Using Skits to Gather Complex Perspectives
Why did we use the skits?
We incorporated skits into our research methodology to uncover insights from low-income individuals regarding their awareness of digital risks and the precautions, if any, they might take to mitigate these risks. By using skits, we allowed respondents to reflect deeply on digital philosophies, offering a more nuanced understanding compared to conventional surveys.
How well did they work?
The skits, delivered in local languages by experienced voice actors, proved highly effective. Participants not only enjoyed this but also actively engaged in discussions on serious issues. Themes such as fraud and misinformation resonated with participants, many of whom had personal experiences or knew someone affected by these challenges
How were the themes defined?
The selection of skit topics was contextualized to each country, addressing the specific digital concerns prevalent in that region. For example, in Kenya, the focus was on Digital Financial Services, while in India, content visibility emerged as a major issue. Overall, the skits successfully facilitated in-depth exploration of digital issues and provided a platform for participants to share their perspectives.
Videos are only illustrations. Skits were played over the phone during automated interviews.
India
In India, we interviewed in Hindi, Tamil and Telugu languages. In this video, you will listen to one of six skits in Hindi language.
This example is in Hindi about Cybersecurity - Scams.
Other themes in country:
- Misinformation
- Content Visibility
- Cybersecurity (Stolen photos)
- Digital Financial Services' Worries
- Social Media Business
Kenya
In Kenya, we interviewed in Kalenjin, Swahili, Luo and Turkana languages. In this video, you will listen to one of six skits in Luo language.
This example is in Luo about Digital Financial Services' Worries.
Other themes in country:
- Fraud
- Misinformation
- Content Visibility
- Creepiness (Data Privacy)
Nigeria
In Nigeria, we interviewed in Hausa, Yoruba and Igbo languages. In this video, you will listen to one of four skits in Hausa language.
This example is in Hausa about Fraud - Impersonation.
Other themes in country:
- Cybersecurity
- Physical Damages of Mobile Banking
- Unreliable Money Transactions
Discontinuities
DIS_KS_Well_01 - Safety: Disturbing Content Online - Kenya
Alice meets Binti after a long time and learns that she left their WhatsApp group and stopped using the app as much. Binti explains that although WhatsApp helped her grow her clothing business, she was disturbed by the negative and disturbing videos people started sharing. The content affected her peace of mind, leading her to leave many groups and limit her interactions online. Alice listens and relates, realizing how such content can affect one’s experience on social media.
DIS_NY_Well_01 - Safety: Disturbing Content Online - Nigeria
Ayo meets Ronke for lunch and jokes about how good she looks despite being unemployed. As they catch up, Ayo asks why Ronke left their WhatsApp job-hunting group. Ronke explains that she left for the sake of her wellbeing after members began posting disturbing and sexually explicit videos about assault incidents. Although the group was meant to help job seekers connect with employers, the harmful content affected her mentally, so she decided to leave to protect her peace of mind.
DIS_KS_Saf_01 - Safety: Online Harrasment and Digital Strategies - Kenya
Grace confides in Amina that her ex-boyfriend, Isaac, has been sending her threatening and humiliating messages after their breakup. She explains that he has threatened to post personal information on social media and even hack her accounts. Afraid of what he might do, Grace admits she has not told anyone or reported the matter to the police, fearing embarrassment and judgment from others.
DIS_NY_Saf_01 - Safety: Online Harrasment and Digital Strategies - Nigeria
Sade rushes to her friend Damilola’s house in tears after secretly moving out from the apartment she shared with her ex-boyfriend, Sola. She explains that after discovering he was involved in a secret cult and breaking up with him, Sola became violent and began threatening her. Despite blocking him, Sade continues to receive calls and voice messages from different numbers, as well as online insults and harassment from Sola and his friends on Facebook. Worried that her family and church members might see the posts, Sade considers deleting her account, but Damilola advises her to think carefully since she uses Facebook to stay in touch with friends.
DIS_SW_Saf_01 - Digital Privacy Management - Senegal
Aisha, a new social media user worries about oversharing and unwanted online contact. With guidance from her cousin Khadija, she learns to manage privacy settings on WhatsApp and Facebook, protect her family photos, and control who can see her information. Three months later, she confidently applies these habits, blocks suspicious contacts, and even teaches others how to stay safe online.
Gender Norms
GN_KS_Own_01 - Taking a Woman's Phone - Kenya
Wambui visits Anne before their chama meeting to deposit her contribution through Mpesa using Anne’s phone. When Anne asks why she isn’t using her own, Wambui explains that her husband, Mike, took her smartphone after his got spoilt, leaving her without access to calls or mobile money during the day. Although her daughter had bought the phone for her, Mike insists he needs it for his business. Wambui admits she feels powerless to object since he is the head of the household, while Anne suggests she could have bought him a simple button phone instead.
GN_NY_Own_01 - Taking a Woman's Phone - Nigeria
Hauwa calls her parents from Lagos to check on them after a long day at work and finds out that her mother, Hadiza, has given the smartphone she bought for her to her father because his phone stopped working. Hauwa becomes concerned, explaining that her mother also needs the phone for her soap business, communication, and access to money. However, Hadiza insists that her husband has authority and that his needs come first, even though it limits her ability to manage her business and personal affairs.
GN_SW_Own_01 - Phone Ownership and Family Dynamics - Senegal
Fatou excitedly receives a smartphone from her brother working in France and begins using it to join her women’s savings group on WhatsApp. Her husband Amadou acknowledges its usefulness but insists she prioritize household duties and allow him to use it for family needs like calling his mother or checking football scores, viewing it as a shared family resource despite it being her personal gift. Two weeks later, after Fatou raises concerns about Amadou draining the battery with long use, they negotiate fair rules: she keeps personal messages private, they share it for family matters and data costs, and limit use during meals or with guests while ensuring chores come first.
GN_SW_CommNorm_01 - Community Digital Norms - Senegal
Aida, a university student from rural Kolda studying in Dakar, shows her engagement photos to friend Fatima on campus. Her wedding to Moussa is next month. Fatima pushes her to post them on WhatsApp status, TikTok, and class group for likes. Aida hesitates because Moussa's traditional family expects married women to stay low-profile online. She fears gossip if she doesn't post, but disapproval or risks like Ndeye's innocent video being shared and misused if she does. They note elders criticize youth phone use but rely on WhatsApp for long family calls. A week later at Moussa's family home, Fatima invites her to a wedding outfit WhatsApp group. Moussa's mother scolds her for using her phone instead of helping in the kitchen, though she uses it herself for calls. Aida's aunt urges posting like other brides, despite earlier warnings against publicity. Aida stays unsure about sharing her wedding photos.
Health
H_KS_InfHea_01 - Information and Health - Kenya
Jane tells her mother that since she has stopped breastfeeding, she wants to ensure her child eats healthy food but has forgotten what health officers advised during pregnancy. She mentions planning to use Google for guidance, as her friend Lucy said it helped her. Her mother warns her that online information can be misleading and insists that it’s safer to consult doctors or nurses directly. Though Jane finds visiting the clinic inconvenient, her mother reminds her that a child’s health is too important to risk on unverified online advice.
H_NY_InfHea_01 - Information on Health Using Digital - Nigeria
Amina visits her friend Safiya, who has been unwell and unable to work since being displaced by Boko Haram attacks. When Safiya explains her symptoms, Amina advises her to use the internet to search for possible illnesses and buy medication based on what she finds. Safiya hesitates, expressing concern that online information might be unreliable and that similar symptoms could relate to many different diseases. Although Amina insists it worked for her, Safiya worries that self-diagnosing online could lead to taking the wrong medication and worsening her condition.
H_SW_InfHea_01 - Health Information Seeking – Senegal
Late at night, Maimouna worries about her 8-month-old baby Amadou's fever and rash. The health center is closed, so she searches online and finds confusing information on measles, allergies, roseola, and more from sites like a Facebook mothers' group. She gives paracetamol for the fever. The next morning at the market, she meets her nurse sister-in-law Awa. Awa approves the paracetamol but warns against random online health advice. Awa shows her the official Ministry of Health website with clear information in French and Wolof on child illnesses. She teaches Maimouna to trust government or hospital sites, avoid sales pitches, verify with multiple sources, and ask professionals for hard terms.
Skills and Learning
S&L_SW_Learn_01 - Digital Help-Seeking - Senegal
Rama receives a smartphone from her son in Dakar but struggles to use it after only knowing basic phones. She cannot make calls or save contacts and feels embarrassed when her son gets impatient. Her friend Bintu helps her first by teaching her those basics. A week later at the mosque, Rama shares that she got lost trying to show a photo to a friend, with young people laughing at her. Bintu teaches her the home button that always returns to the main screen and encourages her by noting her progress like calling her son alone. Bintu shares her own past mistakes and invites Rama to a women's group where older women learn together. Rama feels relieved and learns that with practice she can improve without depending on others.