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Don't talk to strangers!: peer tutoring versus active intervention methodologies in interviewing children

Authors:

Svetlana Ognjanovic,

Jason RallsAuthors Info & Claims

CHI EA '13: CHI '13 Extended Abstracts on Human Factors in Computing Systems

Pages 2337 - 2340

https://doi.org/10.1145/2468356.2468761

Published: 27 April 2013 Publication History

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Abstract

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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References

[1]

Edwards, H., & Benedyk, R. (2007). A Comparison of Usability Evaluation Methods for Child Participants in a School Setting. Proc. IDC 2007.

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[2]

Ericsson, K. A. (2002). Protocol analysis and Verbal Reports on Thinking. Retrieved Jan. 18, 2013, from: http://www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html

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[3]

Höysniemi, J., Hämäläinen, P., & Turkki, L. (2003). Using peer tutoring in evaluating the usability of a physically interactive computer game with children. Interacting with Computers, 15, 203--225.

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[4]

Markopoulos, P., Read, J. C., MacFarlane, S., & Höysniemi, J. (2008). Evaluating Children's Interactive Products. Morgan Kaufmann.

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Norman, D. A. (1984). Stages and levels in human-machine interaction. International Journal of Man-Machine Studies, 21(4), 365--375.

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Van Kesteren, I. E. H., Bekker, M. M., Vermeeren, A. P. O. S., & Lloyd, P. A. (2003). Assessing Usability Evaluation Methods On Their Effectiveness To Elicit Verbal Comments From Children Subjects. Proc. IDC 2003.

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Wöbbekind LLorberg KMandl T(2023)Emma stop that, it's my turn now - Comparing Peer Tutoring and Thinking Aloud for Usability-Testing with Children in a school settingProceedings of Mensch und Computer 202310.1145/3603555.3608542(442-447)Online publication date: 3-Sep-2023
https://dl.acm.org/doi/10.1145/3603555.3608542
Li WZhang XZhang Y(2018)How Animation Improve Children’s Cognition in User Interface: A Study of the Kids VOD ApplicationDesign, User Experience, and Usability: Users, Contexts and Case Studies10.1007/978-3-319-91806-8_16(196-217)Online publication date: 15-Jul-2018
https://dl.acm.org/doi/10.1007/978-3-319-91806-8_16
Alfredo MFrancisco JJaime MRusu CFrancisco ARicardo M(2016)A Cooperative Process for a Learnability Study with Down Syndrome ChildrenProceedings of the XVII International Conference on Human Computer Interaction10.1145/2998626.2998636(1-5)Online publication date: 13-Sep-2016
https://dl.acm.org/doi/10.1145/2998626.2998636

Index Terms

Don't talk to strangers!: peer tutoring versus active intervention methodologies in interviewing children
1. Applied computing
  1. Document management and text processing
    1. Document preparation
      1. Multi / mixed media creation
2. Human-centered computing
  1. Human computer interaction (HCI)
    1. Interaction paradigms
      1. Hypertext / hypermedia

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Published In

CHI EA '13: CHI '13 Extended Abstracts on Human Factors in Computing Systems

April 2013

3360 pages

ISBN:9781450319522

DOI:10.1145/2468356

General Chair:
Wendy E. Mackay
INRIA
,
Program Chairs:
Stephen Brewster
Glasgow University
,
Susanne Bødker
University of Aarhus

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Published: 27 April 2013

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CHI '13: CHI Conference on Human Factors in Computing Systems

April 27 - May 2, 2013

Paris, France

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CHI EA '13 Paper Acceptance Rate 630 of 1,963 submissions, 32%;

Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

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Wöbbekind LLorberg KMandl T(2023)Emma stop that, it's my turn now - Comparing Peer Tutoring and Thinking Aloud for Usability-Testing with Children in a school settingProceedings of Mensch und Computer 202310.1145/3603555.3608542(442-447)Online publication date: 3-Sep-2023
https://dl.acm.org/doi/10.1145/3603555.3608542
Li WZhang XZhang Y(2018)How Animation Improve Children’s Cognition in User Interface: A Study of the Kids VOD ApplicationDesign, User Experience, and Usability: Users, Contexts and Case Studies10.1007/978-3-319-91806-8_16(196-217)Online publication date: 15-Jul-2018
https://dl.acm.org/doi/10.1007/978-3-319-91806-8_16
Alfredo MFrancisco JJaime MRusu CFrancisco ARicardo M(2016)A Cooperative Process for a Learnability Study with Down Syndrome ChildrenProceedings of the XVII International Conference on Human Computer Interaction10.1145/2998626.2998636(1-5)Online publication date: 13-Sep-2016
https://dl.acm.org/doi/10.1145/2998626.2998636

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

Assessing usability evaluation methods on their effectiveness to elicit verbal comments from children subjects

Camera talk: making the camera a partial participant

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