The media consumption on the Internet is increasing rapidly and people at all ages are getting used to live in an on demand world. Due to this, streaming platforms have to appeal to a broad audience containing children, teenagers and adults. One approach to appeal a broad target audience is to divide the streaming platform into two separate platforms, where one is aiming for children and the other one, for the rest of the users. The aim of this thesis is to investigate how the user experience can be improved, to help users of ages 10-13 years old to find their way from one streaming plat- form, to another as they are growing up. The thesis investigate how existing streaming platforms appeal to a broad audience and determines reasons of why a gap can be created between streaming platforms. Based on interviews, work- shops, user tests as well as literature, a final prototype and a set of concluding suggestions have been produced as a result of this study.

Motivated by the alarming trends of decreased reading among young children and their increased use of technology, this thesis explored the design of an Augmented Reality (AR) reading experience aimed at increasing engagement among young readers in a non-educational setting. Research on technological reading experiences designed to further learning is well-established; however, fewer studies have assumed a non-educational perspective, and none have explored the naturalness of using head-mounted displays (HMD) AR. Following an exploratory Design Thinking process, a high-fidelity prototype of an HMD-AR reading experience designed to increase engagement was developed based on insights derived from related state-of-the-art research and a focus group conducted with children. The proposed AR reading experience was evaluated through tests with children aged 3-9 years old. A self-reported user engagement matrix was used to evaluate engagement based on seven different components, such as interest and challenge. The results suggest that the proposed AR reading experience had moderately positive effects on overall engagement. The engagement component interest elicited a collectively high engagement, with results indicating that reading with an interactive character in AR was the main aspect of interest. However, future research should include longitudinal testing for more conclusive results. / Motiverad av de alarmerande trenderna med minskad läsning bland unga barn och deras ökade användning av teknik, utforskade denna avhandling designen av en läsupplevelse i förstärkt verklighet (AR) avsedd att öka engagemang bland unga läsare i ett icke-pedagogiskt sammanhang. Forskning på teknologiska läsupplevelser utformade för att främja lärande är väletablerad; däremot har färre studier antagit ett icke-pedagogiskt perspektiv, och ingen har utforskat naturligheten av att använda head-mounted displays (HMD) AR. Genom att följa en explorativ design-tänkande process och baserat på insikter erhållna från relevant forskning och en fokusgrupp utförd med barn, utvecklades en fungerande prototyp av en HMD-AR-läsupplevelse designad för att öka engagemang. Den föreslagna AR-läsupplevelsen utvärderades genom tester med barn i åldrarna 3-9 år. En självrapporterad matris för användarengagemang användes för att utvärdera engagemang utifrån sju olika komponenter, däribland intresse och utmaning. Resultaten antyder att den föreslagna AR-läsupplevelsen hade måttligt positiva effekter på det övergripande engagemanget. Engagemangskomponenten intresse framkallade kollektivt högt engagemang, och resultatet indikerar att läsning tillsammans med en interaktiv karaktär i AR var den främsta aspekten av intresse. Framtida forskning bör inkludera längre studier för slutsatsgivande resultat.

Designing good digital experiences for children can be difficult; designers have to consider children's cognitive and motor skill limitations, understand their target audience, create something entertaining and educational, comply with national and international jurisdiction, and at the same time appeal to parents. We set out to create a general framework which designers and developers can use as a foundation and testing ground for their digital products in the field of user experience. The methods used during the thesis include interviews, literature studies, user testing, case studies, personas, prototyping, and more. The results created are primarily user experience guidelines packaged in a Theoretical Framework, user testing conclusions, along with suggestions on improving the current Lego Star Wars: Force Builders application, a few in the form of prototypes.