User research with kids how to effectively conduct research with participants aged 3-16
| Otros Autores: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Apress
[2021]
|
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009631692406719 |
Tabla de Contenidos:
- 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 <
- insert product name here>
- ..."
- "... 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.
