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Emma stop that, it's my turn now - Comparing Peer Tutoring and Thinking-Aloud for Usability-Testing With Children in a School Setting

dc.contributor.authorWöbbekind, Lea
dc.contributor.authorLorberg, Kira
dc.contributor.authorMandl, Thomas
dc.contributor.editorStolze, Markus
dc.contributor.editorLoch, Frieder
dc.contributor.editorBaldauf, Matthias
dc.contributor.editorAlt, Florian
dc.contributor.editorSchneegass, Christina
dc.contributor.editorKosch, Thomas
dc.contributor.editorHirzle, Teresa
dc.contributor.editorSadeghian, Shadan
dc.contributor.editorDraxler, Fiona
dc.contributor.editorBektas, Kenan
dc.contributor.editorLohan, Katrin
dc.contributor.editorKnierim, Pascal
dc.date.accessioned2023-08-24T05:29:12Z
dc.date.available2023-08-24T05:29:12Z
dc.date.issued2023
dc.description.abstractThe subject of this study was to explore children's ability to offer verbal feedback during usability evaluation studies. The aim is to find out whether the use of the method Peer Tutoring or Thinking Aloud can identify more usability findings in usability tests with second graders than observation. 13 Second graders tested an interactive game using two evaluation techniques. The findings indicate that the majority of verbal remarks were identified with the method of Thinking Aloud and that participants also provided more higher quality remarks. More usability findings could be identified than in a purely observational situation. Unexpectedly, the Peer Tutoring method was less beneficial for the identification of usability problems since the participants struggled to cooperate successfully.en
dc.description.uri"https://dl.acm.org/doi/"&R50en
dc.identifier.doi10.1145/3603555.3608542
dc.identifier.urihttps://dl.gi.de/handle/20.500.12116/42018
dc.language.isoen
dc.publisherACM
dc.relation.ispartofMensch und Computer 2023 - Tagungsband
dc.relation.ispartofseriesMensch und Computer
dc.subjectEmpirical usability methods
dc.subject children
dc.subject games
dc.subject school setting
dc.titleEmma stop that, it's my turn now - Comparing Peer Tutoring and Thinking-Aloud for Usability-Testing With Children in a School Settingen
dc.typeText/Conference Paper
gi.citation.publisherPlaceNew York
gi.citation.startPage442-447
gi.conference.date3.-6. September 2023
gi.conference.locationRapperswil
gi.conference.sessiontitleMCI-POSTER

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