Usability Engineering
Assessing the applicability of the structured expert evaluation method (SEEM) for a wider age group
Proceedings of the 2006 conference on Interaction design and children
Teachers' involvement in usability testing with children
Proceedings of the 2006 conference on Interaction design and children
Evaluating Children's Interactive Products: Principles and Practices for Interaction Designers
Evaluating Children's Interactive Products: Principles and Practices for Interaction Designers
Testing interactive products with the robot intervention method
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Proceedings of the 9th International Conference on Interaction Design and Children
Children with special needs: comparing tactile and tangible interaction
INTERACT'11 Proceedings of the 13th IFIP TC 13 international conference on Human-computer interaction - Volume Part IV
PLU-E: a proposed framework for planning and conducting evaluation studies with children
BCS-HCI '11 Proceedings of the 25th BCS Conference on Human-Computer Interaction
Investigating children's opinions of games: Fun Toolkit vs. This or That
Proceedings of the 11th International Conference on Interaction Design and Children
Designing digital media for teen-aged apprentices: a participatory approach
Proceedings of the 11th International Conference on Interaction Design and Children
Evaluating game preference using the fun toolkit across cultures
BCS-HCI '12 Proceedings of the 26th Annual BCS Interaction Specialist Group Conference on People and Computers
Methods of working with teenagers in interaction design
CHI '13 Extended Abstracts on Human Factors in Computing Systems
| Hi-index | 0.00 |
We describe an experimental study of different strategies for obtaining verbalization data, when conducting a usability test with children. Two software products were evaluated by 25 children of ages 9-11, at their school, using think aloud and post-task interviews. We have found confirmatory evidence, in support of earlier tentative results, that children reported more usability problems with think aloud rather than with post-task interviews and girls reported more problems than boys. However, when we counted also the usability problems identified through observation, we found no significant difference between the two methods or between the two genders.