E-Book, Englisch, 400 Seiten, Web PDF
Principles and Practices for Interaction Designers
E-Book, Englisch, 400 Seiten, Web PDF
ISBN: 978-0-08-055825-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark
* Captures best practices for observing and surveying children, training evaluators, and capturing the child user experience using audio and visual technology.
* Examines ethical and legal issues involved in working with children and offers guidelines for effective risk management.
Autoren/Hrsg.
Weitere Infos & Material
1;FRONT COVER;1
2;EVALUATING CHILDREN'S INTERACTIVE PRODUCTS;4
3;COPYRIGHT PAGE;5
4;CONTENTS;6
5;PREFACE;18
6;ABOUT THE AUTHORS;24
7;PART 1 CHILDREN AND TECHNOLOGY;28
7.1;CHAPTER 1 WHAT IS A CHILD?;29
7.1.1;Age and Children;30
7.1.2;Learning about Children;31
7.1.3;Theories of Child Development;31
7.1.4;Perspectives on Child Development;32
7.1.4.1;Biological;32
7.1.4.2;Psychodynamic;33
7.1.4.3;Learning;34
7.1.4.4;Cognitive-Developmental;35
7.1.4.5;Sociocultural;36
7.1.4.6;Summary;37
7.1.5;Typical Stages of Development;38
7.1.5.1;Physical;38
7.1.5.2;Socioemotional;39
7.1.5.3;Cognitive;40
7.1.6;Child Development and the Evaluation of Interactive Products;41
7.1.7;The Temperament of Children;42
7.1.7.1;Temperamental Dimensions;42
7.1.7.2;Reducing the Effects of Temperament;44
7.1.8;Summary;44
7.1.9;Further Reading;45
7.2;CHAPTER 2 CHILDREN AND INTERACTIVE TECHNOLOGY;47
7.2.1;Interactive Products;48
7.2.1.1;What Is Interactivity?;48
7.2.1.2;Measuring Interaction;49
7.2.2;Interactive Products for Children;50
7.2.2.1;Entertainment Products;51
7.2.2.2;Education Products;52
7.2.2.3;Enabling Products;52
7.2.3;How Children Use Interactive Products;54
7.2.3.1;The PLU Model;55
7.2.3.2;Interactive Technology and Evaluation Studies;56
7.2.4;How Good Is Interactive Technology for Children?;58
7.2.5;Gender and Technology;58
7.2.6;Summary;60
7.2.7;Further Reading;60
7.3;CHAPTER 3 THE INTERACTIVE PRODUCT LIFECYCLE;61
7.3.1;Interaction Design and Evaluation;62
7.3.2;The Product Lifecycle;63
7.3.2.1;The Waterfall Model;63
7.3.2.2;The Usability Engineering Lifecycle Model;65
7.3.2.3;Using Lifecycle Models;67
7.3.2.4;The Place of Evaluation in the Lifecycle;68
7.3.3;Using Prototypes in Evaluation;68
7.3.3.1;Medium Used;69
7.3.3.2;Scope;69
7.3.3.3;Fit in the Lifecycle;70
7.3.3.4;Purpose;71
7.3.4;Involving Children in Design and Evaluation;72
7.3.5;Summary;75
7.3.6;Further Reading;75
8;PART 2 EVALUATING WITH AND FOR CHILDREN;76
8.1;CHAPTER 4 ETHICAL PRACTICE IN EVALUATIONS;77
8.1.1;Ethical Principles, Approaches, and Codes;78
8.1.1.1;Cultural Issues;80
8.1.1.2;Ethical Codes;81
8.1.1.3;Ethics and the Law;81
8.1.2;Safety and Risk Assessment;82
8.1.3;Consent;83
8.1.3.1;Consenting to Take Part in the Study;83
8.1.3.2;Deception;86
8.1.3.3;Covert Observation;86
8.1.3.4;Consent for Photographs and Audio and Video Recordings;87
8.1.4;Inducements for Taking Part;89
8.1.5;Ethical Selection of Participants;90
8.1.6;Privacy;91
8.1.7;Getting Advice and Permission;91
8.1.8;Further Reading;93
8.2;CHAPTER 5 PLANNING THE EVALUATION STUDY;95
8.2.1;Defining the Purpose of the Evaluation;96
8.2.1.1;Diagnostic Evaluations;96
8.2.1.2;Formative and Summative Evaluations;97
8.2.1.3;Exploratory, Measurement, and Experimental Studies;97
8.2.2;Evaluation Criteria;98
8.2.3;Choosing Evaluation Methods;103
8.2.4;Reliability of Evaluation Results;103
8.2.5;Field versus Lab: More Than Just a Location!;104
8.2.5.1;Control and Realism;105
8.2.5.2;Evaluating Products with Children in the Field;108
8.2.5.3;Goals and Testing Context;109
8.2.6;The Evaluation Plan—Why Make One?;110
8.2.6.1;Context Definition;110
8.2.6.2;Evaluation Goal;110
8.2.6.3;Evaluation Method;112
8.2.6.4;Location and Profile;112
8.2.7;Summary;115
8.2.8;Further Reading;116
8.3;CHAPTER 6 BEFORE THE EVALUATION;117
8.3.1;Deciding on People and Places;119
8.3.1.1;Confirming a Location and a Time;119
8.3.1.2;Selecting Child Participants;122
8.3.1.3;Selecting the Evaluation Team;124
8.3.2;Preparing Technology and Evaluation Instruments;125
8.3.2.1;Preparing the Technology;125
8.3.2.2;Designing Test Tasks;125
8.3.2.3;Evaluation Instruments and Instructions;130
8.3.3;Planning the Day;132
8.3.3.1;Space;132
8.3.3.2;Managing Children, Tasks, and Technology;134
8.3.4;Training Evaluators and Pilot Testing;135
8.3.5;Communicating the Details;136
8.3.6;Next Stages;137
8.4;CHAPTER 7 DURING THE EVALUATION;139
8.4.1;Arrival and Setup;140
8.4.1.1;Preparing the Evaluation Team;141
8.4.1.2;Setting up the Space;141
8.4.2;Introductions and Instructions;142
8.4.2.1;Children in Adult Places;142
8.4.2.2;Adults in Children's Places;145
8.4.2.3;Giving Instructions;146
8.4.3;Managing Time and Space;148
8.4.3.1;Working with Schoolchildren;149
8.4.3.2;Monitoring the Tasks;149
8.4.4;Dealing with Problems on the Day;150
8.4.5;Closing the Evaluation;152
8.4.5.1;Leaving the Area Tidy;152
8.4.5.2;Saying "Thank You!";152
8.5;CHAPTER 8 AFTER THE EVALUATION;155
8.5.1;Getting the Data into Shape;156
8.5.2;Coding and Analyzing the Data;158
8.5.2.1;Coding and Analyzing Quantitative Data;158
8.5.2.2;Presenting Summaries of Quantitative Data;159
8.5.2.3;Analyzing Qualitative Data;161
8.5.3;Reporting Results;163
8.5.3.1;Know Your Audience;163
8.5.3.2;Structure and Style;164
8.5.3.3;Oral Presentation of Results;168
8.5.4;Care of Data;169
8.5.4.1;How Long Should Data Be Kept?;170
8.5.5;Reflecting on the Process;171
8.5.6;Summary;172
9;PART 3 METHODS OF EVALUATION;174
9.1;CHAPTER 9 RECORDING AND LOGGING;175
9.1.1;Automated Logging;176
9.1.1.1;Recording the Data;177
9.1.1.2;Software for Logging;177
9.1.1.3;Practicalities;177
9.1.2;Video and Audio;178
9.1.2.1;The Technology;178
9.1.2.2;Setup and Use in Usability Labs and Elsewhere;180
9.1.3;Gaze Tracking;184
9.1.3.1;Gaze-Tracking Measurements;184
9.1.3.2;Gaze-Tracking Technology;186
9.1.3.3;Hardware for Participants;187
9.1.3.4;Setup and Calibration with Children;189
9.1.3.5;Using Gaze Tracking with Children;189
9.1.4;Summary;190
9.1.5;Further Reading;190
9.2;CHAPTER 10 OBSERVATION METHODS;191
9.2.1;Types of Observation;192
9.2.1.1;Realism in Observation Studies;193
9.2.1.2;Participant Observation;193
9.2.1.3;Passive and Naturalistic Observation;194
9.2.2;Structured Observation;196
9.2.2.1;Determine the Focus;197
9.2.2.2;Develop Guides and Forms;200
9.2.2.3;Recruit and Train Observers;203
9.2.2.4;Carry out the Observation;204
9.2.2.5;Analyze and Interpret Findings;206
9.2.3;Using Standard Coding Schemes;208
9.2.4;Summary;210
9.3;CHAPTER 11 VERBALIZATION METHODS;213
9.3.1;Types of Verbalization Methods;214
9.3.1.1;Think-Aloud;215
9.3.1.2;Variants of Think-Aloud;222
9.3.1.3;The Picture Cards Method;223
9.3.1.4;Other Variants of Think-Aloud;226
9.3.2;Dialogue between the Administrator and the Testers;229
9.3.2.1;Active Intervention;229
9.3.2.2;Post-Task Interview;230
9.3.2.3;Robotic Intervention;230
9.3.3;Interaction between Testers;233
9.3.3.1;Constructive Interaction;233
9.3.3.2;Peer Tutoring;234
9.3.4;Methodological Issues of Verbalization Methods;237
9.3.4.1;Advantages and Disadvantages;237
9.3.4.2;Performance;238
9.3.4.3;Which Children Should You Test?;241
9.3.4.4;Analyzing Verbal Protocols;241
9.3.5;Summary;242
9.3.6;Further Reading;243
9.4;CHAPTER 12 THE WIZARD OF OZ METHOD;245
9.4.1;Wizard of Oz Studies;246
9.4.1.1;Variability;248
9.4.1.2;Studies with Children;250
9.4.1.3;When to Use a WOz Study;251
9.4.2;A Walkthrough of a WOz Evaluation;253
9.4.2.1;The Wizard Interface;253
9.4.2.2;Overcoming Problems;255
9.4.2.3;Managing the Evaluation Study;255
9.4.3;Stages in Planning a Study;256
9.4.4;Problems;257
9.4.4.1;Children as Users of Technology;257
9.4.4.2;The Wizard Is a Human Being;258
9.4.5;Summary;259
9.4.6;Further Reading;259
9.5;CHAPTER 13 SURVEY METHODS;261
9.5.1;What Is a Survey?;262
9.5.1.1;The Purpose of Surveys in Evaluation;263
9.5.1.2;Why Use a Survey Method?;264
9.5.2;Designing a Survey;264
9.5.3;Designing the Questions;267
9.5.3.1;What Can Go Wrong?;268
9.5.3.2;Satisficing and Optimizing;270
9.5.3.3;Specific Question Formats;270
9.5.3.4;Language Effects;271
9.5.4;Carrying out the Survey;272
9.5.4.1;Minimizing Suggestibility;273
9.5.4.2;Reliability of Findings;275
9.5.5;The Fun Toolkit;277
9.5.5.1;Guidelines for Using the Fun Toolkit;281
9.5.6;Summary;281
9.5.7;Further Reading;282
9.6;CHAPTER 14 DIARIES;283
9.6.1;Field Evaluation;284
9.6.2;Using Diaries to Evaluate Interactive Products with Children;285
9.6.2.1;Design the Study;286
9.6.2.2;Prepare the Diary Questions and Materials;288
9.6.2.3;Monitor and Encourage Diary Keeping;289
9.6.2.4;Perform the Debriefing Interview;290
9.6.3;The Parent Evaluator Method;291
9.6.3.1;Procedure;291
9.6.3.2;Structuring Diaries;292
9.6.3.3;How Good Is the Method?;293
9.6.4;More Guidelines for Diary Studies;294
9.6.5;Summary;294
9.6.6;Further Reading;294
9.7;CHAPTER 15 INSPECTION METHODS;295
9.7.1;Heuristic Evaluation;297
9.7.1.1;The Process;297
9.7.1.2;Nielsen's Usability Heuristics;299
9.7.1.3;Problem Reporting;300
9.7.1.4;Problems with Heuristic Evaluation of Children's Products;301
9.7.2;Using the Heuristic Evaluation Method with Other Heuristics;302
9.7.2.1;Heuristics for Evaluating Fun;302
9.7.2.2;Heuristics for Evaluating Games;304
9.7.2.3;Heuristics for Evaluating Web Sites;306
9.7.2.4;Using Children as Evaluators;307
9.7.3;The SEEM Method;307
9.7.4;Persona-Based Evaluation;311
9.7.5;How Good Are Inspection Methods?;318
9.7.6;Summary;320
9.7.7;Further Reading;321
10;PART 4 CASE STUDIES;322
10.1;CHAPTER 16 CASE STUDY 1: GAME-CONTROLLING GESTURES IN INTERACTIVE GAMES;323
10.1.1;Finding a Suitable Evaluation Method;324
10.1.2;The Study;326
10.1.2.1;Preparations;326
10.1.2.2;Interactive Prototypes;327
10.1.2.3;Test Setup;328
10.1.2.4;Participants;329
10.1.2.5;Test Space Design;329
10.1.3;Procedure;330
10.1.4;Children's Movement Analysis;330
10.1.4.1;Preliminary Video Analysis;330
10.1.4.2;Experimenting with Movement Description Methods;332
10.1.5;Results from the Study;334
10.1.5.1;Intuitive Movements for the Swimming Game;334
10.1.6;Commentary on the Study;336
10.1.6.1;Ethics;336
10.1.6.2;Test Arrangements;338
10.1.6.3;Pilot Analysis of the Test Data;338
10.1.7;Summary;339
10.2;CHAPTER 17 CASE STUDY 2: EMBEDDING EVALUATION IN THE DESIGN OF A PERVASIVE GAME CONCEPT;341
10.2.1;The Design Project Context;342
10.2.2;Children and the Design of Camelot;342
10.2.3;The Mission from Mars Method;343
10.2.3.1;The Interview;343
10.2.4;Paper Prototypes with Observations and Picture Card Interviews;347
10.2.4.1;Paper Prototype Evaluations;347
10.2.4.2;Reflections on Concept Testing;349
10.2.5;Evaluating Interaction Styles with Peer Tutoring;349
10.2.5.1;The Camelot Game;349
10.2.5.2;Peer Tutoring Evaluations;350
10.2.5.3;Surveying Form Preferences;351
10.2.5.4;The Paired Comparison Test;352
10.2.6;Evaluation Summary of the Camelot Design Concept;352
10.2.6.1;Play Testing of the Camelot Prototype;353
10.2.7;Summary;355
10.3;CHAPTER 18 CASE STUDY 3: USING SURVEY METHODS AND EFFICIENCY METRICS;357
10.3.1;The Study;358
10.3.1.1;Training;360
10.3.1.2;Test Task Design;361
10.3.1.3;Constructs Being Evaluated;362
10.3.2;Results;366
10.3.2.1;Commentary;367
10.3.2.2;Efficiency;367
10.3.2.3;Satisfaction;368
10.3.3;Summary;368
11;REFERENCES;370
12;INDEX;382
12.1;A;382
12.2;B;383
12.3;C;383
12.4;D;384
12.5;E;385
12.6;F;386
12.7;G;387
12.8;H;387
12.9;I;388
12.10;J;389
12.11;K;389
12.12;L;389
12.13;M;389
12.14;N;390
12.15;O;390
12.16;P;390
12.17;Q;392
12.18;R;392
12.19;S;392
12.20;T;394
12.21;U;395
12.22;V;395
12.23;W;395
12.24;Y;396
