Exploring Verbalization and Collaboration of Constructive Interaction with Children

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. The experiment involves 60 children with three setups where children apply think-aloud or 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.