Als, Benedikte Skibsted1; Jensen, Janne Jul1; Skov, Mikael B.1
1 Information Systems, The Technical Faculty of IT and Design, Aalborg University, VBN2 Speech and Multimedia Communication, The Technical Faculty of IT and Design, Aalborg University, VBN3 Department of Electronic Systems, The Technical Faculty of IT and Design, Aalborg University, VBN4 HCI-Lab, The Technical Faculty of IT and Design, Aalborg University, VBN5 Department of Communication Technology, The Technical Faculty of IT and Design, Aalborg University, VBN6 Department of Civil Engineering, The Faculty of Engineering and Science, Aalborg University, VBN7 Department of Building Technology and Structural Engineering, The Faculty of Engineering and Science (ENG), Aalborg University, VBN
Constructive interaction provides natural thinking-aloud as test subjects collaborate in pairs to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing with children. However, the relationship between think-aloud and constructive interaction is still poorly understood. We present an experiment that compares think-aloud and constructive interaction in usability testing. The experiment involves 60 children with three setups where children apply think-aloud, and constructive interaction in acquainted and non-acquainted pairs. Our results show that the pairing of children had impact on how the children collaborated in pairs and how they would afterward assess the testing sessions. In some cases, we found that acquainted dyads would perform well as they would more naturally interact and collaborate while in other cases they would have problems in controlling the evaluations.
Lecture Notes in Computer Science: Ifip Tc 13 International Conference, Rome, Italy, September 12-16, 2005. Proceedings, 2005, p. 443-456