The Study of 'Don't Hug Me I'm Scared' Web Series Storytelling For IP Design Regarding Safe Viewing Content For Children

Authors

  • Nikita Ilona Matakupan Binus University

DOI:

https://doi.org/10.21512/ijvcdc.v2i2.9709

Keywords:

storytelling, intellectual property

Abstract

In 2022 the internet was getting more advanced, and every age can use it. For a long time, the mass media has become a tool used in children's socialization. The easiest way to teach children is via the internet, specifically through child-friendly shows. The shows are usually educational, such as learning about colors, letters, numbers, social teachings, etc. They can imitate or learn the teachings they watch in everyday life. This children's content has positive and negative impacts, but one of the problems is the delivery of indecent content such as violence, pornography, or wrong teachings inserted into the spectacle.

Apart from problems with YouTube's algorithm, irresponsible adults make children who watch it participate in acts of violence or are traumatized by watching it. This does not mean that all children's viewing of content is terrible, but that there needs to be discretion and initiative on the part of parents. This case could create a big scandal in the internet world. This research aims to dissect and analyze a well-known web series on YouTube, 'Don't Hug Me I'm Scared' by Joseph Pelling, Baker Terry, and Rebecca Sloan, in terms of storytelling and create an Intellectual Property (IP) to create safe content for children. One of the theories circulating about this animation is the problem of children's content being deviated due to the actions of adults and their criticism, making this series suitable as the main foundation for research.

 

Dimensions

References

Afrida. (2022, August 22). Pengaruh Internet Pada Remaja. Pengaruh Internet Pada Remaja. https://www.stit-alkifayahriau.ac.id/pengaruh-internet-bagi-remaja/

Boyatzis, & Varghese. (1994, April). Children’s Emotional Associations with Colors. https://www.researchgate.net/publication/15176872_Children’s_Emotional_Associations_with_Colors

Bridle. (2018, June 21). Something is wrong on the internet. Medium. https://medium.com/@jamesbridle/something-is-wrong-on-the-internet-c39c471271d2

Brindle. (2018, July 13). The nightmare videos of childrens’ YouTube — and what’s wrong with the internet today | James Bridle. YouTube. https://www.youtube.com/watch?v=v9EKV2nSU8w

Davidson-Irwin. (2018, November 22). Music, Children’s Content for Television. https://musicaustralia.org.au/2018/11/music-childrens-content-for-television/

Fadli. (2022, November 6). Ibu, Ketahui Manfaat Berpelukan dengan Anak. https://www.halodoc.com/artikel/ibu-ketahui-manfaat-berpelukan-dengan-anak

Foster. (2022, December 22). Solving The Mystery Of Don’t Hug Me I’m Scared - Inside A Mind [Video]. Youtube. https://www.youtube.com/watch?v=ny5ar-S5AbE

Imroatun, Widat, & Fauziddin. (n.d.). Youtube as a Media For Strengthening Character Education in Early Childhood. Youtube as a Media for Strengthening Character Education in Early Childhood. https://iopscience.iop.org/article/10.1088/1742-6596/1779/1/012064

Kasego. (2019, January 19). Pengaruh YouTube Terhadap Perkembangan Anak-Anak di Indonesia. https://communication.binus.ac.id/2019/01/19/pengaruh-youtube-terhadap-perkembangan-anak-anak-di-indonesia/

Meiusi. (2021, September 23). These Kids Channels are Still Horrifying, Here’s Why | Documentary (Video Essay). YouTube. https://www.youtube.com/watch?v=lDgWkZeEZo4

Prasetyani. (2020, August 22). PENGARUH INTERNET BAGI REMAJA. PENGARUH INTERNET BAGI REMAJA – STIT AL-KIFAYAH RIAU. https://www.stit-alkifayahriau.ac.id/pengaruh-internet-bagi-remaja/

Richards, & Caldwell. (2015, November). Impact of social media on the health of children and young people. https://www.researchgate.net/publication/284728790_Impact_of_social_media_on_the_health_of_children_and_young_people

Rochmawati. (2012, December). Perilaku pemanfaatan internet (internet utilization of behavior) (studi deskriptif tentang pemanfaatan internet untuk kepentingan hiburan dan akademik di kalangan anak-anak di kota surabaya). http://journal.unair.ac.id/LN@perilaku-pemanfaatan-internet-(internet-utilization-of-behavior)-(studi-deskriptif-tentang-pemanfaatan-internet-untuk-kepentingan-hiburan-dan-akademik-di-kalangan-anak-anak-article-4404-media-136-category-8.html

Satherley. (2017, November 24). Elsagate: The disturbing YouTube trend that might be terrifying your children. Newshub. https://www.newshub.co.nz/home/entertainment/2017/11/elsagate-the-disturbing-youtube-trend-that-might-be-terrifying-your-children.html

Swastiningrum. (2022, August 19). Jebakan Elsagate: Tontonan Anak-Anak yang Tidak Ramah Anak. Jebakan Elsagate: Tontonan Anak-Anak Yang Tidak Ramah Anak - Remotivi. https://www.remotivi.or.id/mediapedia/777/jebakan-elsagate-tontonan-anak-anak-yang-tidak-ramah-anak

Syawitri, & Nuraeni. (n.d.). Pengaruh Konten Youtube Cocomelon Terhadap Pendidikan Anak Periode Usia Golden Age (Lokasi Penelitian pada Wilayah Jabodetabek). https://doi.org/10.37531/sejaman.v5i1.2110

Treviño, & Morton. (2018, December 7). Children on social media: An exploratory study of their habits, online content consumption and brand experiences. Children on Social Media: An Exploratory Study of Their Habits, Online Content Consumption and Brand Experiences. https://www.researchgate.net/publication/335404761_Children_on_social_media_An_exploratory_study_of_their_habits_online_content_consumption_and_brand_experiences

T. A. S. F. P. (2021, August 13). YouTube deals with disturbing content disguised as videos for kids (2017) - Trust and Safety Foundation Project. Trust and Safety Foundation Project. https://trustandsafetyfoundation.org/blog/youtube-deals-with-disturbing-content-disguised-as-videos-for-kids-2017/

Yoo. (2018, January 26). Crude parodies of kids’ movies can’t be stopped. Crude Parodies of Kids’ Movies Can’t Be Stopped. https://koreajoongangdaily.joins.com/2018/01/26/socialAffairs/Crude-parodies-of-kids-movies-cant-be-stopped/3043884.html

Downloads

Published

2023-10-31
Abstract 141  .
PDF downloaded 85  .