KWAME NKRUMAH UNIVERSITY OF SCIENCE AND

TECHNOLOGY KUMASI

EDUCATIONAL INFOGRAPHICS MATERIAL FOR CHILDREN:

AN INFOGRAPHICS VIDEO ON CHILD KIDNAPPING.

A PROJECT REPORT SUBMITTED TO THE FACULTY OF ART IN

PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

BACHELOR OF ARTS DEGREE IN COMMUNICATION DESIGN

BY;

EMMANUELLA OSEI OWUSU

ISSABELLA NTSIFUL

AMTUL WAHAB AINOOSON

HUDA ADAMU

© JUNE, 2020

1|Page
 DECLARATION

We, OWUSU EMMANUELLA OSEI, NTSIFUL ISSABELLA, AINOOSON AMTUL WAHAB,

ADAMU HUDA hereby declare that this submission is our own work towards the BA
Communication Design degree and that to the best of our knowledge, it contains no material which
has been accepted for the award of any other degree of the university, except where due
acknowledgement has been made in text.

Signature of Student: ………………………………………………………….

Name of Student: OWUSU, Emmanuella Osei (5718316)

Date: June, 2020.

Signature of Student: ………………………………………………………….

Name of Student: NTSIFUL, Issabella (5715116)

Date: June, 2020.

Signature of Student: ………………………………………………………….

Name of Student: WAHAB, Amtul Ainooson (5703416)

Date: June, 2020.

Signature of Student: ………………………………………………………….

Name of Student: ADAMU, Huda (5701516)

Date: June, 2020.

i|Page
 CERTIFICATION

I certify that, this is a true account of the students’ own research. I declare that I have supervised

these students in carrying out this research and they have permission to present this thesis report

for assessment.

Signature of Supervisor: ……………………………………………………………...

Name of Supervisor: Dr. Eric Francis Eshun

Date: ………………………………………………………………………………………

CONFIRMATION OF ASSESSEMENT

I confirm that the students have made all the corrections indicated during the assessment of this

project report.

Signature of Head of Department: …………………………………………………………

Name of Head of Department: ……………………………………………………………..

Date: ……………………………………………………………………………………….

ii | P a g e
 ABSTRACT

It will surprise you to know that for every 10,000 children reported missing to the local police,

only about one is found dead. However, about 20 percent of children reported in non-family

abductions are not found alive. 74 percent of abducted children who are ultimately found dead

were killed within the first three hours of being abducted. Child abduction is a real threat and

should be taken seriously but is less common than we know. The chances of your child being

kidnapped are about one in 300,000. It’s completely normal to feel more protective of your

children while out in public but know that they are safer not than you think.

Taking the education on the subject of kidnapping into consideration, the researchers create short

film for children. This was achieved through the use of infographics video.

The researchers took into consideration the promotion of maternal health by creating short films

on self-care during pregnancy for prospective mothers. This was achieved through the use of a 2D

animation and a multimedia presentation.

The researchers recommend that the educational material be made available to the Ghana

Education Service (GES) and Commission of Civil Education, Ghana to be aired on various

Television stations especially the University television (TekTV) to help save more lives. Again

this educational material should be aired on digital screens in various schools and children

occasions to foster education on the subject to children.

The researchers went through three stages of production, which is Pre-production, Production and

Post-production in execution of the project.

Pre-testing was done on neighborhood children after which conclusions and recommendations

were given.

iii | P a g e
 ACKNOWLEDGEMENTS

Our utmost gratitude goes to the Almighty God for his mercies and abundant favor throughout our

four year stay in this university and for granting us the strength and wisdom to produce this project.

Many people contributed to making this project a great success and they must be acknowledged

as such.

To our Supervisor, Dr. Eric Francis Eshun, God richly bless him for his patience, support, advice,

guidance and constructive criticism. We acknowledge the Headmaster, Teachers and student of

Kotei Roman Catholic School, Kumasi for granting us the necessary information and support

needed for the project. We are also very grateful to David Selorm Dzoku, Adelaide Osei Owusu

and all our class mates and teaching assistants who contributed immensely to making this project

a success.

We also thank our families for their support and assistance for all the sacrifices they made for us,

we say may the Almighty God replenish whatever they have lost on us and bless them abundantly.

iv | P a g e
 TABLE OF CONTENTS

CONTENTS PAGES

DECLARATION ............................................................................................................................. i

CERTIFICATION .......................................................................................................................... ii

ABSTRACT ................................................................................................................................... iii

ACKNOWLEDGEMENTS ........................................................................................................... iv

TABLE OF CONTENTS ................................................................................................................ v

CHAPTER ONE ............................................................................................................................. 1

INTRODUCTION .......................................................................................................................... 1

1.1 Background Study..................................................................................................................... 1

1.2 PROBLEM STATEMENT ....................................................................................................... 3

1.3 RESEARCH QUESTIONS ...................................................................................................... 3

1.4 AIM OF RESEARCH ............................................................................................................... 4

1.5 RESEARCH OBJECTIVES ..................................................................................................... 4

1.6 RESEARCH METHODOLOGY.............................................................................................. 4

1.7 DELIMITATIONS ................................................................................................................... 5

1.8 LIMITATIONS ......................................................................................................................... 5

1.9 SCOPE OF STUDY.................................................................................................................. 5

CHAPTER TWO ............................................................................................................................ 6

v|Page
REVIEW OF RELATED LITERATURE ...................................................................................... 6

2.1 Overview ................................................................................................................................... 6

2.2 Child Kidnapping/Abduction .................................................................................................... 6

2.3 Ghanaians Worried By Rising Number of Kidnappings. ......................................................... 9

2.4.1 Family Kidnapping .............................................................................................................. 11

2.4.2 Acquaintance Kidnapping .................................................................................................... 11

2.4.3 Stranger Kidnapping ............................................................................................................ 11

2.5 Five Most Utilized Lures ........................................................................................................ 11

2.6 Reasons People Kidnap Children............................................................................................ 12

2.7 How Abduction Affects Children ........................................................................................... 13

2.8 Preventing Child Abduction ................................................................................................... 13

2.9 Reducing Children Risk of Abduction .................................................................................... 15

2.10 What Children Need To Know ............................................................................................. 15

For Children Ages 4 to 6 Years: ................................................................................................... 15

For Children Ages 7 to 8 Years .................................................................................................... 15

2.11 How Young Children Learn.................................................................................................. 17

2.12 The Effects of Technology on Children Psychologically and Physically............................. 17

2.13 How Effective Are Infographics For Learning? ................................................................... 18

2.14 Infographics Video for Educational Purposes ...................................................................... 19

2.15 How Infographics Help In Child Learning ........................................................................... 20

vi | P a g e
2.17 How to Design Infographics for Education .......................................................................... 21

2.18 How Bright Colors Appeals Children ................................................................................... 21

CHAPTER THREE ...................................................................................................................... 23

METHODOLOGY ....................................................................................................................... 23

3.1 Overview ................................................................................................................................. 23

3.2 Research Methods ................................................................................................................... 24

3.3 Research Tools ........................................................................................................................ 24

3.3.2 Interview: Kotei R/C Basic School ...................................................................................... 25

3.4 Data Analysis .......................................................................................................................... 26

3.5 Practical Process for the 2d Animation ................................................................................... 30

3.5.1 Tools and Materials.............................................................................................................. 30

3.5.2 Software Used ...................................................................................................................... 32

3.6 PRE-PRODUCTION .............................................................................................................. 34

3.6.2 Story 1 .................................................................................................................................. 35

3.6.3 Story 2 .................................................................................................................................. 35

3.6.4 Story 3 .................................................................................................................................. 36

3.7 PRODUCTION ....................................................................................................................... 39

3.8 POST PRODUCTION ............................................................................................................ 41

3.9 CHALLENGES ...................................................................................................................... 42

CHAPTER FOUR ......................................................................................................................... 43

vii | P a g e
PRE-TESTING AND EVALUATION......................................................................................... 43

4.1 Overview ................................................................................................................................. 43

4.2 Results and discussions ........................................................................................................... 43

4.2.2 Pretesting.............................................................................................................................. 43

4.3 CHALLENGES ...................................................................................................................... 48

CHAPTER FIVE .......................................................................................................................... 49

SUMMARY, DISCUSSION AND CONCLUSION .................................................................... 49

5.2 Summary ................................................................................................................................. 49

5.3 Recommendations ................................................................................................................... 49

5.4 Conclusion .............................................................................................................................. 50

APPENDICES .............................................................................................................................. 51

REFERENCES ............................................................................................................................. 55

viii | P a g e
 LIST OF TABLES

Table 3.1 ....................................................................................................................................... 26

Table 3.2 ....................................................................................................................................... 26

Table 3.3 ....................................................................................................................................... 27

Table 3.4 ....................................................................................................................................... 27

Table 3.5 ....................................................................................................................................... 28

Table 3.6 ....................................................................................................................................... 28

Table 3.8 ....................................................................................................................................... 29

Table 3.9 ....................................................................................................................................... 29

ix | P a g e
 LIST OF FIGURES

Figure 3.1Some Selective characters in the video. ....................................................................... 34

Figure 3.3 ...................................................................................................................................... 39

Figure 3.2 ...................................................................................................................................... 39

Figure 3.4 ...................................................................................................................................... 39

Figure 3.8 ...................................................................................................................................... 40

Figure 3.10 .................................................................................................................................... 40

Figure 3.13 .................................................................................................................................... 41

x|Page
 CHAPTER ONE

INTRODUCTION

1.1 Background Study

Countries in Africa, particularly in the western part of Africa, bear a high amount of human

trafficking. Children are sold for domestic labor, slave labor and sexual exploitation. Child

abduction for the purpose of human trafficking do not occur often in some countries in West Africa

especially in Ghana, but most other countries such as Sudan, Chad, Angola and Somalia. There is

an observation of rampant kidnapping of children recently. We want to know why it is so, how

bad it is and how the situation can be improved. This background study seeks to explain kidnapping

and its related issues.

Kidnapping is the unlawful transportation, abduction and confinement of a person against their will.

Kidnapping may be done for ransom or for political or other purposes. It is entirely too easy to grab

a kid and get away, especially in today’s world where kicking and crying children are a norm. For

every 10,000 children reported missing to the local police, only about one is found dead. However,

about 20 percent of children reported in non-family abductions are not found alive. 74 percent of

abducted children who are ultimately found dead were killed within the first three hours of being

abducted. Child abduction is a real threat and should be taken seriously but is less common than

we know. The chances of your child being kidnapped are about one in 300,000. It’s completely

normal to feel more protective of your children while out in public but know that they are safer

not than you think. How then can this be prevented?

An infographic is a collection of imagery, charts, and minimal text. Infographics stand for visual

displays in which graphics (illustrations, symbols, maps, diagrams) together with verbal language

1|Page
communicate information that wouldn’t be possible otherwise.” (Meirelles, I. 2013). It’s crucial

to remember that the visuals in an infographic must do more than excite and engage. They must

help us understand and remember the content of the infographic.

Children and teenagers learn by observing, listening, exploring, experimenting and asking

questions. Being interested, motivated and engaged in learning is important for children once they

start school. It can also help if they understand why they’re learning something. Young children

learn holistically, which means they learn from everything, all at the same time. Something they

learn from one experience will connect with something else seemingly unrelated and form a

connection. They also learn best through active learning and play is the best way of offering them

these hands-on experiences. Infographics can be incredibly effective educational tools for child

learning thanks to the ability to break complex information into easy-to-understand components

and to make even dense data engaging for children to understand.

Graphics and visualizations give us a method to use images to describe a story in a way that we

can understand. If children want to comprehend the world around them, infographics can do that,

(Simon Rogers 2014). Now, for children at school, the infographic can be the most effective tool

in making complex information relatable and less daunting. With its healthy balance of imagery

and text, kids can learn everything from history to science a lot quicker than with traditional

textbooks. However, incorporating text with images has been, by far, the most effective way to

process information, especially for children where it has been long understood they have a great

dislike of vagueness. Infographic or not, it’s safe to say that video is steadily becoming a larger

piece of marketing and for good reason. Our brains are programmed to absorb a combination of

visuals, movement, and audio very quickly. In fact, according to the Weiss-McGrath Report, if

you present information using voice and visuals, (i.e., in a video format) retention is staggeringly

2|Page
higher after 24 hours. For this reason, and many others, video is simply the most efficient way for

people to absorb information. (contentmarketinginstitution). The essence of infographics can be

found highly in children’s animations. Children always welcome the art of imagination to these

infographics. They are always attracted to the world of colors and visual appeals that comes in the

form of cartoons and also animations. Whether they come in the form of funny cartoon characters

or depict events, children are taken to a world of fancy where they feel like characters they know,

should have the same representations as that of their imaginations. Children do not need

illustrations to be perfect to understand. The funnier the illustration, the more relatable it is to them.

1.2 PROBLEM STATEMENT

There is an observation of rampant kidnapping of children recently. We want to know why it is so,

how bad it is and how the situation can be improved by coming out with infographics relating to

child abduction awareness.

1.3 RESEARCH QUESTIONS

 In what way can children be educated on rampant child kidnapping?

 How can children be educated on child kidnapping?

 Are there videos to educate children on kidnapping?

 How can infographics be made easy and understandable amongst children?

 Can infographics video help reduce child kidnapping?

 What is kidnapping to children?

3|Page
1.4 AIM OF RESEARCH

The aim of this project is to design infographics that will create awareness and well educate

children on child kidnapping.

1.5 RESEARCH OBJECTIVES

The objectives of this study are as follows:

 To justify the children’s perception of kidnapping.

 To organize interview questions on the related topic.

 To design infographics with illustration and text that communicates with children.

 To propose vantage points where the infographics can be displayed to create awareness.

1.6 RESEARCH METHODOLOGY

To achieve the objectives of this project, we would employ a procedure based on collecting

primary and secondary data. Secondary data would include information from the internet, the

KNUST library and also books relating to our project. Primary data would include in-depth

interviews with people working with child related organization like the police force and also face

to face interview with children and also parents and what kidnaping is to them.

Using these approaches, we hope to get both quantitative and qualitative research data to help with

the creation of the infographics video. Adobe premiere pro, Adobe After effects, PowerPoint and

Adobe illustrator would use to render the video from the drawing to the coloring of the

infographics. The video will be tested on children to get if they understand what the video seeks

out to communicate.

4|Page
1.7 DELIMITATIONS

The focus of this study is to help children understand with ease the concept of kidnapping and

enquiring information from parents who have children in nursery, kindergartens and lower

primary.

1.8 LIMITATIONS

There is limited information on child kidnapping in Ghana and as such, little information is

available for research.

1.9 SCOPE OF STUDY

The scope of study is conceptual and reality combined. The concept is confined to children and

infographics. This study seeks to highlight all issues relating to kidnapping, mostly in the form of

infographics, describing what child kidnapping really is, situations that lead to child kidnapping

and measures to take to prevent child kidnaping from happening or what to do when a child finds

him/herself in such a situation.

5|Page
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Overview

This section deals with existing literature discussing child kidnapping, types of kidnapping,

reasons people kidnap, how abduction affects children, how young children learn, the use of

infographics in education, infographics, types of infographic cognitive learning and other

information and ideas that are relevant to the research. Other Information discussed here are related

to kidnapping in Ghana with a focus on child kidnapping.

2.2 Child Kidnapping/Abduction

The concept of kidnapping lacks a straight jacket description. Many scholars have defined

kidnapping using various terms. However, a few of such descriptions are considered in this section

starting with Turner (1998), who contends that kidnapping is an act of capturing people under

duress and conveying them to a terminus where they are held in an illegitimate confinement against

their wish. Similarly, Asuquo (2009) sees kidnapping as a popular crime against the law and an

annoying action carried out against the victims, while Abraham (2010), perceives kidnapping as

an act of capturing, taking away and keeping people in custody either through force or deceit.

Robertson (1968), views kidnapping as an offence relating to capturing, authorizing seizing or

taking away of persons coercively and subjecting them to unintentional servitude with the aim of

collecting a ransom or in furtherance to another crime. Nwaorah (2009) contends that kidnapping

is a deliberate deed carried out by aggrieved persons with an intention of arresting people’s value

who could be salvaged by those who care for them.

6|Page
In criminal law, Kidnapping is the unlawful transportation, abduction and confinement of a person

against their will. Thus, it is a composite crime. Also, kidnapping, in law is the taking away of a

person by force, threat, or deceit, with intent to cause him to be detained against his will.

Kidnapping may be done for ransom or for political or other purposes. A parent whose legal rights

to custody of a child have been revoked can be guilty of the crime for taking the child. Consent of

a kidnapped person is a defense, unless given by one legally incompetent at the time (e.g., a minor

or a mentally ill person). The crime differs from abduction, in that the intent of sexual intercourse

is not required, and from false imprisonment, in which there is no attempt to abduct. Kidnapping

of a child is also known as child abduction and these are sometimes separate legal categories.

Child Abduction or Child Theft is the unauthorized removal of a minor (a child under the age

of legal adulthood) from the custody of the child's natural parents or legally appointed guardians.

Parental child abduction is the kidnapping of a child by a parent without custody from the parent

who does have custody. When a stranger abducts a child, it is either to illegally adopt the child or

hold the child for ransom, human trafficking, sexual abuse or murder. Abductions are usually

publicized by the media.

Not only does the child suffer the trauma, the legal guardian or parent must undergo the emotional

stress of losing the child.

"When children are abducted by strangers, sexual abuse is the main reason. Another reason could

be when someone is not mentally healthy and the abduction of infants are because they have lost

their own baby. But in the cases of black countries where superstition is key like GHANA, and not

only superstition but may be true in the other way, children abducted may be used as money rituals,

or to obtain ransom from the victim families.

7|Page
Countries in Africa, particularly in the western part of Africa, bear a high amount of human

trafficking. Children are sold for domestic labor, slave labor and sexual exploitation. Child

abduction for the purpose of human trafficking do not occur often in some countries in west Africa

especially in Ghana, but most other countries such as Sudan, Chad, Angola and Somalia.

Child Rights International (CRI) says the current spate of kidnappings in the country have rendered

Ghanaian children unsafe. The Executive Director of CRI, Bright Appiah, disclosed on Power 97.9

FM’s Dwaboase Thursday morning show that children’s right to freedom of movement is being

stifled in the wake of cases of abductions in some parts of the country.

“Children are not safe in the country because of these cases of kidnappings,” Mr. Appiah told

Kwame Minkah and explained that the students sitting the Basic Education Certificate

Examination (BECE) are susceptible to abduction.

Mr. Appiah’s comment comes after the rescue of two Canadian nationals who were kidnapped in

Kumasi last week. The pair, Lauren Tilley, 19, and 20-year-old Bailey Chitty were rescued on

Wednesday dawn June 12, 2019 at Kenyasi, a suburb of Kumasi by a combined team of personnel

from the police SWAT unit and National Security Operatives.

Despite the rescue of the Canadians’, Ghanaians are yet to come to terms with why the security

agencies in the country have failed to find some three Ghanaian ladies who were also abducted in

Takoradi last year. Ruth Quayson went missing six months ago while Priscilla Mantsebea

Koranchie and Priscilla Blessing Bentum were also abducted five months and one year ago

respectively.

8|Page
Within the period that the three young ladies have been away from their families, the Criminal

investigative Department (CID) of the Ghana Police Service keep giving hope to Ghanaians and

the families of the missing trio.

2.3 Ghanaians Worried By Rising Number of Kidnappings.

The release of two kidnapped Canadian women is welcome news in Ghana where people are

becoming increasingly anxious at the number of people seized, both locals and foreigners. Almost

70 cases were recorded in 2018.

The two young Canadian women who were seized at a golf course in the city of Kumasi have been

freed from the hands of kidnappers. According to security service sources, the aim had probably

been to hold them until a ransom was paid.

The two women worked for youth challenge international, a Canadian organization that sends

young people to work on development projects in Africa, Asia and South America. Ghana is

considered to be one of the most secure countries in West Africa but the number of kidnappings

has risen sharply in recent months, causing a wave of anxiety among foreigners in the country as

well as among local residents.

Almost 70 kidnapping cases were recorded in 2018. In April this year, a 30-year old Indian man

was kidnapped in Kumasi by men who demanded a $500,000 ransom. The whereabouts of three

Ghanaian girls kidnapped in the west of the country several months ago are still unknown.

Many members of the general public feel the time for taking action is long overdue. In connection

with the cases recorded in 2018, only one person has been convicted and jailed, while another four

are currently on trial. Opposition lawmaker Samuel Okudzeto Ablakwah says parliament must

intervene to force security agencies to do more to end the phenomenon. “We do not know if

9|Page
ransoms are paid, and we do not know if Ghana is now becoming a hub for these kidnappers”, he

said. The city of Kumasi, where several kidnappings occurred, is Ghana’s second largest city and

the former capital of the Ashanti Kingdom. (dw.com, 2019).

2.4 Child Kidnapping: A Global Problem

Kidnapping is a global problem that affects countries all over the world—from the United States

and Mexico to many countries in Africa, Asia, and beyond. Governments are working hard to

address this problem and ensure that the perpetrators are captured and brought to justice. It is the

abduction and captivity of a person, typically to obtain a ransom. Sometimes kidnappers hold their

captives longer in order to demand more money from the victim's relatives or associates. No matter

the level of difficulty anyone is facing, that is not enough reason to choose kidnapping as an option

to survive. There are many causes of kidnapping, including unemployment, poverty, religion,

political issues, and so on. The practice can be reduced with governmental involvement.

In some countries, kidnapping has also affected families of those who occupy top government

positions. The son of the former president of Slovakia was once kidnapped. In August of 1995,

Michal Kovac Jr, whose father was president of newly independent Slovakia, was stopped in his

car by armed men who handcuffed him, forced him to drink two bottles of whisky, and then drove

him to an unknown destination (The Economist, 2017).

There are three distinct types of kidnapping:

10 | P a g e
2.4.1 Family Kidnapping

Takes place when a relative or parent of the child kidnaps him or her. This amounts to 49 percent

of kidnappings. It most often occurs in the home and involves children under the age of 6. In most

of these instances, children are eventually reunited with their families unharmed.

2.4.2 Acquaintance Kidnapping

Is committed by someone the teen or child knows. This accounts for 27 percent of kidnappings. A

significant percent of the victims in these cases are teen females. This is more often associated

with crimes involving physical and sexual assault. Acquaintance kidnapping most often occurs in

homes and residences.

2.4.3 Stranger Kidnapping

Happens primarily in outdoor locations. In almost all instances, children are abducted no more

than a quarter mile from their home. Children are most vulnerable after school hours going to and

from extracurricular activities or when parents are less likely monitoring them. This accounts for

24 percent of cases. It victimizes more females and ranges from school-aged children to teenagers.

2.5 Five Most Utilized Lures

Most potential abductors try to grab their victims off the street or lure them into their vehicles.

According to National Center for Missing Exploited Children (NCMEC), the five most utilized

lures;

 28 percent offered the child a ride

 18 percent asked the child questions

11 | P a g e
  11 percent offered the child candy or sweets

 8 percent offered the child money

 7 percent used an animal to show the child to gain their attention.

For every 10,000 children reported missing to the local police, only about one is found dead.

However, about 20 percent of children reported in non-family abductions are not found alive.

Acting quickly is crucial. 74 percent of abducted children who are ultimately found dead were

killed within the first three hours of being abducted. Child abduction is a real threat and should be

taken seriously but is less common than we know. The chances of your child being kidnapped are

about one in 300,000. It’s completely normal to feel more protective of your children while out in

public but know that they are safer than you think.

2.6 Reasons People Kidnap Children

Primarily because it’s very easy. It is entirely too easy to grab a kid and get away, especially in

today’s world where kicking and crying children are a norm. But then, how can you tell if a kid is

being kidnapped, rather than simply being carried away by their parents?

 Because they want a kid and no one will give them one.

 Because they it is comparatively easier to kidnap a child rather than an adult.

 For smuggling outside the country.

 Begging.

 Prostitution

 Sacrifice (for black magic)

 Raping

12 | P a g e
  Custody disputes

 For the thrill.

Most children found between 2 and 24 hours of being kidnapped, sadly are found dead. It’s very

much sad, but also very true. Sometimes, the motive for the kidnapping backfires and the child is

entirely uncooperative, which leads to the murder of these innocent kids.

People engage in kidnapping for the following reasons: Unemployment, Poverty, Illiteracy,

Because of religion, Greed, Politics, Corruption.

2.7 How Abduction Affects Children

Children in the long run suffer from Psychological Trauma, Fear, Social Isolation and also Lack

of Trust.

2.8 Preventing Child Abduction

Since these child abductions have form part of our everyday lives, day in day out, researchers,

journalists, students, government and so on try to find solutions to them.

These are recommendations from experts to prevent or reduce child abductions;

 Stay away from strangers. Explain what makes a person a stranger. Note that even someone with

a familiar face is a stranger if you do not know him or her well.

 Stay away from anyone who is following you on foot or in a car. Don't get close to them or feel as

though you must answer any questions, they ask you.

 Run and scream if someone tries to force you to go somewhere with them or tries to push you into

a car.
13 | P a g e
 Memorize a secret code word. Tell your child not to go with anyone under any circumstances

unless that person also knows this code word.

 Adults shouldn't ask children for help. For example, a child shouldn't trust grown-ups who ask kids

for directions or for help finding a puppy or kitten. A child who is approached in this way should

tell the person, "Wait here and I'll check with my mom or dad," and then find his or her parents

right away.

 Ask for help when you are lost. If you get lost in a public place, immediately ask someone who

works there for help.

 Always ask for permission before going anywhere with anybody. Ask a parent or the grown-up in

charge before leaving the yard or play area, or before going into someone's home. Do not

accept any unplanned offers for a ride—from someone known or unknown.

 Always tell a parent where you are going, how you will get there, who is going with you, and when

you will be back. Be home at the agreed-upon time or else find a way to contact home directly.

If your child is lost or missing, being able to provide information quickly to the authorities will

save them valuable time in searching for your child:

 Be prepared with a good description of your child. Have a close-up photograph of your child taken

every 6 months. Keep track of and write down details about your child's appearance, such as height

and weight, eye color, birthmarks, scars, and identifiable mannerisms (such as hair-twisting).

 Have your child fingerprinted. Check with your local police department for instructions.

 Stay calm. You are more likely to remember helpful details if you can remain calm.

(Healthwise.org).

14 | P a g e
2.9 Reducing Children Risk of Abduction

Parents should be obliged to teach their children they must have parental permission before

going anywhere with anyone.

2.10 What Children Need To Know

For Children Ages 4 to 6 Years:

• Teach your child that they must always have parental permission before going

anywhere with anyone.

• Teach your child to always have a buddy with them when they are going places.

• Teach your child active resistance skills — this means shouting, kicking, biting or

screaming if anyone (other than you) physically tries to take them somewhere. Use the

slogan “If asked to go and your parents don’t know, SHOUT NO!”

• Teach your child what to do if they’re lost. In most cases, children should immediately

sit down, stay in one place and call out for their parent.

• Teach your child to never leave with someone other than who they came with if lost in

a shopping mall, amusement park or other public place/event.

For Children Ages 7 to 8 Years

• Reinforce all of the above safety tips from the “For Children Ages 4 to 6 Years” category.

For example, children 7 to 9 years of age still need to be reminded that they must have

parental permission before going anywhere with anyone, and that they should have a buddy

with them when going places.

15 | P a g e
 • Teach your child to trust their instincts. Explain to your child that their instincts are the

feelings inside them that warn them of danger and the need to be aware of their

surroundings.

• Teach your child that if anyone makes them feel uncomfortable they must immediately

come talk to you.

• As children get older, they need to practice assertive behavior. Children also need to know

how and when to tell a safe adult if someone has broken their boundaries.”

• For more information on teaching your child the difference between Keep and Speak

Secrets, see www.teatreetells.ca

• Keep a very close eye on your child while the two of you are out in public. In busy places,

like amusement parks and shopping centers it is easy to lose sight of your child. Be sure to

discuss a safety plan with your child for what they should do if they become separated from

you.

• Practice scenarios with your child. Ask them what they would do if…

• Someone approaches them on the street

• Someone asks them to help find their kitten or puppy

• Someone says that their mother sent them to pick them up

• Someone tries to pull them into a car

• They find themselves alone and are considering walking home alone.

16 | P a g e
2.11 How Young Children Learn

Understanding how young children learn would help us adapt an approach to meet their needs and

standard in more effective ways for this project. Children and teenagers learn by observing,

listening, exploring, experimenting and asking questions. Being interested, motivated and engaged

in learning is important for children once they start school. It can also help if they understand why

they’re learning something.

Young children learn holistically, which means they learn from everything, all at the same time.

Something they learn from one experience will connect with something else seemingly unrelated

and form a connection. They also learn best through active learning and play is the best way of

offering them these hands-on experiences.

Children learn in different ways. Some learn by seeing, some by hearing, some by reading, some

by doing and at this stage, children still learn through play. Plenty of unstructured, free play helps

balance formal lessons at school. It also gives children a chance to unwind after the routines and

rules of school.

Children also learn by using objects in lots of different ways. When your child is experimenting,

exploring and creating with a range of materials, she learns about problem-solving in situations

where there are no set or ‘right’ answers. Children aren’t born with social skills – they have to

learn them, just like they have to learn to read and write.

2.12 The Effects of Technology on Children Psychologically and Physically

Television, computer and video games are widely used media that children and teenage mostly

interact with. Precisely looking at the positive effects on children, it is certain that they can be

17 | P a g e
educated through the media they use. With that an infographics video will bring out their relative

reactions and attention needed as they do when handling video games and such.

In 1920’s researchers began to ask how the media affects children. This leads us to the theoretical

frameworks of knowledge based on Bandura (2008), Social Learning Theory, Displacement

Theory (Moses, 2008) and Austin’s (Arnett, 2008). Social learning theory was first discovered in

1962, where the writer theorizes that people learn by observing others and thought processes are

key to understanding personalities. Displacement theory assumes that media use is a choice and

that the diversion of school work to media (video games, television) by children is as a result of

displaced activity. Message Interpretation Process Theory is based on logically based comparisons

concerning an individual’s reflection on how the message appeals to a person on emotional level.

(Wilson, 2008) ascertained that media effect depends on the content to which children are exposed

and is highly influenced by age, gender, temperament and life at home.

2.13 How Effective Are Infographics For Learning?

Infographics can be incredibly effective educational tools, thanks to their ability to break complex

information into easy-to-understand components and to make even dense data engaging. Whether

you want to teach your audience about the education industry or you want to use visual content as

a teaching tool, infographics are the ideal solution. No matter what type of information you want

to teach, there’s a good chance that written or verbal instruction alone won’t get your message

across. After all, not everyone can process language efficiently, and the average person is more

apt to forget written or verbal communication than visual information. Most people retain just 10

percent of what they hear and 20 percent of what they read, while they remember 80 percent of

what they see. Infographics often prove so effective in educational contexts because they use

18 | P a g e
imagery to highlight, explain, or enhance text-based information. They have the unique ability to

capture attention, convey information, and encourage data retention despite their complex nature.

That means infographics can be ideal for teaching the basics of complicated processes or breaking

down high-level data for all types of audiences.

2.14 Infographics Video for Educational Purposes

The learning activities previously conducted in the classrooms have exceeded the walls of the

classroom with technological advancements and moved to different learning environments.

Learning environments generated by technology have enabled the realization of learning activities

via the internet and computer. In this process, new learning activities compatible with the newly

formed learning environments have emerged or existing activities changed their forms.

Although infographics are so new among educational materials, in fact the components used to

prepare them are not that new. While preparing an infographic, many components such as images,

drawings, Figures, symbols, graphics and texts are used either separately or together for the

presentation of information. In this respect, the innovation brought by infographics is the use of

visual components in the presentation of information and the way of building the content (Dick,

2013).

The points that should be considered when attempting to create good infographics are listed as

follows:

• Identification of the purpose,

• Decide on the components that can be used in infographics video,

19 | P a g e
• Determination of the type of infographic to be created,

• Presenting the information in a way that allows learners to understand the subject.

2.15 How Infographics Help In Child Learning

Graphics and visualizations give us a method to use images to describe a story in a way that we

can understand. If children want to comprehend the world around them, infographics can do that,

Simon Rogers 2014. Now, for children at school, the infographic can be the most effective tool in

making complex information relatable and less daunting. With its healthy balance of imagery and

text, kids can learn everything from history to science a lot quicker than with traditional textbooks.

However, incorporating text with images has been, by far, the most effective way to process

information, especially for children where it has been long understood they have a great dislike of

vagueness.

2.16 What Children Can Learn From Infographics Video?

Information graphics and visualizations give us a method to do the reverse: use images to describe

a story in a way that we can understand. If children want to comprehend the world around them,

infographics video can do that.

There is a data revolution taking place across the globe right now. From journalism to government,

the world’s stories are being told through numbers and facts. But while we treat this as something

that only applies to adults, it belongs to everyone. And the younger it starts, the better. Facts are

black and white, right and wrong to the average six-year-old. They want certainty.

20 | P a g e
Psychologists have known for a while that, showing rather than just telling a child works. This

study compared children who had been told something verbally to others who had only been shown

an image. The children shown the pictures were more likely to retain that information and recall it

later. “Without image, thinking is impossible,” said Aristotle Pictures work.

2.17 How to Design Infographics for Education

 Choose a Topic

 Do the Research

 Sketch the Story

 Choose a Design Platform

 Leave the Design Process to a Professional Team

2.18 How Bright Colors Appeals Children

Children take in the world around them through their eyes, and bright colors are one of the first

aspects of sight that help them distinguish form and categorize objects. These colors appeal to

young children, as they are easier for them to see. At about 5-months old, children can see colors

with their still-developing vision, though distinguishing bright colors comes easier to them. As

children age, they continue to be drawn to brighter colors. Color has also been known to affect

their moods and behavior. Bright colors catch young children's eyes because they help kids to

distinguish objects from one another in their field of vision. Children spend more time looking

at bright colors as opposed to looking at muted shades or pastels.

Primary colors red, yellow and blue, and secondary colors green, orange and purple, are more

appealing than light shades of pink and beige or neutral shades of gray and brown. For this

21 | P a g e
reason, the food and beverage industries, as well as the toy industry, use bright colors to market

children's products. Children perceive these colors better than fainter shades. Bright colors and

contrasting colors stand out more in their field of vision. As children constantly strive to make

sense of their environments, objects that are stark and bright are more stimulating and interesting.

One of the first ways they learn to sort things by is color. Colors are some of the earlier words

they tend to learn, which is why the easily named, more basic colors appeal to children.

22 | P a g e
 CHAPTER THREE

METHODOLOGY

3.1 Overview

This section primarily deals with research methods used in the collection of data, analysis and

interpretation of data and procedures used in the execution of the project. Researchers elaborate on the

various stages involved in creating an infographics video that elaborate on the potential threats of

child kidnaping and their suggestive preventions. This section includes research methods, list of

tools and materials and their uses, software used, animating, importing and editing. The final

outcome would serve as an educational material for children.

To achieve the objectives of this project, we would employ a procedure based on collecting

primary and secondary data. Secondary data would include information from the internet, the

KNUST library and also books relating to our project. Primary data would include in-depth

interviews with people working with child related organization like the police force and also face

to face interview with children and also parents on what kidnaping is to them.

Using these approaches, we hope to get both quantitative and qualitative research data to help with

the creation of the infographics video. Adobe premiere pro, Adobe After effects, PowerPoint and

Adobe illustrator would use to render the video from the drawing to the coloring of the

infographics. The video will be tested on children to get if they understand what the video seeks

out to communicate.

23 | P a g e
3.2 Research Methods

This research will use both qualitative and quantitative approach. An interview with the Kotei R/C

Basic School pupils would be conducted to ask questions about what kidnapping is and how they

understand it. This information gotten from the pupils will then be used to create an infographics

video, and also pictures taken during the interview would be added to the video during editing as

inserts. We decided to focus our resources on Kotei R/C Basic School only. The infographics video

after completion will be tested by some pupils to grasp if they can relate to the video and also

understand everything the video seeks to explain. The software that will be used for the video

creation and editing will be Adobe Premiere Pro, Adobe After Effects, Adobe Flash, Adobe

Illustrator, and PowerPoint.

3.3 Research Tools

Interviews and open-ended questionnaires

3.3.1 Research: internet, books and library.

The KNUST College of Art Library will be visited for digital and printed books include for

information that is related to the subject of study, ie. Choice of colors for children, child

psychology, kidnaping in general and also related literature. The internet will also be used as a

method of seeking information for the research. The internet will assist in the research in finding

related literature and topics in the form of articles, portable document format(pdf), etc.

24 | P a g e
3.3.2 Interview: Kotei R/C Basic School

Taken into consideration our schedules and time, we decided to opt for the Kotei school since it

was closer and has a lot of student population. The interview will be conducted on children

between the ages of 6 to 12 in classes 1 to 5. Some questions will be geared into finding out their

views on the impact of animation or multimedia presentation in teaching and learning. Some

questions to be asked during the interview include;

1. Ages

2. Favorite TV channel

3. Favorite TV program

4. Favorite TV animation/cartoon

5. How often do they watch TV?

6. What time is convenient for them to watch TV?

7. What do they learn from them?

8. Have you heard of kidnapping?

9. How they understand child kidnapping.

10. Where they heard it from.

11. Has anyone been kidnapped/ tried to be kidnapped before?

12. Kidnap stories they’ve heard about.

13. How do they think a kidnapper looks like\their perception of?

25 | P a g e
14. Between face to face and video learning, which do they find effective?

3.4 Data Analysis

1. AGES

AGE GROUP COLLECTIVE NUMBERS

6-7 36

8-9 29

10-11 41

12 21

Table 3.1

2. FAVORITE TV PROGRAM

AGE GROUP TV PROGRAMS

6-7 Tom & Jerry, Angry Bird, Simbad, Kunfu Panda,

Superman, Killer bean.

8-9 Talented kids, Movies, Wrestling, Football, Sofia, Tom &

Jerry, Avengers, Infinity War.

10-11 Alita, Di Asa, Chinese special, Wrestling, Naruto

12 Secrets of pets, Avatar, Dora, Pikachu, Peekaboo

Table 3.2

26 | P a g e
 3. FAVORITE TV ANIMATION/CARTOON

AGE GROUP TV ANIMATION/CARTOON

6-7 Tom & Jerry, Angry Bird, Simbad, Kunfu

Panda, Superman, Killer bean.

8-9 Sofia, Tom & Jerry, Avengers, Infinity War.

10-11 Alita, Naruto

12 Secrets of pets, Avatar, Dora, Pikachu, Peekaboo

Table 3.3

4. WHAT TIME DO THEY OFTEN WATCH TV?

AGE GROUP HOW OFTEN THEY WATCH TV

6-7 Night, After School, 6:00 pm

8-9 After School, After chores, 6:00 pm

10-11 Evening, 6:00 pm, 7:00 pm, After chores

12 Afternoon & Weekend

Table 3.4

27 | P a g e
 5. WHAT DO THEY LEARN FROM THEM?

AGE GROUP WHAT THEY LEARN FROM THEM

6-7 English Language, For entertainment, Its

colorful

8-9 English Language, Singing,

Entertainment

10-11 Moral Lessons, Entertainment, English

Language, Colorful.

12 English Language

Table 3.5

6. HAVE THEY HEARD OF KIDNAPPING?

AGE GROUP YES % NO % NUMBER OF

STUDENTS

6-7 26 72.2 10 27.8 36

8-9 42 100 - - 42

10-11 46 100 - - 46

12 45 100 - - 45

Table 3.6

28 | P a g e
 7. HOW THEY UNDERSTAND CHILD KIDNAPPING.

Child
kidnapping.mp4

8. WHERE THEY HEARD IT FROM.

AGE GROUP WHERE THEY HEARD IT FROM.

6-7 TV, Radio

8-9 TV, Radio, Parents, Friends

10-11 Social Media, Radio, TV, Family

12 TV, Radio, School

Table 3.8

9. HAS ANYONE BEEN KIDNAPPED/ TRIED TO BE KIDNAPPED BEFORE?

AGE GROUP NUMBER OF VICTIMS

6-7 None

8-9 4

10-11 9

12 3

Table 3.9

Stories of kidnapping victims

Victim 1.mp4 Victim 2.mp4 Victim 3.mp4

29 | P a g e
 10. HOW DO THEY THINK A KIDNAPPER LOOKS LIKE\THEIR PERCEPTION

OF?

How a kidnapper How a kidnapper

looks like 2.mp4 looks like.mp4

Based on these interviews, we had a fair idea of what is primarily needed in teaching children

how to care and educate themselves on the issue of child kidnapping in the infographics video.

3.5 Practical Process for the 2d Animation

3.5.1 Tools and Materials

The tools and materials form the basis for the execution of the project. They include; Paper, Pencil,

Eraser, External Hard Drive, Laptop, Pen drive, Internet.

Paper

A paper is a thin material produced by pressing together moist fibers

typically cellulose pulp derived from wood rags or grasses and drying

them into flexible sheets. Paper is a versatile material with many uses.

Whilst the most common is for drawing, writing and printing upon, it is also widely used as a

packaging material. Used as substrate for basic sketches, Illustrations, storyboarding and character

designs.

30 | P a g e
Pencil

A pencil is a writing implement or an art tool usually made of a narrow solid

pigment core inside a protective casing. Pencils create marks by physical

abrasion, leaving behind a trail of solid core material that adheres to a sheet

of paper or another surface. Most pencil cores are made of graphite and are

used for both writing and drawing. The pencil was used for sketches and illustrations.

Eraser

An eraser is an article of stationery that is used for removing pencil

markings. Erasers have a rubbery consistency and come in a variety

of shapes, sizes and colors. Some pencils have an eraser on one

end. Typical erasers are made from synthetic rubber, but more

expensive or specialized erasers are vinyl plastic or gum-like materials.

The eraser was used in erasing pencil errors for corrections made

External Hard Disk

A hard disk drive (HDD) is a storage device for storing and retrieving

data digitally. An HDD consists of one or more rigid rapidly rotating

discs with magnetic heads arranged on a moving actuator arm to

read and write data to the surfaces. The researchers used the external

for saving and retrieving large files which could not be saved on a pen drive.

31 | P a g e
Laptop

A laptop is a portable personal computer. They are also sometimes

called notebook computers or notebooks. Laptops are commonly

used in a variety of settings, including work, education, and personal

multimedia. A laptop combines the components and inputs as a desktop computer; including

display speakers, keyboard and pointing device. Laptop was used in animating various scenes,

coloring of characters, typing of write up and editing of final project.

Flash Drive (Pendrive)

A USB flash drive is a data storage device that includes flash memory

with an integrated Universal Serial Bus (USB) interface. The pen drive

was used for saving the final project for submission.

3.5.2 Software Used

 Adobe Illustrator

Basically, we used together with the Wacom Tablet for illustrating

characters and various backgrounds for animation and multimedia

presentations.

 Corel Video Studio

A Corel Product which is used for creating and editing videos and sound tracks.

32 | P a g e
  Microsoft PowerPoint

Microsoft PowerPoint was used for editing various videos and

joining them together.

 Microsoft Word

Microsoft word was used for collating all information gotten from

research and also for explaining how the project was done, from pre-

production, production and post production.

33 | P a g e
3.6 PRE-PRODUCTION

3.6. Thumbnail Sketches

Figure 3.1Some Selective characters in the

video.

34 | P a g e
3.6.2 Story 1

It’s closing time; school is over. There is excitement in the air as the children jump around. The

children come out of the school. Maame, Kwaku and Esi meet at the school junction. Those yet to

be picked up wait for their guardians and those kids also living around go in groups of threes’ and

fours’. As one group near the streets to their homes, they disperse into different directions. Maame

and Kweku decided to go the long way home. A sleek sports car playing music approaches them

and slows down. Maame and Kweku also stop and smile at each other because the music playing

is Kweku’s favorite. A middle-aged man tucks his head out and promises to drop them safely at

their homes, so they can continue enjoying the music and also lures them with toffees and

chocolate. Kweku immediately agreed but Maame was trying to warn him not to trust the stranger.

Maame refuses and walks away but Kweku goes into the car, even though Maame said not to.

Maame makes it home safely, Kweku doesn’t.

3.6.3 Story 2

A group of boys are playing football at a park. The ball flies in the air into an isolated area. Most

boys were rushing to go for the ball, but Kofi agrees to go after the ball. He almost loses his way

back, but luckily saw a kiosk he run pass to fetch the ball. A woman approaching him asks for help

with the bag of items she’s holding. He drops the ball to help and follows her carrying a bag. The

road leading to the house was dead silent. As they approached the next curve, Kofi is grabbed by

the woman and kidnapped. He is unable to return and goes missing.

35 | P a g e
3.6.4 Story 3

A certain taxi driver everyday drives Ama home after school at 3;30pm. Ama is acquainted with

this taxi driver. One day after school closes, another taxi driver arrives at 3;00pm and claims to be

representing Ama’s driver whose car is damaged and couldn’t come. Ama agrees to go with this

unfamiliar person. Ama is abducted without her knowledge.

3.6.5 Script

Slide14- It’s closing time; school is over.

Slide15 - There is excitement in the air as the children jump around.

Slide16- The children come out of the school. Maame, Kwaku and Esi meet at the school junction.

Slide17 – they start a conversation. A few minutes later, Esi bids her friends goodbye and starts

walking towards home

Slide 18- Maame and Kwaku stand alongside a quiet road. They get curious as a yellow car stops

in front of them.

Slide 19- the driver rolls down the car window with a smiling face.

Slide 20- he offers them toffees, promising them he will drop them safely at home.

Maame refuses and walks away, warning Kwaku not to approach the car or accept the toffees.

Slide 21 – Kwaku doesn’t listen to Maame’s warnings, and enters the car. The driver speeds off

with Kwaku.

Slide 22- Maame reaches home safely

Slide 23- Kwaku does not reach home, leaving his mother worried.

36 | P a g e
Slide 24- so what did you think happen to Kwaku. Yes, it is what you are thinking, Kwaku has

been kidnapped.

Slide 25- let move on to story two.

Slide 26- Adom, Musa, Esinam and Naa are playing football at a park.

Slide 27- Adom kicks the ball hard and it flies in the air into a nearby bush.

Slide 28- Adom goes after the ball

Slide 29- he searches and finds the ball.

Slide 30- on his way back, a strange woman calls Adom and asks him to help her with her bags of

items

Slide 31- Adom agrees and follows her, carrying the items along.

Slide 32- at a hideout, she grabs him and reaches out for a knife.

Slide 33- what do you think happened to Adom. Adom was kidnapped and killed by a kidnapper.

Slide 34- let go to the last story

Slide 35- meet Mr. Agyeman, Dede’s family driver. Mr. Agyeman is responsible for taking Dede

to school and picking her up.

Slide 36- Mr. Agyeman picks Dede up from home as usual

Slide 37- And drops her off at school

Slide 38- School closes and Dede patiently wait till Mr. Agyemang arrives

Slide 39- Dede is safely drop back home.

37 | P a g e
Slide 40- Dede is picked up from home to school by Mr. Agyeman

Slide 41- Closing time comes and a strange man attempts to pick Dede up. Dede screams and runs

back to the school.

Slide 42-

Slide 43- lets identify most ways kidnappers lure children.

Slide 44- by offering a lift.

Just as you have seen in the first story, say no to lifts from strangers.

Slide 46- by asking questions.

Some kidnappers may come to you asking questions such as; ‘’where is the nearest drug store,’,

‘can you show me where Sister Akua lives.

Slide 46- Children love sweets.

Kidnappers use this means to lure children by offering sweets and candies.

Slide 47- On some occasions, even money.

Slide 48- Kidnappers are not only limited to men but even women; be it old or young.

38 | P a g e
3.7 PRODUCTION

In the production process, images based on research were acquired by making sketches and tracing

thumbnail sketches that were rendered into pictures with the help of the software Adobe

Illustrator

Figure 3.3
Figure 3.2

Corel Video Studio

Using Corel video studio to render as a video editor to generate an MP4 format which can be

displayed on various technical devices and media such as Television, Web, Laptops or Mobile

phones

Figure 3.4 Figure 3.5

39 | P a g e
Some scenes from the infographic video

Figure 3.6 Figure 3.7

Figure 3.8 Figure 3.9

Figure 3.10
40 | P a g e
3.8 POST PRODUCTION

Screenshots of rendering in Microsoft Power point

Power point was used to animate the pictures, edits, crop and apply effects. Considering, layout,

slides and transitions the video was successfully rendered.

Figure 3.11 Figure 3.12

Figure 3.13 Figure 3.14

41 | P a g e
3.9 CHALLENGES

 The Software was not advanced therefore led to difficulty in rendering the effects

 Lack of knowledge on the use of animation software

 Lack of effective communication among group members due to the sudden COVID 19

pandemic

 No access to proper facility for the voice over recordings; thus the Tek TV sound studio,

due to the recent pandemic.

42 | P a g e
 CHAPTER FOUR

PRE-TESTING AND EVALUATION

4.1 Overview

This project is an infographics video on child kidnapping based on the problem statement; “There

is an observation of rampant kidnapping of children recently. We want to know why it is so, how

bad it is and how the situation can be improved by coming out with infographics relating to child

abduction”. This chapter is mainly about the pre-testing and evaluation of the project.

4.2 Results and discussions

4.2.1 Evaluation

In the researchers evaluation of the results collected from pre-testing and comparing and relating

the findings to the objectives of the project, the project has been effective. It can be effectively

used to educate children on the dangers of child kidnapping.

The researchers gathered that the project would have been more helpful if the duration was longer

than it already was.

4.2.2 Pretesting

The final infographics video was supposed to be shown to the pupils of Kotei R/C Basic, as they

were the primary target for the research. The recent pandemic stripped us of the chance to pre-test

the infographic video on the pupils of Kotei R/C Basic School. As so, we were limited to showing

43 | P a g e
the video to three neighboring kids including our landlady’s granddaughter. The kids were aged 6,

7 and 8.

Test 1

The first kid was a female aged 8 who schools nearby at Gazelle International School. The

following questions were asked as she watched the infographics video. The response was very

good and she was all smiles as the video played. She couldn’t wait to tell her parents and friends

what she learnt from this educated video. The questions asked where;

 How does she understand kidnapping?

She didn’t understand kidnapping when we first asked but when explained to her in the local

dialect, she quickly understood. Kidnapping and also child kidnapping was explained in the

infographics video, so she got to understand what “catching children” meant.

 What did she learn from the video?

This kind of video was new to her since she is used to cartoons where there is a lot of movement.

The infographics included a lot of child-like sounds which got them engaged in it. According to

her, she learnt that even an old man or old woman can be capable of kidnapping, and also when

approached by a strange man or woman, she should scream and ask for help.

 Did she understand everything in the video?

Yes. She understood what the video was about. She claimed this was the first time she’s seen a

video of this sort. According to her, most kidnapping stories or education on kidnapping is mostly

done in person instead of video, but she really understood the video.

 Will she be able to recall everything from the video e.g. the lessons, characters?

44 | P a g e
Yes. Some characters in the infographics video like “Mr. Ben and also Miss Benson” are very

memorable. The lessons in the video are also short and precise and easy to remember.

 How would she describe the video to her friends?

“I will tell my friends that, today I watched a video on kidnapping and it was very nice and

educative. It was like I was watching a TV cartoon and very colorful.”

Test 2

The second male kid aged 7 was luckily from the Kotei R/C Basic School where we conducted

our research. He was one of the kids from one class that was very involving in the interview. He

was very glad to see us as he remembered the time we spent with them during the interview. He

was surprised to see that their feedback was used to create the infographic video. He was able to

relate to the video very well and was happy to learn something new he didn’t know. The same

questions as asked to the first kid was asked to this kid too. He really wished the recent pandemic

was over so his friends and classmates would also experience the beauty and also be educated as

he was. This was his reply to the questions.

 How does he understand kidnapping?

Since he had already heard from us from his school, he had a keen knowledge on what kidnapping

was. Kidnapping according to him is when a man in black wearing a mask, catches children into a

sack to kill them.

45 | P a g e
  What did he learn from the video?

He learnt that he shouldn’t accept gifts in the form of toffees, candies or even money from

strangers, he shouldn’t be walking alone in the dark and also he should ask for permission from

his parents before going out to play with his friends.

 Did he understand everything in the video?

Yes. Since we explained the video as he was watching, he got a deeper understanding of the video.

 Will he be able to recall everything from the video e.g. the lessons, characters?

Yes. Since we were targeting children, the colors incorporated in the video where children-friendly

and so were the characters. The characters were such that, children would easy identify who they

are.

 How would he describe the video to his friends at home and also at school after the

pandemic is over?

“I will tell my friends, teachers and even my parents that today I watched some video bi on child

kidnapping and it was nice. The pictures were nice and the drawings were fun and I would ask

them if they remember the teachers who came to ask us questions on kidnapping before the Corona

came”

Test 3

With our final child for the pre-testing, we had our landlady’s granddaughter, a 6 year old girl who

because of the COVID 19, had to come stay with her grandmother. It seemed she had a problem

understanding the voice over but the characters and images in the video gave her a clear

46 | P a g e
understanding of what she was watching as it pertains to child kidnapping. We repeated the

questions we asked the first and second kid and this was her reply.

 How does she understand kidnapping?

She didn’t seem to understand what kidnapping was, so we then asked her if she understands

“catching of children”. She immediately answered yes and even told us about some kidnapping

stories she’s heard about. We then proceeded to show her the infographics video on child

kidnapping.

 What did she learn from the video?

Since we briefed her on what to expect from the video, she seemed to learn that, immediately

school closes, she is supposed to go straight home, avoid taking long and quite routes home, avoid

taking lift from people she doesn’t know and also asking permission from her parents or guardians

before going out to play.

 Did she understand everything in the video?

Somehow. This is because she is too young to grasp everything in the video alone without further

explanation. As we explained the video she seemed to understand everything as a 6 year old would.

 Will she be able to recall everything from the video e.g. the lessons, characters?

Yes. This is because the characters are like what any 6 year old would imagine and the lessons are

straight to the point and in easy language for all to understand.

 How would she describe the video to her friends?

47 | P a g e
“I would tell my friends that I saw a video on child kidnapping when I visited my grandma and I

learnt a lot from it. It was very nice and educative and I would have loved for them to have seen it

too.

4.3 CHALLENGES

The major challenge faced was the amount of time given to complete the project. This is due to

the fact that there were a lot of other assignments to attend to. Also the constant power outages

was a problem in the completion of this project as most of our laptops had weak batteries therefore

the work could not be done when lights were off and this delayed the production process.

Also;

 Due to the recent pandemic; thus the COVID 19 Virus, our target audiences who were the

pupils of the Kotei R/C Basic School could not be reached for further testing and

evaluation.

 Our test subjects were limited to only 3 children, since the recent pandemic deprived us of

the chance to expand our testing.

 Since we only had the chance to test on 3 kids, the feedback wasn’t as expected.

48 | P a g e
 CHAPTER FIVE

SUMMARY, DISCUSSION AND CONCLUSION

5.1 Introduction

This chapter contains a summary of the project. It also provides a recommendation as well as a

conclusion to the collected data from the research conducted and shows whether or not the data

was used to achieve the set objectives.

5.2 Summary

The project has been able to satisfy the objectives of creating an educational infographics video

using 2d animated film.

The project was started with research on kidnapping and child kidnapping, how children learn,

how bright colors help children learn and also the possible ways to educate children with the use

of animation/ multimedia presentation. The project was created with the use of various software

such as Adobe Illustrator, Adobe Photoshop, Corel Video Studio, Microsoft PowerPoint, and

Microsoft Word etc.

Finally, the project was pre-tested on 3 neighborhood children since we couldn’t get access to the

intended audiences at the Kotei R/C Basic School, as schools have been closed down due to the

recent COVID 19 pandemic.

5.3 Recommendations

 This educational material should be made available to students in all schools across the

country.

49 | P a g e
  This project can serve as an Open Educational Resource (OER) material on the Kwame

Nkrumah University of Science and Technology website and also on TekTV to be easily

accessible to other students in other parts of Ghana.

 We recommend that since language could be a barrier, consequent projects should include

other spoken languages in Ghana such as Twi, Ga, Nzema, and Ewe. Also sign languages

should be added to help the deaf and dumb understand this educational infographics

material.

5.4 Conclusion

The research conducted prior to the execution of this project throws more light on the need for

creating infographics video and keeping it consistent to increase its awareness to the general public

and mainly to children. Some children would rather prefer face to face than that of watching

cartoons or videos closely. There are also some who prefer cartoons and videos to face to face

teaching. Should we take the necessary steps in educating children, both face to face and also use

of cartoons and videos can be incorporated in educating children on the dangers of kidnapping and

how to prevent themselves from falling victims to child kidnapping.

This project will help researchers to learn how to use other software within a short period of time

in creating infographics video. It has also broadened our knowledge in the scope of child

kidnapping and sharpened our skills in animating.

50 | P a g e
 APPENDICES

INTERVIEW QUESTIONS

DEPARTMENT OF COMMUNICATION DESIGN - KNUST

This interview is based on a school project conducted purely on academic grounds. Information

provided here shall be kept highly confidential and only for the purposes of this project.

1. Ages

2. Favorite TV channel

3. Favorite TV program

4. Favorite TV animation/cartoon

5. How often do they watch TV?

6. What time is convenient for them to watch TV?

7. What do they learn from them?

8. Have you heard of kidnapping?

9. How they understand child kidnapping.

10. Where they heard it from.

11. Has anyone been kidnapped/ tried to be kidnapped before?

12. Kidnap stories they’ve heard about.

13. How do they think a kidnapper looks like\their perception of?

14. Between face to face and video learning, which do they find effective?

51 | P a g e
 Image 0.1 Image 0.2

Image 0.3 Image 0.4

SCRIPT FOR VOICE OVER

Slide 1- Child Kidnapping with Mr. Ben

Slide 2- Hello I am Mr. Ben
Slide 3- Have you heard of kidnapping?
Slide 4- What about Child Kidnapping?
Slide 5- Where did you hear it from?
Slide 6- On Television, Newspaper, on Radio, at School, Parents,
Slide 7- Or an incident you experienced?
Slide 8- Kidnapping is the illegal act of taking away a person by force or by violence without their
consent. Illegal hear means it is against the law.

52 | P a g e
Slide 9- Child Kidnapping is the illegal act of taking a baby or a child without their parent consent.
Slide 10- Kidnapped children in every 2-24 hours are sadly found dead worldwide.
Slide 11- But how would you know you are in danger?
Slide 12- Story time! Story time with Miss Benson
Slide 13- Story 1
Slide14- It’s closing time; school is over.
Slide15 - There is excitement in the air as the children jump around.
Slide16- The children come out of the school. Maame, Kwaku and Esi meet at the school junction.
Slide17 – they start a conversation. A few minutes later, Esi bids her friends goodbye and starts
walking towards home
Slide 18- Maame and Kwaku stand alongside a quiet road. They get curious as a yellow car stops
in front of them.
Slide 19- the driver rolls down the car window with a smiling face.
Slide 20- he offers them toffees, promising them he will drop them safely at home.
Maame refuses and walks away, warning Kwaku not to approach the car or accept the toffees.
Slide 21 – Kwaku doesn’t listen to Maame’s warnings, and enters the car. The driver speeds off
with Kwaku.
Slide 22- Maame reaches home safely
Slide 23- Kwaku does not reach home, leaving his mother worried.
Slide 24- so what did you think happen to Kwaku. Yes, it is what you are thinking, Kwaku has
been kidnapped.
Slide 25- let move on to story two.
Slide 26- Adom, Musa, Esinam and Naa are playing football at a park.
Slide 27- Adom kicks the ball hard and it flies in the air into a nearby bush.
Slide 28- Adom goes after the ball
Slide 29- he searches and finds the ball.
Slide 30- on his way back, a strange woman calls Adom and asks him to help her with her bags of
items
Slide 31- Adom agrees and follows her, carrying the items along.
Slide 32- at a hideout, she grabs him and reaches out for a knife.
Slide 33- what do you think happened to Adom. Adom was kidnapped and killed by a kidnapper.

53 | P a g e
Slide 34- let go to the last story
Slide 35- meet Mr. Agyemang, Dede’s family driver. Mr. Agyemang is responsible for taking
Dede to school and picking her up.
Slide 36- Mr. Agyemang picks Dede up from home as usual
Slide 37- And drops her off at school
Slide 38- School closes and Dede patiently wait till Mr. Agyemang arrives
Slide 39- Dede is safely drop back home.
Slide 40- Dede is picked up from home to school by Mr. Agyemang
Slide 41- Closing time comes and a strange man attempts to pick Dede up. Dede screams and runs
back to the school.
Slide 42- Do you think Dede did the right thing? Yes! Never accept rides from strangers!
Slide 43- Lets identify most ways kidnappers lure children.
Slide 44- By offering a lift.
Just as you have seen in the first story, say no to lifts from strangers.
Slide 46- By asking questions.
Some kidnappers may come to you asking questions such as; ‘’where is the nearest drug store,’,
‘can you show me where Sister Akua lives.
Slide 46- Children love sweets.
Kidnappers use this means to lure children by offering sweets and candies.
Slide 47- On some occasions, even money.
Slide 48- Kidnappers are not only limited to men but even women; be it old or young

54 | P a g e
 REFERENCES

 social-sciences/Kidnapping-Overview-Causes-Effects-and-Solutions

 /GhanaHomePage/NewsArchive/Kidnapping-Children-are-not-safe-in-Ghana-Child-Rights-

International-754939#

 Research gate

 en.m.wikipedia.org/wiki/Child

 https://sciencing.com/do-bright-colors-appeal-kids-5476948.html

 Tips reprinted from "Know the Rules...General Parental Tips to Help Keep Your

Children Safer" from the National Center for Missing & Exploited

Children (NCMEC)

 Christie, Sam (2017), "'Truly despicable.' Who is Karen Matthews and why did she kidnap

Shannon? UK’s ‘most hated mom’ who abducted her own daughter," The Sun. The

Economist (2017), "Who Kidnapped the Son of Slovakia’s President? "Uzochukwu, Mike (2013).

"Challenges in Nigeria and Solutions on How to Resolve Them." Soapboxie.

 Arnett, J. J. (2007). Encyclopedia of children, adolescents and the media. Thousand Oaks:

Sage Publications.

 Bandura, A. (1986) Social foundations of thought and action: A Social Cognitive Theory.

Englewood Cliffs: N.J: Prentice- Hall.

 Burns C. E (2009). Pediatric primary care. St. Louis: Mo: Saunders/ Elsevier.

 Lowe, R. K. (2003).Animation and learning: selective processing of information in

dynamic Graphics. Learning and Instruction, 13(2), 157-176.

 Mayer, R. E. (2009).Multimedia learning (2nd ed). New York: Cambridge University

Press.

55 | P a g e
  Mayer, R. E. (1999).Multimedia aids to problem-solving transfer. Int. J. Educ. Res. 31:

661–624.

 Mayer, R. E. (Ed.). (2005).The Cambridge handbook of multimedia learning. New York:

Cambridge University Press.

56 | P a g e