Kids say the darndest things1
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When we think of UX participants, we typically think of adults, but there's a growing generation of kids who are bypassing their parents in their tech savviness. For companies thinking ahead to new technologies, it makes sense to include the insight of their young audience who will soon question "Why wouldn't I do it that way?" Kids testing and UX research can be fun and insightful, but poses a unique set of challenges. In this session, we'll learn which methodologies work best for kids and some practical tools for making the most out of our time with them.
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Kids say the darndest things1
- 1. UXPA 2015 UX Research with Kids Kids Say The Darndest Things @sarah_eden #UXPA2015 @UEGroup
- 2. ⢠Sarah Garcia, Lead Researcher ⢠UEGroup, Silicon Valley ⢠Since 2004 Welcome!
- 3. 3
- 4. âReal kids are shy. You have to talk to them like real people.â -Stan 4
- 5. They have opinions. Sometimes you have to draw them out & sometimes you have to reign them in. KIDS ARE REAL PEOPLE! 5
- 6. They have preconceived notions. They are influenced by technological/historical constraints, but perhaps less than adults. KIDS ARE REAL PEOPLE! 6
- 7. 7
- 8. They are open to new ways of doing things. But analog is appealing too! KIDS ARE REAL PEOPLE! 8
- 10. 10
- 11. 11
- 12. VIEWFINDERS! 12
- 13. They are dreaming of the future. Why wouldnât you do it that way? KIDS ARE REAL PEOPLE! 13
- 14. Their input matters! Good companies are designing for the future. KIDS ARE REAL PEOPLE! 14
- 15. NOW WHAT? 15 How do you find them? What kind of research is appropriate? Who do you pick? What challenges will I face? What kind of questions should I ask? How should I set up the room?
- 16. RECRUITING
- 17. ⢠Always go through the parents - NDA - Consent to participate - Consent to video - Payment RECRUITING THE RIGHT WAY 17 Templates available on usability.gov
- 18. ⢠Screeners are key - Open ended questions help the screening process - Follow up with a phone call ⢠Too shy vs. too rehearsed ⢠Parent groups/Word of mouth ⢠Consider pairs/siblings RECRUITING THE RIGHT KIDS 18
- 19. 19
- 20. ⢠Allow parents to preview session script/diaries, etc. ⢠Allow parents to view sessions ⢠Include parents in session EASE PARENTAL CONCERNS 20
- 21. KNOW WHEN (AND HOW) TO INCLUDE PARENTS21
- 23. Sensory-motor intelligence 0-2 years UNDERSTANDING THE ROLE OF COGNITIVE DEVELOPMENT 23 *As defined by Swiss psychologist Jean Piaget, 1929 Pre-conceptual thought 2-4 years Intuitive Thought 4-7 years Concrete Operations 8-11 years Formal Operations 11-18 years
- 24. 24 *Chart adapted from Sabina Idler, uxkids.com, Feb 2014
- 25. âPLAYâ USER TESTING 25 4-7 years 4-11 years P r e - c o n c e p t u a l
- 26. TRADITIONAL USER TESTING 26 8-18 years
- 27. ⢠Kids are setting up their parentsâ devices ⢠Kids are getting their own devices ⢠First time experience needs to be accessible and meaningful to all ages OOBE WITH KIDS 27 11-18 years
- 28. ETHNOGRAPHIES WITH KIDS 28 2-18 years
- 30. INTERCEPTIVE TEXTS 30 Helps us get an unexpected snapshot into the lives of the participant. 11-18 years
- 31. âWhat makes you happy?â 31
- 32. âWho is watching TV right now?â 32
- 33. VISITS GAVE THE TEXT CONTEXT 33
- 35. ⢠Match scenario ⢠Set context: âThis is your living roomâ ⢠Draw similarities between what the child has in real life and what is staged in room ⢠Add personal touches & creature comforts ⢠Minimize camera/recording distractions CREATE THE RIGHT SPACE 35
- 36. SPACE MATTERS 36
- 37. SPACE MATTERS 37
- 40. Takes session time based on cognitive ability into consideration. A GOOD TEST PLAN FOR KIDS⌠40 2-4 year olds <20 minutes 5-10 year olds <40 minutes 11-18 year olds <60 minutes
- 41. Allows for plenty of âwarm upâ time. ⢠Ask questions! ⢠Let them talk! ⢠Come down to their level - Ditch your computer and notes ⢠The quality of your research is only as good as their comfortability A GOOD TEST PLAN FOR KIDS⌠41
- 42. Incorporates something familiar from home. ⢠Lets them be an expert in something ⢠Reminds them what they think A GOOD TEST PLAN FOR KIDS⌠42
- 43. A Good Test Plan for Kids 43
- 44. Sets expectations. - âWe are going to play for a little bit, then Iâm going to ask you some questionsâŚthen weâll play some more.â - âYou are an expert at being a kidâthatâs why you are here!â - âI didnât make any of the games you are going to play today, so you arenât going to hurt my feelings if there is something you donât like, or make me feel better if thereâs something you do likeâŚSo I just want you to tell me the truth about what you think!â A GOOD TEST PLAN FOR KIDS⌠44
- 45. Is neutral, not leading. A GOOD TEST PLAN FOR KIDS⌠45 âWe are going to play a fun game for kids your age.â âHow easy was that game?â âWeâre going to play a game now, and your job is to tell me what you think about it, okay?â âWas that game easy, hard or a little bit hard? vs.
- 46. Has the end in mind, but leaves room for unexpected outcomes. ⢠Keep an open mind ⢠Make time to listen A GOOD TEST PLAN FOR KIDS⌠46
- 47. Incorporates appropriate metrics. ⢠The right metrics ⢠The right amount A GOOD TEST PLAN FOR KIDS⌠47
- 50. RATING SCALES 50 How much did you like or not like the game? 4-18 years
- 51. ANCHORED SCALES 51 1 2 3 4 5 WORST Game Iâve Ever Played: Frogger BEST Game Iâve Ever Played: Tetris X 4-18 years
- 52. âIf this was an app, would you keep it or delete it?â âWould you tell your friends or a family member about this game, yes or no? How old is that person?â CONTEXTUAL QUESTIONS 52 4-18 years
- 53. What was fun? BALANCED QUESTIONS 53 What was not fun? What parts were easy? What parts were hard? 4-18 years
- 54. Letâs imagine⌠PRETENDING 54 Set up an idea, let them finish it⌠4-18 years
- 55. Break some rules. ⢠Go overboard with empathy ⢠Feel free to change the tone ⢠Be a little silly A GOOD TEST PLAN FOR KIDS⌠55
- 57. ⢠Watch the language - Itâs not a âtestâ ⢠Itâs all about making the kid feel comfortable - More comfort=better feedback - Give them lots of wiggle room ⢠Hold explanations, encourage discovery - Answer questions with a question ⢠Minimize difficulties - Let the product assume responsibility ⢠Leave the note taking for someone else PUTTING KIDS FIRST 57
- 58. ⢠They bring fresh insight ⢠They represent âwhatâs nextâ ⢠They provide a unique perspective ⢠They keep you on your toes and help you hone your skills WHY KIDS IN YOUR RESEARCH? 58
- 59. ⢠Identify the best person on your team ⢠Write a research plan and make the adjustment for kids ⢠Talk to teachers about techniques ⢠Start talking to kids (Borrow some) ⢠Go for it! (Practice makes better) HOW TO GET STARTED 59 And remember, kids are usersâŚjust littler ones.
Hinweis der Redaktion
- Know when to include parentsâŚ..Sometimes a You can have a parent in the room with the kid, but manage that parent. Kids wonât think that it is a test, but parents will. Some of the conâs are that they can often âcoachâ the kids.
- Sensory Motor=language and thought process not developed⌠Observational and parent interviews 2-4 years: hard to get deeper answersâdig answers out of observations and playing tasks 4-7 yearsâvery literal, trouble remembering things, and giving thoughtful answers 8-11âread, must be brief and fun, simple questions and answers 11-15âstart to evaluate things as adults.
- Sensory Motor=language and thought process not developed⌠Observational and parent interviews 2-4 years: hard to get deeper answersâdig answers out of observations and playing tasks 4-7 yearsâvery literal, trouble remembering things, and giving thoughtful answers 8-11âread, must be brief and fun, simple questions and answers 11-15âstart to evaluate things as adults.
- Let them play and watch⌠give them some tasks to do⌠break up the interview with play time. Ask them to describe what they are thinking while they are playing. What made you think about using the blue blocks? What are you imagining in your mind?
- Be careful about what you sayâ If you say you want them to âsign inâ then they will look for exactly the words sign in⌠One way you can help to understand what they would do at home is ask them who they normally ask for help and then have them tell you when they would ask that person for help if they were at home doing this. Conceptual concepts are hardâŚgather up examples to show themâ so they can compare. Be careful about what kids will see online. (You tubeâŚ)
- Family affair Kid as tour guide
- Visual example of a timeline that was used to show peopleâs initial onboarding use of the PS4.
- Questions at a time when they may be engaging with the product (based on diary knowledge) Taking photos of their environment to better understand what was happening in a snapshot in time.
- Especially interesting considering what their house looked like when we visited.
- Swivel chairs ended up being too distracting.
- By asking participants how they feel as they are participating in the OOBE, we are able to really determine what emotional journey they are going on, and where they end up. In this case, there were some bumps in setting up the device, but eventually, by the end, when they were watching content, they were really excited. Does it matter that there was a struggle?
- By asking participants how they feel as they are participating in the OOBE, we are able to really determine what emotional journey they are going on, and where they end up. In this case, there were some bumps in setting up the device, but eventually, by the end, when they were watching content, they were really excited. Does it matter that there was a struggle?
- Rather than starting with things too abstract. Ex: what would be a fun game that you played on the computer?
- We are used to be professional, non leading and detatched from the study⌠During an adult session, if they feel badly about something they are doing âhard, etc. then I will usually shift the conversation to the product. Yeah, so what do you think makes this difficult to discover where to go? Iâm going to show you, you tell me. With kids, I usually agree with their sentiments so they donât feel unheard.
- Some examples of âbadâ moderating --Why didnât you give it a 10? --Whatâs the difference between this version and that version (makes people think they are missing something.