A comparison of “kids” sections in Aquarium websites. Maddalena Crudeli. Lingua Inglese c.p. A.A. 2005/06.
Lingua Inglese c.p. A.A. 2005/06
Realistic visual modality.
In the kids section there are many programs for guided tours and activities.
On the homepage the kid is a spectator, with a teacher/parent next to him.
Verbal approach: teachers and parents are the targets.
Dynamic picture and caption.
Realistic visual modality.
Use of the sound of the sea in the background.
Kids as spectators again on the homepage.
A whole section only for teachers.
The word “learning” tells the user to start his pathway towards the kids section here. Intertextual previous knowledge.
Marine life icons
The site’s target is also a young viewer.
Ocean blue background
By rolling the mouse over the “for kids” item, a thematic expansion appears.
Abstract approach of verbal menu.
The text encourages kids to make questions.
Creative text font.
See-for-yourself approach of visual cartoon-like menu.
Pathway to “teenagers” section
Text and photos: realistic approach
By rolling the mouse over the“Teachers and Kids” link a sub-text pops up which is a thematic expansion.
Terms concern education.
Marine life and Ocean blue background.
Concise organization of information, using icons and verbal captions.
Cartoon-like icon attracts the younger kid’s attention.
Teacher’s and kid’s sections are both visible on the screen.
A set of items made up of dynamic and cromatic visual elements and corresponding verbal captions and links, which invite the viewer to explore.Different activities for teenagers.
Text is an explicit invitation to explore.
Visual metaphor menu instead of a verbal one. Paradigmatyc reading path.
Dynamic elements on mouse roll over.
This section encourages an active attitude.
Paradigmatic reading path: the viewer has the possibility to choose different features from a set of items made up of visual and verbal elements.
Cartoon-like icons contain dynamic elements, which encourage web-surfing.
All sections are divided in age groups.
Music activities include downloading.
Text and cartoon-like pictures encourage an active attitude.
Bright colours and the big crayon are visual metaphors of the colouring-in activity.
Use of cartoon-like genre appeals to the sense of fun and enjoyment of the young viewer.
Use of colours as a semiotic resource attracts the eye of the viewer and contributes to create a playful environment.
Creative font and language
Use of creative font and direct languageproduces a friendly andreadable text.
The autonomous visual changes in some elements on the page and the modification by mouse rollover of other features both show the object’s interactive potential and engage the viewer’s attention towards specific thematic domains that can be activated by clicking on these objects.
Covariate ties (Lemke, 1985): trasformed images share some features in common with each other. Because of this similarity they are members of a more general class of clickable objects with interactive and thematic potential.
All of these features are made to create a positive interpersonal response from the viewer.
Use of cartoon-like pictures and speech bubbles represents an interpersonal approach to a special audience: children.
This is an example of an interactive game, which gives kids the possibility to move the penguin. The movement is accompanied by the penguin sound and a speech bubble.
On mouse roll over the picture on the book cover moves.