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Teachers' involvement in usability testing with children

Published: 07 June 2006 Publication History

Abstract

This paper describes the involvement of teachers as facilitators in user-based evaluation of educational software. Findings from a case study that compare the behaviour of teachers and designers during the evaluation indicate that there is no strong evidence to support the current practice of teachers' tangential participation in the evaluation of educational software. Further research is needed to better understand the role teachers can play in this type of evaluation so that their knowledge and experience can positively contribute to the evaluation process and outcomes, whilst retaining the children's valuable contribution.

References

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Africano, D., Berg, S., Lundholm, P., Nilbrink, F. and Persson, A. Designing Tangible Interfaces for Children's Collaboration. CHI 2004, Viena (2004) ACM Press.
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Baauw, E. and Markopoulos, P. A comparison of thin-aloud and port-task interview for usability testing with children. IDC 2004, June, 1--3, (2004) ACM 115--116.
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Draper, S. W., Brown, M. I., Henderson, F. P. and McAteer, E. Integrative Evaluation: An emerging role for Classroom Studies of CAL. Computers in Education. Vol. 26. No. 1--3 (1996), 17--32.
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Druin, A. The role of children in the design of new technology. Behaviour & Information Technology, an international journal on human aspects of computing 21 (1), (2002) Taylor & Francis.
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Hanna, L., Risden, K. and Alexander, K. J. Guidelines for Usability Testing with Children. Interactions (September/October 1997), 9--14.
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Pardo, S., Vetere, F. and Howard, S. Broadening Stakeholder Involvement in UCD: Designers' Perspectives on Child-Centred Design. In Proceedings of OZCHI 2005 (Canberra, Australia, November 2005), ACM Press.
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Scaife, M., Rogers, Y., Aldrich, F. and Davies, M. Designing for or Designing with? Informant design for interactive learning environments. Proceedings of CHI (1997) ACM, 343--350.

Cited By

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  • (2023)Design with and for Children: The Challenge of InclusivityUniversal Access in Human-Computer Interaction10.1007/978-3-031-35681-0_11(171-184)Online publication date: 9-Jul-2023
  • (2018)Modelling the roles of designers and teaching staff when doing participatory design with children in special educationProceedings of the 15th Participatory Design Conference: Full Papers - Volume 110.1145/3210586.3210589(1-11)Online publication date: 20-Aug-2018
  • (2017)Let Voices of Both Teachers and Students on the Development of Educational Technologies Be HeardData Driven Approaches in Digital Education10.1007/978-3-319-66610-5_37(422-427)Online publication date: 5-Sep-2017
  • Show More Cited By

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    cover image ACM Other conferences
    IDC '06: Proceedings of the 2006 conference on Interaction design and children
    June 2006
    172 pages
    ISBN:9781450378086
    DOI:10.1145/1139073
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 07 June 2006

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    Author Tags

    1. children
    2. educational software
    3. teachers
    4. usability
    5. user based evaluation

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    Overall Acceptance Rate 172 of 578 submissions, 30%

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    Cited By

    View all
    • (2023)Design with and for Children: The Challenge of InclusivityUniversal Access in Human-Computer Interaction10.1007/978-3-031-35681-0_11(171-184)Online publication date: 9-Jul-2023
    • (2018)Modelling the roles of designers and teaching staff when doing participatory design with children in special educationProceedings of the 15th Participatory Design Conference: Full Papers - Volume 110.1145/3210586.3210589(1-11)Online publication date: 20-Aug-2018
    • (2017)Let Voices of Both Teachers and Students on the Development of Educational Technologies Be HeardData Driven Approaches in Digital Education10.1007/978-3-319-66610-5_37(422-427)Online publication date: 5-Sep-2017
    • (2016)Inclusive or InflexibleProceedings of the 9th Nordic Conference on Human-Computer Interaction10.1145/2971485.2971531(1-10)Online publication date: 23-Oct-2016
    • (2016)‘It Has to Be Useful for the Pupils, of Course’ – Teachers as Intermediaries in Design with ChildrenNordic Contributions in IS Research10.1007/978-3-319-43597-8_2(16-28)Online publication date: 2-Aug-2016
    • (2012)Come play with me: designing technologies for intergenerational playUniversal Access in the Information Society10.1007/s10209-011-0230-311:1(17-29)Online publication date: 1-Mar-2012
    • (2008)Aplicação semi-estruturada do método de inspeção semióticaProceedings of the VIII Brazilian Symposium on Human Factors in Computing Systems10.5555/1497470.1497477(50-59)Online publication date: 21-Oct-2008

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