Little People, Big Challenges: UX with Kids. Presented at Midwest UX 2011 in Columbus, Ohio.
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The document discusses methods and considerations for conducting usability testing with children, emphasizing the importance of understanding their unique cognitive skills and emotional needs. It highlights recruitment strategies, safety guidelines, and the necessity for adapting the testing environment to be child-friendly. Additionally, it addresses privacy concerns and the need for adult supervision to ensure a secure and supportive testing experience.
Little People, Big Challenges: UX with Kids. Presented at Midwest UX 2011 in Columbus, Ohio.
- 1. Midwest UXApril 9, 2011Little People, Big Challenges: UX with Kids
- 4. Not Short AdultsCognitive SkillsReality and make-believe New to computersReadingBrown Bear, Brown Bear, What do you see? By Bill Martin Jr / Eric Carle
- 5. PhysicalLittle hands and unreliable graspComputer operations (drag-and-drop)Short in statureNeed for movement
- 6. Experience & EmotionsInterpretation of information, iconsFear, shynessNon-talkers or Chatty
- 7. Recruitment
- 8. Gain TrustLegitimacyApproach OrganizationsRotary ClubParent-Teacher GroupsPrivate SchoolsHome School Co-ops
- 9. Mindful of Family SituationsCaring AdultsReligious, socialHolidays, birthdays, politicsAwareness of Media, Internet, TV
- 10. NetworkAsk for recommendationsFinder’s feeParticipants knowing each otherEnjoy experience with friendsCan carpoolDepends on testPatel and Paulsen
- 11. PublicizeSocial networkingThrough your siteEthnio.comAdvertisingParent e-mailing lists and bulletin boardsVolunteer sectionsFliers
- 12. Recruiting IssuesAdvanced computer users Making games, web pages, etc.Flexible testing hoursArrange care or space for siblingsYounger distractOlder want to helpSensitive to concerns about child’s abilities
- 13. Protecting Kids
- 14. Physical ConsiderationsChild-friendly Child-sized chairs and tablesAvoid distractionLab equipment Effective yet unobtrusive Check for safety
- 15. On LocationClassroomLeast interactionBest opportunity for comparisonHomeMost interaction and deepest understandingMost time consuming per subjectOther situations (playgrounds, museums, etc.)Difficult to planHard to know who you’re observingUse most caution in this situation
- 16. GuidanceNever be alone with childNo full names in any documentationNo discipline unless they are in dangerPhotograph only with permissionCasual dress
- 17. Welcome Caring AdultsChild’s ChoiceBenefits of Adult in RoomGives child sense of securityCan help “adjust” child when neededMay Need Guidance“Lead” child or pressure child to performEngage facilitator in side conversation
- 18. Caring Adult-Child PairsUsed to having support availableExpect to be used with adultFirst time use Educational productsOffline activitiesInteraction Relationship issues show upCoping skills vary – encourage to be supportive
- 19. ConsentAdult must sign any agreementActivity for child while waitingDesigns "top-secret"
- 20. Online Information GatheringCOPPA (Children's Online Privacy Protection Rule)Became effective on April 21, 2000.Operators Must:Post privacy policy;Obtain verifiable parental consent;Prohibit disclosure of information to third parties;Maintain confidentiality, security, and integrity of information. More at: www.ftc.gov
- 22. In the ClassroomSchedule carefully Levels of approvalMake concessions TeacherUsed to being observedHectic - prepare for change
- 23. In the HomeCan be chaoticDistractions aboundGo with the flowPets (consider your allergies)Show their room
- 24. Test Your MaterialsChild’s ability levelRotate tasks – more tired at endPrepare varying levels of hintsScary disembodied voiceSpeak softlyGive warning before speakingTiny voices, close micsPressure zone microphonesHanna, Risden, and Alexander
- 25. Control & TrustNew experience for childOffice and equipmentDifferent than home Answer QuestionsAbout gearGo behind one-way mirrorsMatch experienceAdjust to preferenceSlower cursor speedResolution
- 26. Set ExpectationsCaring adultAllow child to try things out and make guessesHelp with hints if gets stuckTo ChildUse simple languageWe’ll have fun!Warm-up activity - get to know themAvoid suggestingEager to please adults
- 27. During TestingKeep it shortRestate tasks as neededEncouragement and feedback"You really worked at that!""You did that all on your own!"Reminders to pay attentionFree exploration timeHanna, Risden, and Alexander
- 28. Communicate EmotionsBehaviorNon-talker Trying to “break” productLess verbally capable children Explain what you need to knowMemory aidsFrom left to right 'boring, 'don't understand', 'fun', 'too difficult, 'too slow', 'childish', 'stupid/strange', 'too scary'. Barendregt and Bekker
- 29. Post-StudyChildren are tiredMay be upset test is overThank them!Comment on how helpful they wereHard work = see exactly what needs to be fixed
- 30. IncentivesClassroomsThank entire class and teacherGift to class (pizza day, etc.) - optionalHomesAppropriate for age and economic classBring extras for siblingsGift certificates
- 31. Testing/Researching ChildrenCreate usable, satisfying products for childrenBe prepared for anythingUnpredictable, challenging and fun!
- 32. Carol Smith@[email protected] @[email protected]
- 33. ReferencesHanna, L., Risden, K., and Alexander, K. 1997. Guidelines for usability testing with children. interactions 4, 5 (Sep. 1997), 9-14. DOI= http://doi.acm.org/10.1145/264044.264045Barendregt, W., Bekker, M.M. 2005. Extended guidelines for usability (and fun) testing with children. SIGCHI.NL Conference 2005, HCI Close to You, 13 October Den Haag. Den Haag, NLPatel, M. and Paulsen, C. 2002. "Strategies for Recruiting Children for Usability Tests." Usability Professionals Association, 11th Annual Conference. Ames, Louise Bates, Ph.D., et. all. Your __ Year-Old, Series, Gesell Institute of Human Development.