Details

Autor(en) / Beteiligte

• Snitker, Thomas Visby,

Titel

User research with kids : how to effectively conduct research with participants aged 3-16

Ort / Verlag

[Place of publication not identified] : Apress,

Erscheinungsjahr

[2021]

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Intro -- Contents -- About the Author -- Acknowledgments -- Chapter 1: Understanding Kids and Their Experiences -- Design, innovation, and the need for research - and KX, Kids' Experience -- Play is a job to be done -- What to expect when you're expecting... kids for research -- Kids' research and rocket science -- The status of children in research and in society - and in your own mind -- Kids: a very picky and playful audience - and research target -- Children's constant development makes for a moving research target. -- A spectrum of play - and a spectrum for research -- A free-play research setup -- A directed-play research setup -- A guided-play - or games - research setup -- Games -- Global research with children -- Truly global studies? -- How children live -- Research with foreign kids means working with foreign adults -- Language and translation -- Selecting which cultures to study -- Selections based upon polarities -- Hierarchy -- Point of reference -- Gender or gender roles -- It's complex - but not impossible -- Chapter 2: How (Not) to Ruin Perfectly Good Research in 18 Steps -- Inclusivity and diversity - no-brainers in research -- The bias chain: Is bias a feature or a bug? -- Bias in the scoping phase -- 1 For the right stakeholders or client -- 2 The right objective or problem or pain or goal -- 3 The right product or project -- Selection bias -- Bias during the preparation phase -- 4 The right participants, described in the right terms -- Sampling bias -- Come over for tea! -- Volunteers wanted! -- Help me find the next respondent! -- I want you in my study! -- Other sampling concepts -- Random sampling -- Stratified sample -- Description bias -- Descriptions inherited from market research -- Skill level as a descriptor -- Service skills are not the same as platform skills -- Skill distribution patterns.
• Skill or frequency of task -- Staticity bias -- The bias of gatekeepers and professional respondents -- 5 Doing the right things -- Consensus bias -- Get beyond the recency and primacy effects -- 6 ...at the right time of day or week or month -- 7 ...for the right duration -- 8 ...in the right location/setting -- 9 ...using the right device -- Bias during the execution phase -- 10 Correctly primed and instructed -- 11 The right amount of priming and instruction -- 12 Correctly moderated -- Moderator bias -- 12a Biased questions -- Leading question bias -- Misunderstood question bias -- Unanswerable question bias -- Metaphorically speaking -- Question order bias -- 12b Biased answers -- Cognitive overload bias -- Consistency bias -- Dominant respondent bias -- Error bias -- Hostility bias -- Moderator acceptance bias (acquiescence or confirmation bias) -- Mood bias -- Overstatement bias -- Reference bias (order bias) -- Sensitive issue bias -- Social acceptance bias -- Sponsor bias -- The most dreaded answer: "I don't know." -- 13 Monitored by the right people -- Bias during the analysis and reporting phase -- 14 A rigorous, methodical analysis -- 15 A timely, relevant, and actionable report -- Biased reporting -- Positive reporting bias and publication bias -- 16 A simple and focused presentation -- Hindsight bias -- 17 Sustaining the findings -- 18 Actioned right -- Bias is not a bug - it's a feature -- Further reading on bias -- Chapter 3: Succeed Through Better Research Practice -- Compliance to rules and regulations -- GDPR (General Data Protection Regulation) -- A consent form -- Minimize the collection of unnecessary information -- Ensure that all user data (including data used by third-party tools) is being stored and processed securely -- Give users control of their data -- COPPA (Children's Online Privacy Protection Act).
• ESOMAR Codes and Guidelines -- Best practice -- Prepare for best practice -- Research and report using best practice -- Moving from best practices into actual research and measurements -- Chapter 4: Toward Infinity and Beyond: A KX Score -- Some of the things we can (and can't) learn from children through research -- We can count how many children go through a process -- We need to be careful with numbers in user research with children -- We can ask children if they would recommend something to a friend - or not -- "How likely would you be..." -- "... to recommend &lt -- insert product name here&gt -- ..." -- "... to a friend?" -- "... to a relative?" -- ... scored on what scale? -- ... why? -- The NPS is not a KX score -- Chapter 5: What to Score -- The System Usability Scale, SUS -- A KX - Kids' Experience - score -- When to produce the score? -- Who does the scoring? -- Score what exactly? -- Engagement and curiosity -- Usability -- Familiarity - conceptual and content -- Awareness and salience -- Satisfaction and fun -- Other evaluation criteria are relevant -- Chapter 6: How You Can Use the Kids' Experience (KX) Score -- KX score setup - an example -- Step one: Determine what success is -- Step two: Determine what sort of user behavior is indicative of success or failure -- Aligning the KX score with business goals in practice -- Build your own experience score -- Build behavioral indicators -- Define audience (sub)segments -- Collate and test -- Score and report -- Chapter 7: Challenges and Opportunities in Research with Children as Seen by Practitioners -- Learning and research through play -- How can we increase cultural diversity and ecological validity? -- How do we group children by age? -- Can children accurately tell us about their thinking and experiences? -- The intersection of policy questions, research rigor, and cultural context.
• Impact through getting the right people together around the right insight -- Plan for surprises, and use pilots! -- Are we measuring? Or having illusions? -- Science is only one of many ways that children learn -- You continually learn from children, both as a researcher and as a person -- Producing digital experiences and  researching with children -- Tracking behavior and metrics as a conduit for insights -- The significance of licenses of Intellectual Property (IP) in creative works and narratives is rising - and thus also in research -- Longitudinal research is more important than stakeholders think -- "It's almost impossible to give kids enough time to respond" -- Using research to make classrooms a better experience for students and teachers -- Are the children reading or not? -- Is a lesson being learned or not? -- The independent set of eyes and ears -- How can we take the fun out of the equation and simply measure learning? -- Do we pay students, schools, or teachers for their help in our research? And how? -- Presenting and sustaining findings - taking research seriously -- When external researchers leave, so do their insights. Will it leave a vacuum of accountability? -- Research with children in a public service concept development context -- How to come up with concepts that are engaging to children -- Keeping an eye on the context and maintaining an open mind are key in research -- Children are not simply the victims of technology -- Innovation through research with children -- Co-creating new products and new ways of playing - with an emphasis on co- -- Innovation requires dedicated researchers -- Understanding needs - also primordial needs - is a driver for innovation -- Research helps in many steps of the innovation and development process -- Toy reviews, YouTube style.
• Qualitative research is very valuable at the beginning of a process -- Research impact can come in many different ways -- Chapter 8: Summary -- If we want kids to use our products or services... -- User research is not rocket science... -- Yes, there's bias everywhere, but... -- Make the bias chain work for - not against - you -- The joy, delight, and beauty of research with children -- Index.
• Description based on print version record.