection of software and the digital world and influencing what that world
hardware tools or mediums of delivery. Instead, Many educators believe children will pick up these will look like tomorrow. It is up to us to ensure
the goal is to nurture students’ ability and skills by themselves or that these skills should that they are equipped as soon as possible with
confidence to excel in a world where digital media be nurtured at home. However, due to the digital the skills and support needed to make it a place
is an integral part of everyday life. generation gap, with young children being the where they can thrive.
first to truly grow up in the era of smartphones
and social media, neither parents nor teachers
What’s Your DQ? know how to adequately equip children with
Digital intelligence – or DQ – is the ability to use these skills.
digital technology and media in safe, responsible,
and effective ways. Like IQ or EQ, which are Young children using digital media today are
measures of general and emotional intelligence, exposed to cyber risks such as technology
an individual’s facility and command of digital addiction, cyberbullying, and predatory
media and technology is a competence that can grooming. They can also absorb toxic behavioral
be measured. norms that affect their ability to interact with
Digital Intelligence Quotient Impact 178
Digital Intelligence Quotient Impact 18
Digital Citizenship Skills™
All Children Need8 Digital Citizenship Skills™
All Children Need
Digital Citizen Identity
The ability to build and manage a
Digital intelligence (DQ) comprises the set of
healthy identity online and offline
cognitive, social, and emotional abilities essential
with integrity
to digital life. It is the all-encompassing ability to
have appropriate knowledge and skills, to adapt
one’s emotions, and to adjust one’s behavior Privacy Management
to deal with the challenges and demands of the The ability to handle with
digital era. discretion all personal
information shared online to
So, what should we be teaching our children as protect one’s and others’ privacy
part of their digital citizenship? Our extensive
research has led us to identify eight core Digital Critical Thinking
Citizenship Skills™: The ability to distinguish
between true and false
information, good and harmful
Screen Time Management content, and trustworthy and
The ability to manage one’s screen questionable contacts online
time, multitasking, and engagement
online with self-control Digital Footprints
The ability to understand the
Cyberbullying Management nature of digital footprints and
The ability to detect situations of their real-life consequences and
cyberbullying and handle them wisely to manage them responsibly
Cybersecurity Management
The ability to protect one’s data by
creating strong passwords and to
The ability to use technology is now understood to
manage various cyberattacks
be a basic and indispensable skill, and being able to
use digital media prudently, safely, and confidently
Digital Empathy will mark the leaders of tomorrow. Digital
The ability to show empathy intelligence is essential for our kids to become
towards one’s own and others’ masters of technology, instead of being mastered
needs and feelings online by it. Crucially, in order for children to be nurtured
as good digital citizens, these competencies need to
be based on core values including wisdom, respect,
integrity, resilience, self-control, and empathy.
Digital Intelligence Quotient Impact 19Digital Intelligence Quotient Impact 20
Key Elements of a
Successful DQ Education
01: 02: 03:
Comprehensive and Thorough Assessment A Commitment by Policy
Forward- looking Framework and Detailed Feedback Makers and Educators
Digital citizenship education needs to A robust digital citizenship education must National leaders need to understand the
systematically address all the competencies include opportunities for assessment and importance of digital citizenship as the
necessary to manage the challenges of using feedback. The assessment tools need to be foundation of digital intelligence, and Education
technology and navigating the digital world. comprehensive as well as adaptive in order to leaders need prioritize the implementation
The framework needs to address all 8 Digital evaluate not only hard but also soft DQ skills. of digital citizenship programs as part of an
Citizenship Skills™ (detailed below). Likewise, Ultimately, such assessments should serve as a overall DQ education framework.
it is imperative students learn to apply these means of providing feedback that gives children
skills to novel situations – like new apps a better understanding of their own strengths
and media – in order to adapt to inevitable and weaknesses, so that they may find their
changes in technology. own paths to success.The Goals of Comprehensive DQ Education
Children who have successfully completed their DQ education will be better able to:
Create and manage Recognize and avoid Build healthy online Know how data is Minimize the risk of
digital reputation phishing and scams and offline identities collected and shared by contamination by
with integrity devices and apps viruses or malware
Communicate Secure online accounts Protect themselves Seek assistance with Understand the risks
online with respect through the use of against the attempts bullying, abusive, of sharing images
and empathy strong passwords of hackers dangerous or confusing or information using
online situations digital technology
Understand the need Know that people Cope with cyber Understand that Remain aware of
for balanced screen online may not be who bullying without information found media influence, and
time, and exert self- they claim they are, and escalating situations, online may be false or have a tendency to
control over device use avoid communicating and capably stand up misleading, and know choose prosocial and
with strangers for victims how to verify stories beneficial digital media
while avoiding violent
and inappropriate
Know what information Share content content
should be kept private, prudently, fully
and how to restrict the understanding the
sharing of personal impact of one’s
information digital footprint
Digital Intelligence Quotient Impact 21Digital Intelligence Quotient Singapore — 2016 National Impact 22
DQ WORLD™
E-LEARNING
PLATFORM
Our internationally-acclaimed DQ educational • At its most basic, DQ World™ allows for DQ World™: Innovative Online
initiative is driven by DQ World™, an innovative enjoyable self-learning with minimal support Education Tools & Assessment
research-based e-learning platform specifically from teachers or parents
designed for young users of digital media.
The online education program has been • More detailed assessments are available for
internationally recognized by two UNESCO parents who want to get more involved in their
international awards for its pioneering efforts child’s DQ education.
to promote youth digital citizenship education.
It can be easily incorporated within public • Additional teaching resources have been
education systems and be used by any teacher created to allow teachers to use the program
in any country to accelerate the national proactively, incorporating DQ World™ in their
implementation of DQ education and risk classroom as an integral part of lessons and
assessment for all children worldwide. assessment
• Likewise, schools can use the assessment and The four key characteristics of the program
metrics as part of school-wide DQ programs are as follows:Holistic value-based curriculum
DQ World™ offers a cutting-edge comprehensive digital citizenship Highlighted in
curriculum specifically targeting children age 8-12 who are starting to
actively engage with the digital world.
Most national digital education programs are campaign-based, restricting
their focus to narrow topic areas like cyber-bullying prevention, account
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Digital Intelligence Quotient Impact 23Digital Intelligence Quotient Impact 24
Gamified “Play & Learn” story-telling pedagogy
A major goal of the program is to create an environment that encourages
self-learning, without the necessity of teacher or parental guidance. In this
way, any child can benefit from the program as long as they have access to
the site.
To do this, we made DQ World™ as fun and engaging as it is educational
– so much in fact that students can’t wait to engage in and complete the
program.
• 92% of children found DQ World™ helpful in learning how to use the
Internet safely, and
• 90% of children said the program made learning more interesting
and fun 24.
This was achieved through the creation of a varied multi-media
experience: the DQ curriculum combines animated video storytelling and
interactive learning quests that provide both educational and entertaining
experiences. Progress through the program rewards each student with
skill badges, character cards, and certificates of accomplishment after
each phase of learning.DQ Score
Digital Citizen
Identity
Research-based real-time DQ assessment Screen Time Privacy
Mgmt Mgmt
As the student engages in the various “missions” on the platform, he/she
completes surveys and quizzes that reinforce the interactive activities. Each
student’s responses are tracked in order to measure progress, assess risk,
and generate the child’s DQ Profile™ and optional DQ reports. For those using Cyberbullying Critical
Mgmt 108 Thinking
the school-based platform, the system also aggregates results into a DQ
School Report™ which is the collective DQ Profile™ score of all participating
students in the school.
Cyber Digital
Security Footprint Mgmt
Digital Empathy
Snapshot of a Sample DQ School Report™ Detailing
Skill Acquisition and Cyber Risk Assessment Your School National Average Average
Exposure to online Exposure to Exposure to Exposure to Exposure to cyber Addiction level
stranger risks inappropriate content violent content cycber bullying victimization
3% 3% 3% 7% 3% 3%
17% 7% 10% 10%
20% 43% 43% 43%
10% 13%
Your School
74% 57% 37% 76% 74% 43%
2% 6% 1% 7% 8% 10% 7%
13%
6% 11% 12%
30% 38% 41% 17% 61% 49%
15%
Overall
62% 48% 35% 71% 18% 32%
Require attention At risk Moderately safe Safe
Digital Intelligence Quotient Impact 25Digital Intelligence Quotient Impact 26
Timely e-counselling interventions for at-risk children
DQ World™ has a unique system to detect a child’s exposure to various DQ World:
cyber-risks, which can identify at-risk children and help schools intervene in Identifies At-Risk
a timely manner. Children
In addition the program can diagnose parents’ digital media mediation style
as well as assess support being provided by teachers and schools through
internet safety education.
Schools use
E-counselling services can be linked into the platform and triggered both platform to contact
voluntarily by the child (via a request for support) or automatically when e-counsellors for
timely intervention
exposures to risk factors are detected.
E-Counsel-
E-counsellors provide a timely and easily accessible avenue of support School ling Parents
through the online platform. The 2015 DQ E-Counselling Study conducted
by the National Institute of Education proved it to be effective in increasing
Schools identify strengths and DQ e-counselling increases Parents understand
happiness and self-regulation and lowering negative emotions of children weaknesses in students’ digital happiness and self-regulation and weaknesses in parental
exposed to cyber-risks 25 26. competencies – enabling them decreases negative emotions of mediation and can improve
to plan better digital education children exposed to cyber-risks their digital parenting
Higher Emotional
Enhanced DQ Strength to Deal with Lower Cyber Risks
Cyber-risksNATIONAL ROLL- How DQ World™ Enhances the Basic MOE Cyber-Wellness Program
OUT STRATEGY IN
SINGAPORE 1 Provides an intensive and comprehensive
digital citizenship education targeting 3 Provides a fun and engaging self-learning
experience, so that teachers and parents
children age 8-12. need not closely supervise the program.
2 Provides well-researched, easy-to-use
tools, and resources for both teachers 4 Provides individual and school-
based feedback with comprehensive
and students. assessments.
Digital Intelligence Quotient Impact 27Digital Intelligence Quotient Impact 28
Singapore Digital Citizenship Education Unique Multi-stakeholder Approach These strategic partnerships accelerated
Having coined the term “cyber wellness” and In order to promote interest and encourage outreach and have enabled us to reach out to
developed a regular cyber wellness curriculum adoption by schools and families, we more than 90% of Singaporean primary schools
for primary schools (equivalent to 4 hours per built alliances with local partners and Singtel, a telecom company, provided financial since 2014.
semester), the Singapore Ministry of Education community members. and strategic support for the program.
(“MOE”) is a world-leader in digital citizenship
DQ World™ Educational Program Adoption
education. The MOE encourages the use of
by Singapore Primary Schools, 2014–2016
external supplementary materials to support the
core cyber-wellness program. This presented a
100%
challenge to teachers, as many do not have deep
knowledge of digital citizenship. Likewise, heavy TOUCH Cyber Wellness, a local NGO, had
75%
schedules limited their ability to find suitable professional trainers and counsellors conduct
resources and tools. For these reasons, the Inter- various school/community engagement The Singapore Science Centre, a national science 50%
Ministry Cyber Wellness Steering Committee programs, such as school assemblies, teachers’ museum, hosted an educational and promotional
(ICSC), including MOE and the Media Development workshops, and parents’ seminars. exhibition on DQ World™. 25%
Agency (MDA), endorsed and supported the
development of the DQ World™ educational 0%
platform and research framework in order to 2014 2015 2016
NTU Full Logo printing on uncoated stock: CMYK
provide outstanding supplementary educational
% of Local Primary Schools
materials for primary school cyber wellness and
character education.
0C 100M 90Y 0K 100C 68M 7Y 28K
Singaporean governmental organizations such Nanyang Technological University and the
as MOE and MDA endorsed the program and National Institute of Education provided ongoing
provided grants for development and outreach. research and development of the program.National Challenge Promotion of Since then, the annual DQ Challenge launches all DQ online lessons receive coveted rewards
Roll-Out at the beginning of each school year, with a including the DQ School Report™, the DQ School
One of key success factors of the DQ online teachers’ professional workshop. The workshop Certificate™, and a free DQ school assembly
education program is to launch a nation-wide is designed to empower teachers with basic session conducted by a professional TOUCH Cyber
“DQ Challenge” that recognizes and rewards DQ knowledge and information on how to use Wellness trainer.
the top 10 participating schools, teachers, and the program in the classroom. Schools learn
students. This creates a sense of excitement to conduct DQ classes (15 hours in total) using At the end of the school year, the top-10 winning
and competition. the DQ World™ e-learning platform, based on schools, teachers, and students are announced
their unique school schedules. Those schools and invited to a final, top-10 live competition that
whose students complete more than 50% of ends with an awards celebration.
March October
Launch Event School-wide Roll-Out DQ Challenge Announcement
Assembly Interactive
Programme Exhibition
CITIZENSHIP
Digital Home-based Parents’
Leadership E-Learning Seminar
Digital Intelligence Quotient Impact 29Digital Intelligence Quotient Impact 30 THE TOP 8 EMPOWERMENTS OF DQ EDUCATION Safe and responsible online behavior – just one of the Top 8 Empowerments of a DQ Education
About Sara, On her 10 th birthday, Sara’s parents gave her a
smart phone. Before getting the phone, she had
been using the family computer to go online for
a 10 year-old homework and for fun for about an hour each
day. Once she had her own phone, however, her
use of digital media increased rapidly.
girl living in Within 3 months of getting her phone, Sara
was using her phone for 60 hours per week
Singapore
on average. She watched YouTube and played
Clash Royale, her favorite game, with friends
almost every day. She also started using
SnapChat, sending and receiving “snaps” with
friends every few minutes (except in class,
Within 3 months
— where the phone is not allowed). So far she
of getting her phone, hadn’t talked to any strangers online, but some
of her friends had told her they had met cool
Sara was using her people that way.
phone for 60 hours
Sara’s parents had not set any rules or
per week on average guidelines on her digital media use, but she
learned basic cyber wellness tips from her
teachers. Sara had no problem putting her
phone away for meals or classes, but she was
starting to feel worried when she could not
check her “snaps.” Recently she had forgotten
her phone at a friend’s house and didn’t have it
for one day. She was extremely upset that she
had broken her “streaks” of exchanging snaps
with her “BFFs”. She was starting to feel like
she couldn’t live without her phone.
Digital Intelligence Quotient Impact 31Digital Intelligence Quotient Impact 32
How did DQ impact cyber-risks, including online strangers, cyber-
Sara’s life? DQ Score vs. Vulnerability Online Strangers
Online Sexual Behaviors
Cyber Bullying
Cyber Victimization
bullies, device addiction, and exposure to violent
to Cyber Risks
Violent Content Game Addiction and obscene content. She has learned tactics – be
Sara’s DQ World™ pre-test showed that she had it to ignore, to block, or to respond with wisdom –
a DQ of 91 – below the standard of 100, but not 4.0 with which to defend herself. Importantly, she now
terrible. However, the assessment identified her confidently seeks the support of a trusted adult
weakness with screen time management and Safe whenever she needs it.
3.5
found she had regular exposure to violent and
02
inappropriate videos. She had also posted some
Moderately
“selfies” to Instagram, and some of the pictures 3.0
Safe
had gotten mean comments. Even though she
hadn’t told anyone about it, she felt bad and 2.5
didn’t know what to do. After completing the
DQ World™ online education program, Sara At Risk Balanced Screen Time and
improved her DQ score to 105. 2.0 Self-Control
During the program, Sara started to understand
1.5 Requires how her online life was stressing her out and that
Attention she needed better self-control and balanced
01
screen time. She now understands how constant
1.0
interruptions can impair her ability to do
60 70 80 90 100 110 120 130 homework, to enjoy a book, or to even simply pay
attention to her family members.
Safe and Responsible Attitudes and
Behaviors Online
Digital Citizenship Skills™ reduce children’s
tendency to engage in risky behavior online. High
DQ scores have a significant inverse correlation
with risky cyber-use behavior. It is desirable for
children to achieve at least a DQ score of 100
to have the ability to avoid various cyber-risks.
The DQ curriculum was also previously proven
to be effective in cultivating safer attitudes
toward cyber-risks, including cyberbullying,
game addiction, and face-to-face meetings with
online strangers 24.
After completing the DQ World™ curriculum, Sara
possesses greater awareness of the many existing04
Enhanced Media and
Information Literacies
Sara now knows she must think critically
about the information she sees online. She
understands that not everyone is who they say
they are online, and has a better understanding
of the risks associated with befriending online
strangers. She also knows that violent and
inappropriate content are harmful to her
wellbeing, and actively avoids it on all of her
digital devices.
DQ Score vs. Critical Thinking Skills:
A Highly Significant Correlation
Critical Thinking
120
110
03
100
90
80
Better Understanding of online to just the people she knows in the
Online Presence, Privacy, real world. 70
and Dataprotection R=0.719
Sara has developed a better understanding of Moreover, her awareness of the risks of scams 60 p34
05 06
Higher Empathy and anywhere around the world. She now
Global Citizenship understands that what she says and creates
Sara had been kind in her communication online becomes her contribution to that
online, but after DQ World™, she has a keener community. This sense of scale and a larger
sense of how her choice of words could world view does not come naturally to a
impact others. She now understands why it child. Children (and many adults) tend to
is important to communicate with empathy, perceive their “corner of cyberspace” as a
respect, and tolerance, and to not be baited by private area – even when they share content
mean or abusive comments. with the public. Sara, on the other hand, is
beginning to understand how others online
Moreover, she realized that, when she goes may have different cultures, values, and grasp
online, she becomes part of a large global of language. She knows why it is important to
community and that she can be connected be socially and emotionally aware and to be
to individuals and information from almost tolerant online.
DQ Score vs. Empathy: Highly Significant Correlation DQ Score vs. Global Citizenship: Highly Significant Correlation
Empathy Global citizenship Active Parental Mediation and
1.0 School Intervention
120
Sara’s parents also feel more confident: they
received her DQ Individual Report™ and now
0.8
have a better understanding of her digital
100 competency as well as areas where she needs
their support. They also adopted some of the
0.6
suggestions for implementing family media
80 rules and have had several conversations with
her about how she uses digital technology. They
0.4
feel like they now have a better understanding
60
of their daughter’s online life, and feel eager and
able to provide improved parental guidance.
0.2
In addition, Sara was able to use the DQ World™
40 R=0.583 R=0.66
pSnapshot from a Sample DQ
Individual Report Detailing Extent
of Parental Mediation
Your Child School Average
Sometimes Regularly
Rarely Often
07
Improved Social, Emotional,
Setting
media rule
Demanding to
and Physical Well-Being know about
Sara has a better understanding of the online friends
08
importance of real-world support and
relationships. She values the time she spends
Co-viewing
offline with friends and family. She understands
screen
that when she feels down or needs comfort, she
should seek it from the people in her life that
know and love her. She understands that while Talking about Higher Academic Performance
strangers online may come across as supportive false info and Future Opportunity
and kind, the people she can trust most are With a higher DQ score, Sara knows how to
families and friends she knows in the real world. manage her screen time. Better screen time
She avoids turning to the internet and online Talking about management – including putting her phone
personal info
strangers for emotional comfort. away when she needs to concentrate – means
that Sara’s academic performance gets a
Knowing that she has the support of her parents, boost. She can sleep better at night and focus
Talking about
her school, and her e-counsellors whenever she cyber violence better at school. Likewise, reduced stress and
faces difficult situations online, Sara will be a distraction from her life online helps her to be
happier, more confident child. This mental and more present at home. By fostering self-control,
emotional well-being carries over to her life at Talking about Sara improves her family life, her academic
home, where she and her parents enjoy fewer risky content performance, and her future potential.
worries – and more meaningful interactions. Because a solid foundation in the core digital
competencies of global citizenship, empathy,
Consistency
and critical thinking will ultimately equip Sara
between parents
for better future career opportunities within
the digital economy.
Digital Intelligence Quotient Impact 35Digital Intelligence Quotient Impact 36 What if Sara didn’t get her DQ education? Without her DQ education, it is unlikely Sara would have been aware that her screen time was a problem or that she was exposing herself to cyber dangers. She had already been showing early signs of addiction, and this could have worsened to the point of negatively impacting her school grades and family life. In the long run, Sara’s academic performance and career prospects would have been less bright. It is highly likely that Sara would have been the victim of cyber bullying. A few inconsiderate posts on her social media account, or one very mean message from a classmate, could have led Sara into deep frustration and sadness. Not knowing how to handle the situation – and without timely emotional support – Sara might have lashed out in self-defense, escalating a risky situation and leaving negative digital footprints along the way. Sara’s curiosity to “meet cool people online” would have eventually exposed her to strangers. Without awareness of the dangers of deception, she would be vulnerable to manipulation by those with bad motives. Middle childhood is a critical time when kids start forming fundamental peer groups and pursuing approval. Without understanding the risks, Sara might have welcomed the compliments and advances of strangers, to the detriment of her safety. Despite her young age, Sara had already been repeatedly exposed to violent and obscene content – materials which could impact social and psychological development. Consequently, her sense of values and ethics would likely have been negatively influenced by questionable online communities that indulge in violence, obscenity, and abuse.
OUR DQ World™ effectively enhanced the DQ skills of
students who completed the online education
however, prefer to have their students carry
out missions on school computers during a
PROGRAM’S program. The 2016 Pilot Study revealed that designated period with teacher supervision and
IMPACT ON students pre-assessed before commencing the
DQ World™ curriculum scored, on average, 93.
supplementary follow up activities. Teachers
observe that the program offers even better
SCHOOLS Upon completion of the curriculum, there was
an upward shift in the distribution of results,
engagement in classrooms where the online
program is actively incorporated into the school
with the average score increasing to 106 – curriculum. We have observed that schools
a 14% improvement. adopting this method tend to have improved Fuchun Primary School – enhancing
completion rates. learning through class discussion
Some schools incorporate DQ World™ into and student initiation
their curriculum with in a hands-off approach, Overall, the schools with high teacher Fuchun Primary School in Singapore ran
assisting with class and student registration and engagement – through active facilitation and the DQ World™ self-learning lessons in the
then allowing students to conduct home-based performance tracking – achieve the largest computer lab under teacher supervision.
learning on a voluntary basis. Most schools, improvements in DQ. Teachers briefed the students on the
digital citizenship topics that they
would be focusing on and carried out
class discussions.
Distribution Change of DQ Scores in Students – Before and After
Students then logged into DQ World™
Completion of the DQ World™ Online Education Program
and played the missions as per the
teacher’s instructions in class. They
were then assigned a short homework
Pre-DQ World Post-DQ World assignment to complete other missions
before the next class.
Cyber wellness ambassadors from the
class were then appointed to encourage
their peers to complete the missions. This
method of class discussion, play, and peer
encouragement was found dramatically
improve retention of key ideas as well
as student interest and engagement,
delivering an astounding completion
rate of 97%.
0 20 40 60 80 100 120 140
DQ Score
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