Comparison of empirical testing and walkthrough methods in user interface evaluation
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Designing multimedia environments for children: computers, creativity, and kids
Designing multimedia environments for children: computers, creativity, and kids
Designing for or designing with? Informant design for interactive learning environments
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Degrees of comprehension: children's understanding of a visual programming environment
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Guidelines for usability testing with children
interactions
Digital manipulatives: new toys to think with
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
When the interface is a talking dinosaur: learning across media with ActiMates Barney
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Single display groupware: a model for co-present collaboration
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Interactive 3D sound hyperstories for blind children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Bridging strategies for VR-based learning
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
The design of children's technology
The design of children's technology
Engaging girls with computers through software games
Communications of the ACM
Designing storytelling technologies to encouraging collaboration between young children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
GeneyTM: designing a collaborative activity for the palmTM handheld computer
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Designing palaver tree online: supporting social roles in a community of oral history
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Physical programming: designing tools for children to create physical interactive environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Usability Engineering
Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling
Personal and Ubiquitous Computing
Proceedings of the 2003 conference on Interaction design and children
Comparison of think-aloud and constructive interaction in usability testing with children
Proceedings of the 2005 conference on Interaction design and children
A review of research methods in children's technology design
Proceedings of the 2005 conference on Interaction design and children
Requirements gathering in designing technology for children
Proceedings of the 6th international conference on Interaction design and children
Design and evaluation of tangible interfaces for primary school children
Proceedings of the 6th international conference on Interaction design and children
Experiences with structured interviewing of children during usability tests
BCS-HCI '07 Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...but not as we know it - Volume 1
Design in evaluation: reflections on designing for children's technology
BCS-HCI '07 Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...but not as we know it - Volume 2
Evaluation of tangible user interfaces (TUIs) for and with children: methods and challenges
HCI'07 Proceedings of the 12th international conference on Human-computer interaction: interaction platforms and techniques
Children may expect drag-and-drop instead of point-and-click
CHI '11 Extended Abstracts on Human Factors in Computing Systems
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Constructive interaction provides natural thinking-aloud as test subjects collaborate in pairs to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing with children. However, the relationship between think-aloud and constructive interaction is still poorly understood. We present an experiment that compares think-aloud and constructive interaction. The experiment involves 60 children with three setups where children apply think-aloud or constructive interaction in acquainted and non-acquainted pairs. Our results show that the pairing of children had impact on how the children collaborated in pairs and how they would afterward assess the testing sessions. In some cases, we found that acquainted dyads would perform well as they would more naturally interact and collaborate while in other cases they would have problems in controlling the evaluations.