validity of my feedback – research activity

Validity of my Feedback –Research Activity

Abbie Murray

Introduction

To look into the validity of my feedback, I decided to treat the findings as a research project.

In order to do this I thought that it would be significant to choose 4 different types of audience

that gave me feedback and use them as an example for the other pieces of feedback that I received.

The audience samples that I will use are the feedback from my teacher, a group from my class, a

Facebook friend and YouTube demographics.

Audience Feedback Samples

Audience Sample 1 – Class Teacher

“Good low angle views of car – car crash convincing”- Female, Manchester

Audience Sample 2 – Class Group

“Confused on what’s the main threat of the film”- Mixed Genders, 17-18, Manchester

Audience Sample 3 – Facebook friend

“Awesome. Definitely gives me the creeps. Good narrative and typical horror conventions that make you want more well done xo” – Female, 19, Manchester

Audience Sample 4 – YouTube demographics

254/264 views were from United Kingdom

Audience sample size


This feedback comes from my teacher only and so represents one opinion. This is fairly valid as it proves to demonstrate a view that has not been corrupted by the ideas of someone else.


The class group that I have analysed were a group of 4 that will have shared opinions before giving us their feedback. This could suggest that as a group they may have influenced each others opinions.


This feedback comes from one person that has commented on the link that I posted onto my Facebook. This is fairly valid as it again proves to demonstrate a view that has not been corrupted by the ideas of someone else. However, this person could have possibly looked at the feedback given from others that have commented before them and in that way been influenced by opinion.


The YouTube demographics are more valid than the other sources of feedback in terms of sample size as we can see who has watch the trailer the most from which country on a larger scale. However, the number of views acts as the sample size here and this could be invalid in terms of whether they actually watched the whole trailer.

Issues of bias within my audience


Bias is not much of an issue coming from my class teacher as when they are giving us feedback, they are being very critical considering that this is a piece of work that they are going to mark.


The class group may feel that they cannot criticise the piece considering that they know us, making their feedback bias. However, because we were being constructive in criticising as a group, their feedback may be more truthful and valid.


Because the person that is giving me feedback is a friend, it is a possibility that their opinion is biased. The fact that they are posting their opinion in front of other people on my Facebook page could reflect a sense of invalidity in that they may be making their content as positive as possible.


The YouTube demographics however, are probably the most un-bias of the whole feedback. Because we cannot view who actually gave us the feedback, the views act as a valid strategy as to who is watching the trailer in which country.However, the fact that most views come from the United Kingdom is somewhat bias in itself as these views could come from the views that are linked to each of our Facebook pages, proving that it is our friends that are watching.

How you could ensure your audience research was more statistically significant if you had to conduct it

again?

If we could conduct our feedback again, then there are certain ways in which we could ensure that it was more

statistically significant.

An idea that we could have used was to visit a cinema screening of a horror film where we asked people going

in the screen to watch our trailer via smart phone.

Although, they are not getting a full viewing experience, this is a contemporary and original way of getting feedback and promoting content without any

cost.

validity of my feedback – research activity

Technology