Slides from UX Scotland 2014 Tutorial: User Research and Testing with Children by Esther Stringer and Claudio Franco. This session gave participants the toolkit and skills required when conducting user research and testing with children and young people (under the age of 18). We begin with an overview of the guiding principles, best practices and standards for conducting research and testing with minors. Then go through practical examples and exercises of how to research and test throughout the stages of game design, as an example, with practical takeaways of tools and techniques that should be considered when designing research and testing projects with children.

1. User Research and Testing with
Children
UX Scotland 2014 Tutorial
Claudio Franco
@dubit
@clauzdifranco
Esther Stringer
@BCM_Tweets
@EstherBCM

2. Introduction: Dubit & Border Crossing Media
Senior Research Manager - Games and Media
Dubit, digital entertainment studio based in Leeds
Ongoing Professional Doctorate (PhD)
Digital books, storytelling and audience involvement
Managing Director –
Border Crossing Media, User Specialists
MMRS
User research, analytics, facilitator and trainer
UX Scotland 2014

3. Agenda
UX Scotland 2014
● Introduction to games research with Children
● In Theory:
o General Principles
o Best Practices
● In Practice:
o Game Production Tools and Techniques
o Set-up your own user research test
● In Other Sectors (if time):
o Education

4. Introduction

5. ● What is game design?
● What are the different stages of game design / production?
● How can research and testing help throughout different stages of game design /
production?
● What de-risking strategies can be used through player involvement?
UX Scotland 2014
Introduction: Research for Game Design

6. “In the broadest sense, game design refers to the idea behind a game. But it's come to
mean a whole lot more than that.
In large immersive games, game design refers to the central theme or point, as well as
the story and plot and the characters' back-stories.
In smaller games and in games in which there are no significant characters or plot (for
example, in a racing game), game design refers to how one plays the game. What are
the rules? How is the game scored? How does the level of difficulty change with play?
What makes the game fun or challenging?”
Source: http://www.gamecareerguide.com
UX Scotland 2014
Introduction: Game Design

7. ● Game design - ‘evolutionary’ process
● Inspiration / conventions from previous titles, genres and stories
● Developer creativity is essential
● Research can “de-risk” design and production
● Audience Involvement - children as potential players
o fine-tune ideas
o find usability issues
o understand what’s most enjoyable through play-testing and
observation
o tap into their creativity
● Often termed a LEAN or ITERATIVE approach
o LOOPS: insight > design > build > test > design > build > test...
UX Scotland 2014
Introduction: Games Research

8. In theory

9. Main resources for guiding principles:
www.mrs.org.uk www.coppa.org
UX Scotland 2014
Guiding Principles, Standards and Best Practice

10. Purpose of the Code:
1. To support all those engaged in market, social or opinion research in maintaining professional
standards.
2. To reassure the general public and other interested parties that research is carried out in a
professional and ethical manner.
Full Code is available at www.mrs.org.uk
• Largest research society World-Wide
• Members in >60 countries around the World
• Supports best practice by setting and enforcing standards
UX Scotland 2014
The MRS Code of Conduct

11. 1. Ensure that participation in their activities is based on voluntary informed consent.
2. Be straightforward and honest in all their professional and business relationships
3. Be transparent as to the subject and purpose of data collection.
4. Respect the confidentiality of information collected in their professional activities.
5. Respect the rights and well-being of all individuals.
6. Ensure that respondents are not harmed or adversely affected by their professional
activities
7. Balance the needs of individuals, clients and their professional activities.
8. Exercise independent professional judgement in the design, conduct and reporting of
their professional activities.
9. Ensure that their professional activities are conducted by persons with appropriate
training, qualifications and experience.
10. Protect the reputation and integrity of the profession.
UX Scotland 2014
MRS Code of Conduct: 10 Guiding Principles

12. UX Scotland 2014
MRS Code of Conduct :Children
● Obtain the consent of a parent or Responsible Adult (loco parentis) when interviewing a child under 16.*
● When consent is required, ensure the adult is given sufficient information about the nature of the project to
enable them to provide informed consent.
● Consent from the adult must be recorded (name, relationship or role).
● For self-completion/postal surveys, ensure:
o When it is known (or ought reasonably to be known) that all or a majority of respondents are likely to
be under 16, these are addressed to the parent or Responsible Adult;and
o when it is known (or ought reasonably to be known) that all or a majority of Respondents are likely to
be under 16, that all questionnaires carry a note or notice explaining that consent
is required for all Children to participate.
*can be waived under special circumstances but only with prior approval from
MRS Market Research Standards Board

13. ● For projects administered with electronic communications, where it is known (or ought
reasonably to be known) ensure that Respondents are asked to give their age before any other
personal information is requested. Further, if the age given is under 16, the child must be
excluded from giving further personal information until the appropriate consent from a parent or
Responsible Adult has been obtained and verified.
● In all cases, members must ensure that a child has an opportunity to decline to take part, even
though a responsible adult has given permission for their participation. This remains the case if a
project takes place in school.
● Members must ensure that information about other individuals is not collected from a child
unless for the purposes of gaining permission from a responsible adult.
UX Scotland 2014
The MRS Code of Conduct: Children

14. Who is it for?
Anyone that operates a commercial website or an online services that is directed to children
under 13 that collects personal information from children or if you operate a general audience
website and have actual knowledge that you are collecting personal information from children.
Full Guidance: www.coppa.org
UX Scotland 2014
COPPA: The Children’s Online Privacy Protection Act of 1998
• US Federal Law
• Effective from April 2000, Revised in 2008
• Applies to online collection of personal information from Children
under 13

15. UX Scotland 2014
COPPA: Privacy Policy
Must have link placed on the home page
Must make link clearly distinguishable from
other links

16. 1. Name and contact information of all operators collecting or
maintaining information.
2. The kinds of information being held and how the information
is being collected.
3. How the operator will use the information.
4. Whether the information is disclosed to 3rd parties and if so
who they are, what is it for, confidentiality agreements.
5. That the parent can opt to only consent for information to be
used by the operator and not 3rd parties.
6. The child is not asked to disclose more information than is
necessary for participation.
7. That the parent can review the child’s information, ask to
have it deleted and refuse further collection or use of
information and how to do this.
COPPA: Content of Privacy Policy:
UX Scotland 2014

17. Piaget’s Central Theory:
Children cannot undertake certain tasks until they are psychologically mature enough to do so.
UX Scotland 2014
Age-appropriate methods

18. Stage in Development Play patterns Needs Loves
● 0 – 2: Physical Beings,
dominated by senses
● 2 – 3: Increased use of
verbal representation
but speech is
egocentric
● 0 -2: Highly tactile –
manipulate objects
● 2 – 3: Symbolic
play/role play- using a
stick as a magic wand
● Security and safety
● Love from parent
● Colourful
● Simple
sounds/repetition
● Music
Impact on Research:
● Hard to research, but it is possible at around 18 months
● Make sure your test material is visual and physical element to it
● Be careful they are reacting to your test material and not to YOU!
● Need to be in their environment (at home, with mum nearby)
UX Scotland 2014
Under 3

19. Stage in Development Play patterns Needs Loves
● Learning social skills
● Pre-logical
● Black and white thinking
● Self centred /Impulsive
● Short attention spans
● Beginning to use language,
read and write
● Times of regression
● Emulatory
● Imaginative/dramatic play
● Girls: house, princesses,
fairies
● Boy: crash and bash
● Security and
safety
● Love from
parent
● Fun, safe, fantasy, empowerment
● Structure to story, social learning
● Animation with clear outlines
● Slapstick, silly action
● Sudden surprise – boo!
● High sensory
● Magical, everyday is filled with new
experiences
Impact on Research:
• Material must be visual
• Children can be creative – tap into their fantasy world
• Empower them/role play
• Interview them at their home or an environment they know well
• Still important to have an adult they know around to provide reassurance and help them chat
• Important to lay down ground rules in research context 3 - 6

20. Stage in Development Play patterns Needs Loves
● Fitting in stage, social
conformists – peers
important, group
orientated and love clubs
● Logical and reasoning skills
are developing –
reversibility and class
inclusion
● Push away from
“childhood” in order to
affirm new identity
● Impressionable
● Friendship based on play
interests and activities
● Boys and girls are likely to
play separately
● Imaginative play
diminishes considerably.
● Collecting: ownership/
uniqueness/responsibility
● Play ground hierarchy and
competition
● Autonomy –
pushing away
from parents
● Acceptance
● Success
● More concrete thinking
● Prefer ‘realistic’ heroes and
aspirations
● Social stress - Turn to properties
and people (best friend) that will
help them
● Understanding of abstract
(random) humour, slapstick
● Dark humour becomes appealing -
testing morals
● Puns, sarcasm, innuendo
Impact on Research:
• Language and memory skills have developed - but can still struggle with ‘difficult language’
• Older children are more capable but it’s still important to use appropriate language
• Memory can be limited – helps to have stimulus in front of them
• Best to talk to them with a friend (confidence, honesty, self esteem)
• Giving them pre-tasks prior to the focus group can prevent group effect
6 - 11

21. Stage in Development Play patterns Needs Loves
● Looking for an identity, a
desire for self expression
● Swinging between leaving
childhood and becoming
an adult
● Beginning to feel
interested in the opposite
sex
● Hormonal
● Group companionship
activities
● Life style magazines
● Concert and music
collecting
● Pets
● Friendship – peer
approval is essential
● Friendships are more
established
● Freedom and
independence
● Seek increased
power over their
own lives
● Need to connect to properties
within a realistic framework in
which to fantasise
● Can be self conscious, shy and
insecure
● Cognitive ability means they
can process complex humour
● Drawn to shows with a dark
side (gross, violent, taboo) –
outlet for their emotions
Impact on Research:
• Young people of this age are generally more capable of abstract thinking
• Can have in depth discussions about hypothetical issues (the what ifs)
• They appreciate being treated like adults, more likely to respond maturely/share ideas
• They’ve developed personal interests and tastes,
• It’s important to treat them as individuals and not to patronise or presume anything
• Don’t try too hard (this won’t look cool)
11 - 16

22. When only face to face will do:
● For children under 7
● When discussing certain topics
● When you need to observe their behaviour directly
● For some children with additional support needs
Practical Tips:
• Be aware of your influence and set the tone
• Think about the bigger picture
• Give them clear boundaries, tell them when they have over-stepped.
• Keep language simple and appropriate.
• Let them speak - 8 second rule
• Give them ownership of tasks – scribes etc.
• At least every 20 minutes give them a break or a different stimulus.
• Avoid Groupthink by assigning individual tasks and giving praise for individual thought.
• Try using creative techniques to enable children such as: drawing, cartoons, word association.
UX Scotland 2014
Face to face interviews and focus groups

23. • Be aware of your influence and set the tone by sharing information about yourself
• Think about the bigger picture – children’s backgrounds and situations will impact their
answers considerably until they start abstract thinking.
• Give them clear boundaries and tell them when they have over-stepped.
• Keep language simple and appropriate.
• Let them speak - 8 second rule
• Give them ownership of tasks – scribes etc.
• At least every 20 minutes give them a break or a different stimulus.
• Avoid Groupthink by assigning individual tasks and giving praise for individual thought.
• Try using creative techniques to enable children to give a free answer such as:
Cartoons and image strips Draw their answers Word Association
Z
UX Scotland 2014
Best Practice Tips for Face to Face

24. Discussion Guides:
• Start with simple easy questions – favourite things, family friends
• Keep discussion open without too many questions
• Write them out exactly who you will say them
• Children like to be involved as part of the process so explain it to them
• Make sure there is enough time for them to complete the tasks
• Have lots of activities and keep flexible!
Trouble
Shooting:
Best Practice Tips for Face to Face
They all stop talking Change it up (subject/environment)
One wants to go to the toilet If under 11 take them all (if alone)
They say they are bored Find out why and then change it up!
They get distracted and go off topic Let them go (within the boundaries set)
They start whispering Give them a look, then take them out of the room
One doesn’t speak Let them be scribe, ask direct but easy questions

25. 1. Digital Ethnography
● Study of online communities and human-technology interactions through the use of qualitative research
methods
● Lurkers and watchers in forums and games
● Monitoring and aggregating information about human behaviour, interactions and networking
● Utilise other techniques such as surveys, analytics reviews, heuristic evaluation, guerrilla research
2. Blogging/Panels
● Children keep online blogs and/or diaries
● Can be used to track specific behaviour or tasks
● Can be used to track general behaviour
3. Clickroom:
● Virtual focus group tool
● Creates an interactive environment that engages and excites participants!
UX Scotland 2014
Digital Options

27. Game Production Stages
UX Scotland 2014

28. In Practice

29. Core stages and approaches
● Early Design:
o Concept Testing
● Later Design:
o “Paper” prototyping
● Production:
o Play testing
Z
UX Scotland 2014
Tools and Techniques

33. ● Where to conduct research: home or kid-friendly space
● How to dress
● Give them a role: kids as game designers
● Don’t overdo it – trying to be cool
● Refreshments – yes, some… (crunch, crunch, crunch!)
● Encouraging participation in groups
● Body language
● Accumulating feedback and ideas validation (from group to group)
Top Tips
UX Scotland 2014

34. UX Scotland 2014
Your turn……
• You are researching a new game about Clyde’s Adventures getting ready for the Common Wealth Games for 8
year olds.
• You are asked to discover:
- What games are they currently playing and why
- Why they like to play games they do
- What they don’t like about the games they play
- What they sports they like
- What they think that Clyde does for his morning routine
• Using the worksheet being handed round and what we have learnt today about child appropriate minutes design a
research plan – 5 minutes
• When the time is up – share you plan with your neighbour

35. Overview of research
Environment
(where, what time of day)
Who will be present
( # participants, others)
Who to get permission
from how
Data Collection
Technique
Boundaries to set Shopping list
Key Topic Guide
Questions
Activities /
Techniques

36. Stage in Development Play patterns Needs Loves
● Fitting in stage, social
conformists – peers
important, group
orientated and love clubs
● Logical and reasoning skills
are developing –
reversibility and class
inclusion
● Push away from
“childhood” in order to
affirm new identity
● Impressionable
● Friendship based on play
interests and activities
● Boys and girls are likely to
play separately
● Imaginative play
diminishes considerably.
● Collecting: ownership/
uniqueness/responsibility
● Play ground hierarchy and
competition
● Autonomy –
pushing away
from parents
● Acceptance
● Success
● More concrete thinking
● Prefer ‘realistic’ heroes and
aspirations
● Social stress - Turn to properties
and people (best friend) that will
help them
● Understanding of abstract
(random) humour, slapstick
● Dark humour becomes appealing -
testing morals
● Puns, sarcasm, innuendo
Impact on Research:
• Language and memory skills have developed - but can still struggle with ‘difficult language’
• Older children are more capable but it’s still important to use appropriate language
• Memory can be limited – helps to have stimulus in front of them
• Best to talk to them with a friend (confidence, honesty, self esteem)
• Giving them pre-tasks prior to the focus group can prevent group effect
6 - 11

37. In Other Sectors

38. UX Scotland 2014
Education

39. For more information contact:
Claudio Franco
@dubit
@clauzdifranco
Esther Stringer
@BCM_Tweets
@EstherBCM
Thank You