A comparison of usability evaluation methods for child participants in a school setting

Edwards, Helen M.; Benedyk, Rachel

doi:10.1145/1297277.1297280

Cited by 20 publications

(15 citation statements)

References 17 publications

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“…All these factors can influence children's communication and make it easier and livelier than when having to talk up to an adult alone. However, our results on total number of comments per method are not fully consistent with the ones from Edwards and Benedyk (2007). They received the greatest number of comments from 6-8 years old children with the Active Intervention method.…”

Section: Discussioncontrasting

confidence: 91%

“…It is based on a simplification of Norman's action cycle [5], "which has been used to describe the stages of a user's interaction with a product, making a distinction between the stages of execution and the stages of evaluation." [1]. Authors' conclusion based on their investigation was that Peer Tutoring appeared to have the most potential for appropriate usability testing with children.…”

Section: Peer Tutoring Applied In Usability Research For Childrenmentioning

confidence: 99%

“…They found the method to be very promising and effective in detecting usability flaws. Based on the study from Van Kesteran et al (2003) follow-up research was conducted by Edwards and Benedyk (2007). For categorization of user comments for the chosen methods, the same coding scheme was used as Van Kesteran et al (2003).…”

Section: Peer Tutoring Applied In Usability Research For Childrenmentioning

confidence: 99%

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Don't talk to strangers!

Ognjanovic¹,

Ralls

2013

CHI '13 Extended Abstracts on Human Factors in Computing Systems

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Digital products designed for children should be validated by children. When it comes to usability testing, not all the available methods, which work well with adults, are equally applicable with child participants. In our study, we investigated two methods, Peer Tutoring, which was developed for children, and Active Intervention, which originates from the more traditional Think-Aloud methodology with adults. Our goal was to find out which of the two methods does elicit more comments by 8-10 years old boys when using a web application. The results showed that Peer Tutoring did elicit the greatest number of comments. At the same time the number of prompts provided by the test moderator was tendentially lower than during Active Intervention.

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Section: Discussioncontrasting

confidence: 91%

Section: Peer Tutoring Applied In Usability Research For Childrenmentioning

confidence: 99%

Section: Peer Tutoring Applied In Usability Research For Childrenmentioning

confidence: 99%

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Don't talk to strangers!

Ognjanovic¹,

Ralls

2013

CHI '13 Extended Abstracts on Human Factors in Computing Systems

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“…Other techniques worked better, such as think-aloud, retrospection, and peer-tutoring. Edwards and Benedyk [79] compared active intervention, peer tutoring, and cross-age tutoring as usability evaluation methods with six to eight-year old children. They found that peer tutoring seemed to work best, and that cross age tutoring elicited the least amount of comments.…”

Section: Discussionmentioning

confidence: 99%

Interaction Design and Children

Hourcade

2007

FNT in Human-Computer Interaction

230

121

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Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research.To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

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“…One way to achieve this is by involving deaf children in both of the design process and the test process of the e-learning program development. There are many testing methods that are devoted to test interfaces by children [2][3][4][5][6], however, we are not sure whether these methods are effective when they are used with deaf children.…”

Section: Introductionmentioning

confidence: 99%

User interface requirements for e-learning program designed for deaf children

Al-Osaimi¹,

AlFedaghi²,

Alsumait

2009

Proceedings of the First Kuwait Conference on E-Services and E-Systems

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Deaf children face many difficulties when interacting with interfaces that are not designed for them. Building e-learning interfaces that are specifically designed for deaf children is a necessarily in order to enhance the learning experience. Thus, the goal of this paper is to build a set of guidelines for designing elearning programs for deaf children. An e-learning program prototype is used to elicit the children's feedback regarding the interface design. Further, the guidelines proposed here are built based on the deaf children and their teachers' feedbacks. The guidelines are suitable for designing e-learning programs for deaf children aged between seven to thirteen years old.

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A comparison of usability evaluation methods for child participants in a school setting

Cited by 20 publications

References 17 publications

Don't talk to strangers!

Don't talk to strangers!

Interaction Design and Children

User interface requirements for e-learning program designed for deaf children

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