Child User Research Articles

Optimizing indicated cognitive behavioral therapy to prevent child anxiety and depression: A cluster-randomized factorial trial

Identifying effective components can lead to interventions that are less resource-intensive and better suited for real-world needs. In this 2×2×2 cluster-randomized factorial trial (clinicaltrials.gov NCT04263558), we investigated the effects of three components of an indicated, transdiagnostic CBT intervention for children: 1) Intervention Delivery Format (child group format versus a blended format with group sessions and automated web-based sessions), 2) Parental Involvement in the intervention (group-based versus psychoeducational brochure), and 3) a Measurement Feedback System (MFS; on versus off). The intervention was delivered at schools in a group-based format. The participants (N = 701 children) were school children (age 8–12 years) with elevated symptoms of anxiety or depression, and their parents. The main outcomes were self-reported (N = 633) and parent-reported (N = 725) symptoms of child anxiety and depression post-intervention. The secondary outcome was children's user satisfaction with the intervention. We did not find significant main or interaction effects of Delivery Format, Parental Involvement, or MFS on children's symptom levels. There were no significant effects on children's user satisfaction. Results were compatible with retaining the least resource intensive combination (i.e., blended format, parental brochure, no MFS) in an optimized intervention.

Exploring Preschool Children's User Experience in Using Free-Rotate Gestures on Touchscreen Design : The Case of Learning Shapes

Exploring Preschool Children's User Experience in Using Free-Rotate Gestures on Touchscreen Design : The Case of Learning Shapes

Color design in application interfaces for children

AbstractThis study investigated the effect of age and application type on the color design of user interfaces for children's applications. We collected 223 popular children's applications from the Apple App Store, focusing on children of three age groups (3‐5, 6‐8, and 9‐11 years old). There were two types of applications: educational applications and game applications. To explore further and compare the differences between children and adults, we also collected color data on 58 adult applications (29 educational applications and 29 game applications). Due to the characteristics of the specific model, this article selects the HSB (Hue, Saturate, Bright) color model—which is composed of hue, saturation, and brightness, with a high degree of matching with the color vision of the human eye—to analyze the color of the application interfaces. According to the statistics, in terms of hue, different types of application interfaces use different frequencies of colors. Multicolor educational application interfaces use cool colors, such as blue; multicolor game application interfaces use warm colors, such as red and orange; and so on. In terms of saturation, the frequency of high saturation in children's user interfaces is higher than that in adult user interfaces. In terms of brightness, children's application interfaces often use brighter colors. We also compared the statistical results with traditional color cognitive conclusions and discussed the possible reasons.

Feasibility and acceptability of a game-based symptom-reporting app for children with cancer: perspectives of children and parents.

Children with cancer have difficulty identifying and describing the multiple symptoms they experience during hospitalization and between clinical encounters. Mobile health resources, including apps, are potential solutions to support child-centric symptom reporting. This study evaluated the feasibility and acceptability of a newly developed game-based symptom-reporting app for school-age children with cancer. Nineteen school-age children (6-12years of age) receiving treatment for cancer at a COG institution in the Intermountain West of the United States used a game-based symptom-reporting app between clinical visits. Feasibility was evaluated through a summary of actual days of app use and interaction with each of the app's features. Children and their parents participated in interviews regarding the app's acceptability. Children used the app a median of 4days (range 1-12) and interacted most frequently with the symptom reporting and the drawing features. Children enjoyed aspects of the app that supported their creativity and provided choices. Parents endorsed the interactive nature of the app and the value of the child providing his/her own report. Both children and parents identified additional opportunities to enhance the child's user experience. Study results support the preliminary feasibility and acceptability of the app. Children's and parents' responses supported the developmental relevance of the app and its role in enhancing the child's autonomy and serving as an outlet for creativity. Future directions include optimizing the child user's experience and investigating the app's role as a resource to enhance shared decision-making for symptom management.

Ascertaining the UX of the Word Mania Mobile App for Children using Fun Toolkit v3

A user experience evaluation was carried on Word Mania mobile app. Word Mania is fun educational games app for children. Fun Tookit v3, a survey instrument developed to assist researchers in acquiring the opinions about technology (web or app) from children was used for data capture. The purpose of the toolkit is to generate the perception of kids as young as 4 years old who had some experience when interacting with an implementation. The Fun Toolkit v3 tool consists of three components that can be used on applications, websites or technology products to "pass opinions." These three sections are: Smileyometer, Fun Sorter, Again and Again.At UUM International School, Sintok, Malaysia, this assessment study was performed with students. The survey was attended by a total of 12 students. The evaluation questionnaires were filled out with the help of their teachers by the participating children.The findings stated that the mobile application was adopted by the kids; however, some problems had to pay attention in order to enhance the children's user experience.Special exercises should be found for children aged one or two years because current exercises are difficult for these ages. Competition task is not an simple task, particularly for kids aged 3 to 4 years. Children between the ages of 5 and 6 need more time to complete the tasks, for these ages three minutes are not enough

Exploring Preschool Children's User Experience in Using Free-Rotate Gestures on Touchscreen Design : The Case of Learning Shapes

Exploring Preschool Children's User Experience in Using Free-Rotate Gestures on Touchscreen Design : The Case of Learning Shapes

How can i find a doggy book?: Children's cognitive processes of physical characteristics of books

How can i find a doggy book?: Children's cognitive processes of physical characteristics of books

증강현실기술과 로봇을 적용한 동극활동유형에 대한 유아의 사용자 경험

본 연구의 목적은 일반 동극활동, 증강현실기술과 로봇을 적용한 동극활동, 증강현실기술과 로봇을 적용한 창의적 동극활동을 실시하고 유아의 사용자 경험 반응을 살펴보고자 하였다. 이를 위해 만 5세 유아 20명을 대상으로 6주 동안 3편의 동화를 감상한 후, 각각 동화에 대한 세 가지 동극활동을 차례대로 진행하였다. 이후 모든 동극활동 프로그램에 참여한 유아들을 대상으로 인터뷰를 실시하였다. 연구 결과는 첫째, 유아가 가장 흥미로워했던 동극활동은 증강현실기술과 로봇을 적용한 창의적 동극활동인 반면, 가장 흥미 없었던 동극활동은 일반 동극활동이었다. 둘째, 유아가 가장 쉽다고 답한 동극활동은 증강현실기술과 로봇을 적용한 동극활동인 반면, 가장 어렵게 인식했던 동극활동은 증강현실기술과 로봇을 적용한 창의적 동극활동이라고 하였다. 셋째, 증강현실기술과 로봇을 적용한 동극활동에 대해 모든 유아가 기술은 어렵지 않다고 답변하였고, 증강현실기술의 효과, 로봇의 역할 모두 정확하게 인식하여 답변하였다. 본 연구의 결과는 유아를 위한 디지털 리터러시 교육의 성격과 방향에 대한 적극적이고 체계적인 연구의 필요성을 시사한다. The purpose of this study is to investigate young children's user experience on three types of dramatic activity: traditional dramatic activities, dramatic activities relying on robot projector based augmented reality and creative dramatic activities relying on robot projector based augmented reality. Participants were 20 five-year-old children attending D kindergarten, in Seoul, Korea. They read 3 picture books, then did 3 types of dramatic activities in order. Participants were divided into 3 groups in each activity then they took a role as actors and audiences in order. After all dramatic activities had been done, participants had been interviewed regarding to user experience. The findings of this study are as follows; First, the most interesting dramatic activity for young children was creative dramatic activities relying on robot projector based augmented reality. On the other hand, the least interesting activity was traditional dramatic activities. Second, They answered it the easiest one for them the dramatic activities relying on robot projector based augmented reality, whereas the hardest one was the creative dramatic activities relying on robot projector based augmented reality. Thirdly, all the participants answered that it was not hard for them to use the technology embedded in dramatic activities relying on robot projector based augmented reality. They acknowledged the effects of augmented reality technology and the role of robot as well. The result of this study would suggest the feasibility of new technology promoting young children's digital literacy.