diff --git a/references.bib b/references.bib
index 7204382..414eb9b 100755
--- a/references.bib
+++ b/references.bib
@@ -659,6 +659,16 @@ learners are different, and (b) that they change as they learn. But},
   url       = {http://misq.org/perceived-usefulness-perceived-ease-of-use-and-user-acceptance-of-information-technology.html},
 }
 
+@article{likert1932,
+  title   = {A Technique for the Measurement of Attitudes},
+  author  = {Likert, Rensis},
+  journal = {Archives of Psychology},
+  year    = {1932},
+  volume  = {140},
+  pages   = {1--55},
+  url     = {https://psycnet.apa.org/record/1933-01885-001}
+}
+
 @Book{Coe2025,
   editor         = {Robert Coe and Michael Waring and Larry Hedges and Laura Day Ashley},
   publisher      = {SAGE Publications},
diff --git a/slides.tex b/slides.tex
index d4ae9ce..c1ca46e 100644
--- a/slides.tex
+++ b/slides.tex
@@ -166,109 +166,123 @@
 
 \section{How I plan to address this space}
 
-\begin{frame}
-  \frametitle{How am I addressing the gap}
-  \todo{Talk about Gidget and offer scaffolding tools, then talk about how we
-  can create a tool to aid intervention}
-  I plan to create an intervention wherein I give students access to an AI tool
-  that takes elements from previous interventions that align with the principles
-  of improving self-efficacy in students, and combine it with more recent
-  breakthroughs in LLM based technologies to allow the intervention to be used
-  in a wider variety of programming environments and contexts.
+%\begin{frame}
+%  \frametitle{How am I addressing the gap}
+%  \todo{Talk about Gidget and offer scaffolding tools, then talk about how we
+%  can create a tool to aid intervention}
+%  I plan to create an intervention wherein I give students access to an AI tool
+%  that takes elements from previous interventions that align with the principles
+%  of improving self-efficacy in students, and combine it with more recent
+%  breakthroughs in LLM based technologies to allow the intervention to be used
+%  in a wider variety of programming environments and contexts.
+%
+%  I then plan to evaluate its impact on self-efficacy and potentially other
+%  outcomes. \todo{Figure out what those outcomes are.}
+%\end{frame}
 
-  I then plan to evaluate its impact on self-efficacy and potentially other
-  outcomes. \todo{Figure out what those outcomes are.}
-\end{frame}
+%\begin{frame}
+%  \frametitle{The Intervention}
+%  \todo{Talk about methodology and the type of intervention that's taking place.
+%  Why this method over other methods etc}
+%
+%  This artefact attempts  to replicate the channels of self-efficacy improvement
+%  that one on one support from an instructor, by targeting these factors in
+%  Bandura's theory \todo{cite}:
+%\begin{itemize}
+%  \item Mastery experiences (Experiencing more success in coding tasks).
+%  \item Verbal encouragement.
+%  \item Guided support.
+%\end{itemize}
+%  \todo{Check the previous itemisation isn't mistaken}
+%
+%  The agent will use techniques such as personification \todo{cite gidget} and
+%  an AI models ability to translate errors into more accessible descriptions
+%  replicate an instructors ability to help a student understand knowledge they
+%  may be missing in terms of the language of a compiler. The model will also
+%  focus on guiding the student towards the solution in a structured manner such
+%  as in \todo{cite structured debugging intervention paper}.
+%
+%  The goal with this artefact is to as closely as possible replicate the
+%  experience and self-efficacy improvements that come with 1 on 1 tuition
+%  \todo{cite}, so that these benefits can be scaled up. And help seeking
+%  behaviours be made more available.
+%\end{frame}
 
 \begin{frame}
   \frametitle{The Intervention}
-  \todo{Talk about methodology and the type of intervention that's taking place.
-  Why this method over other methods etc}
+  I plan to create an artefact that uses scaffolding and personification in an
+  attempt to improve students self-efficacy \cite{Bandura1977} and reduce
+  cognitive load \cite{Sweller1988}. 
+  \newline
 
-  This artefact attempts  to replicate the channels of self-efficacy improvement
-  that one on one support from an instructor, by targeting these factors in
-  Bandura's theory \todo{cite}:
+  This will be done by walking a student through any issues a
+  real programming environment can throw at them with the use of an AI agent
+  based avatar, which will break down the process of solving debugging issues in
+  their own real world programming environment.
+\end{frame}
+
+\begin{frame}
+  \frametitle{Methodology}
+  Due to the nature of using a software tool to improve outcomes, an
+  intervention based experiment becomes necessary \cite[p.~242]{Coe2025}. The
+  projects' reliance on AI should also adhere to guidelines such as
+  CONSORT-AI \cite{Liu2020} in order to remain reproducible and transparent.
+  \newline
+
+  If ethical issues surrounding the withholding of resources from some students
+  that were made available to others even at random wasn't a worry, a random
+  selection of student participants would be the best approach to reduce bias
+  \cite[p.~245]{Coe2025}.
+  \newline
+
+  To counter this issue will I will be measuring results from a cohort before
+  the intervention has been fully developed and comparing results to a cohort
+  that has then since gained access to the artefact in a longitudinal study
+  \cite[p.~224]{Coe2025}.
+  \begin{itemize}
+    \item Cohort A -- Pre-intervention Cohort
+    \item Cohort B -- intervention Cohort
+  \end{itemize}
+\end{frame}
+
+\begin{frame}
+  \frametitle{Data Collection}
+  %TODO come back to this
+  Self-efficacy is a psychological self-perception and as such must be collected
+  from communicating with the participants. 
+  \newline
+
+  There are however several methods we can use to quantify qualitative data
+  through tools like Likert scales \cite{likert1932} and thematic analysis
+  \cite{Braun2006} of feedback. 
+  \newline
+
+  Both of these methods require careful planning to avoid the influence of bias.
+  I've interacted with them before in papers I've contributed to in the past
+  \cite{Mitchell2021, Mitchell2022}, and I am confident in the GA's ability to
+  guide me through the process of making sure I collect this data correctly.
+\end{frame}
+
+\section{Technology stacks and ethical considerations}
+
+%\begin{frame}
+%  \frametitle{Key challenges in the study}
+%\end{frame}
+
+\begin{frame}
+  \frametitle{AI Ethical Concerns}
+  This research immediately falls into at least medium risk in Falmouth
+  University's ethics policy as it involves human participants. Due to the
+  nature of interacting with generative AI addition measures will be necessary.
 \begin{itemize}
-  \item Mastery experiences (Experiencing more success in coding tasks).
-  \item Verbal encouragement.
-  \item Guided support.
-\end{itemize}
-  \todo{Check the previous itemisation isn't mistaken}
-
-  The agent will use techniques such as personification \todo{cite gidget} and
-  an AI models ability to translate errors into more accessible descriptions
-  replicate an instructors ability to help a student understand knowledge they
-  may be missing in terms of the language of a compiler. The model will also
-  focus on guiding the student towards the solution in a structured manner such
-  as in \todo{cite structured debugging intervention paper}.
-
-  The goal with this artefact is to as closely as possible replicate the
-  experience and self-efficacy improvements that come with 1 on 1 tuition
-  \todo{cite}, so that these benefits can be scaled up. And help seeking
-  behaviours be made more available.
-\end{frame}
-
-\begin{frame}
-  \frametitle{Key influences in this field and area of research.} 
-  \todo{Talk about the psychology and mikes previous paper bandura. gidget and
-  some scaffolding intervention if it's not all covered in the previous slide}
-\end{frame}
-
-\begin{frame}
-  \frametitle{What is the variable. What does better look like} 
-  \todo{what research methods will analyse this}
-  \todo{Students drop out less, produce higher quality code? What do other
-  interventionist studies look at?}
-  \todo{There are a few outcomes we can try to measure. We can use likart style
-  surveys and attempt pre-post intervention comparisons}
-
-  The study plans to measure changes in the students self-efficacy and their
-  self perception of their coding ability before and after intervention.
-
-  The study falls into an educational intervention style methodology for which
-  the best style of study in regard to bias is usually random
-  assignment \todo{cite research methods and methodologies in education}.
-  However, due to the ethical concerns of depriving only part of a cohort of a
-  tool that may be beneficial to them without an alternative equally powerful
-  tool as an alternative, a longitudinal year of entry based cohort study could
-  be used as an alternative, albeit with a higher potential for bias.\todo{cite
-  research methods and methodologies in education different page}
-\end{frame}
-
-\section{Challenges and ethical considerations}
-
-\begin{frame}
-  \frametitle{Key challenges in the study}
-  \todo{Talk about the time to develop the software and more about the study
-  structure and issues with pedagogical research in general}
-\end{frame}
-
-\begin{frame}
-  \frametitle{main ethical concerns}
-
-\begin{itemize}
-  \item \todo{This research should be limited to adults as gen ai and children = bad.}
-  \item \todo{Making the AI friendlier and having it say something outside my control}
-  \item \todo{Mention potential for bias in the current data collection}
-  \todo{Ethical AI models should be a requirement}
+  \item We should avoid giving AI access to children and vulnerable people.
+  \item We should make sure to use ethically trained AI models where possible.
+  \item Furthermore, we should follow CONSORT-AI \cite{Liu2020} to keep this
+    research transparent and reproducible.
 \end{itemize}
 
 \end{frame}
 
-\begin{frame}
-  \frametitle{Key challenges in this area}
-\begin{itemize}
-  \item \todo{First stage programming generally has a high drop out rate because
-    overcoming programming problems can be distressing without a degree of
-    self-efficacy.}
-  \item \todo{Having a guide help students learn through the process one on one
-    is a time intensive process for staff and fairly cost inefficient in terms
-    of time spent with educators.}
-  \item \todo{This tool is also an attempt to scale the amount of human support
-    a student can receive, outside the classroom}
-\end{itemize}
-\end{frame}
-
 \section{Me, My Skills, And why I want to study at Falmouth University}
 % 1 4 9? 10?
 
@@ -294,9 +308,9 @@
   Falmouth University previously:
   \begin{itemize}
     \item Student Perspectives on the Purpose of Peer Evaluation During Group
-      Game Development Projects \cite{Mitchell2021}
+      Game Development Projects \cite{Mitchell2021}.
     \item An Exploratory Analysis of Student Experiences with Peer Evaluation in
-      Group Game Development Projects \cite{Mitchell2022}
+      Group Game Development Projects \cite{Mitchell2022}.
   \end{itemize}
 \end{frame}