260 likes | 441 Views
SPORTS SITES FOR CHILDREN. Aslin Harminah Binte Anuar So Jami Florence Tey Hwee Chen. Agenda. Introduction Theories on Child Development Children Behaviour In Relation to Computers Sports Websites for Children Designing Children’s Interfaces
E N D
SPORTS SITES FOR CHILDREN Aslin Harminah Binte Anuar So Jami Florence Tey Hwee Chen
Agenda • Introduction • Theories on Child Development • Children Behaviour In Relation to Computers • Sports Websites for Children • Designing Children’s Interfaces • Usability Issues in Designing Children’s Webites • Recommendations • Conclusion
INTRODUCTION • Sports are essential to a child’s social and physical development. • Numerous sport sites available that cater to the different user needs. • Provide information, includes tips on how to engage in the sport and rules. • For these sites to be used effectively there is a need for the sites to be designed with the children in mind.
INTRODUCTION • A need to recognize the characteristics and unique needs of children. • Different learning styles. • Match the learning capabilities of the children being targeted. • Older children between the ages of 10 and 12. • Baseball sites in particular.
INTRODUCTION • Characteristics of children and child development • Guidelines and usability issues • Recommendations • Objectives: • Arouse interest in the sports • Learn the rules and regulations of the sports • Acquire the theoretical aspect of skills necessary to play the sports • Keep updated on the news and events related to the sports
Theories on Child Development • Piaget’s Theory on Cognitive Development • Use concrete props and visual aids, allow opportunity for manipulation – role playing • Well organized and brief – simple short paragraphs • Abstract thinking - minimal
Theories on Child Development • Erikson’s Psychosocial Development Theory • Understand the relationship between perseverance and the pleasure of job completed • Ability to cope with challenges determines sense of competence or inferiority • Interaction with peers is important
Theories on Child Development • Implications of Erikson’s Psychosocial Development Theory • Design task within their ability • Organize in small units, stages with progressive difficulty • Include social media features
Children Behaviour In Relation to Computers • Top 3 Internet Activities (KFF 2010) • Gender difference • Boys – Games ; Girls – Communicative activities
Sports Websites for Children • Promote and disseminate information on sports • A resource point for children who play the sports • Rules, skills, strategies, news • Watch experts at play • Interest cultivation for children who do not play sports • Online games and activities
DESIGNING CHILDREN’S INTERFACES • Take into user’s perspectives • Builds upon principles of good web design • Cannot be based on a single theory – children are not a homogenous group • Skills and preferences must be considered in relation to technology
HEATHER NAM (2010) – DESIGNING USER EXPERIENCES FOR CHILDREN
HEATHER NAM (2010) – DESIGNING USER EXPERIENCES FOR CHILDREN
A BASEBALL WEBSITE • Suitable for 10 to 12 years old • Simple yet attractive • Comic-style graphics • Easy navigation http://www.exploratorium.edu/baseball/
DESIGNING MULTI-MEDIA ENVIRONMENTS FOR CHILDREN Hanna, Czerwinski and Alexander (1999)
BASEBALL WEBSITE http://funschool.kaboose.com/fun-blaster/baseball/index.html
AN EVALUATION- TRADEOFF • Abundant use of images and games – slows the system • Children can be impatient • Tradeoff must be considered • Provide a status bar showing progress of loading
USABILITY ISSUES IN DESIGNING CHILDREN’S WEBSITE • Age Appropriate Format and Design • Can be difficult • Need to target a narrow age group • Cost • Different Skill Levels with Same Age-Group • Difficult to differentiate • Difference in skill levels even within each age group
USABILITY ISSUES IN DESIGNING CHILDREN’S WEBSITE • Design Issues • Cramped • Poor Utilisation of Space • Learned Path Bias • Children tend to use ways • Familiarity transferred from one website to another – sets some expection!
RECOMMENDATIONS – AGE APPROPRIATE FORMAT AND DESIGN & LEARNED PATH BIAS • Including children as equal partners in designing. • Testing out the prototypes and also be informants • Share ideas, opinions and discussion groups • Better sources of information. • Multiple formats for different age groups can be created with feedback.
RECOMMENDATIONS - DIFFERENT SKILL LEVELS WITH SAME AGE-GROUP • Interactive ‘help’ function. • Offering chat rooms and discussion groups or customizing the site. • Control the issue of ‘one size does not fit all’.
RECOMMENDATIONS – DESIGN ISSUES • Include interactive concept maps. • Brief tutorial of how navigation around the website is done • Presenting instructions in a clear format.
CONCLUSION • A number of factors to consider when designing a good website for children. • Cognitive development of children. • Include design elements such as visually rich images, interaction modes such as audio, video and chat rooms. • Involve children. • Take into account the usability issues and constantly seek for solutions.
REFERENCES • Demner, D. (2010). Children on the Internet. Retrieved March 2010, from http://otal.umd.edu/uupractice/children. Last Accessed: 23rd September 2011. • Druin, A., Bederson, B., Boltman, A., Miura, A., Knotts-Callahan, D. & Platt, M. (1999). Children as Our Technology Design Partners. In: Druin, A., (Ed.), The Design of Children’s Technology, (Pp. 51–72). San Francisco: Morgan-Kaufman. • Guha, M., Druin, A., Chipman, G., Fails, J., Simms, S., & Farber, A. (2005). Working with Young Children as TECHNOLOGY DESIGN PARTNERS. Communications of the ACM, 48(1), 39-42. Retrieved from EBSCOhost. • Hanna, Libby, Kristen Risden, Mary Czerwinski, and Kristen J. Alexander (1999). “Role of Usability Research in Designing Children.” Retrived from web on 4 Oct 2011. <http://research.microsoft.com/enus/um/people/marycz/druin98.htm>. • Heather Nam (2010). Designing User Experiences for Children. Retrieved 8 September 2010 from http://www.uxmatters.com/mt/archives/2010/05/designing-user-experiences-for-children.php. • Markopoulos, P., Bekker, M. (2003). Interaction design and children. Interacting with Computers 15 Pg 141 – 149. • Neilsen, J. (2010) Children’s Websites: Usability Issues in Designing for Kids. Retrieved 21 September 2011 from http://www.useit.com/alertbox/children.html.
REFERENCES • Oakley, L. (2004). Cognitive development. London: Routledge. • Pica, R. (2011). Why Preschoolers Need Physical Education. Young Children, 66(2), 56-57. Retrieved from EBSCOhost. • Punama¨ ki, R-L., et al., 2007. Use of information and communication technology (ICT) and perceived health in adolescence: The role of sleeping habits and waking-time tiredness. Journal of Adolescence, 30, 569–585. • Rideout, F., Victoria J., U. G., & Roberts, D. F. (2010, January). Generation m2: media in the lives of 8– to 18-year-old. Retrieved from http://www.kff.org/entmedia/upload/8010.pdf. Last Accessed: 23rd September 2011. • Rose, M., Rose, G. M., & Blodgett, J. G. (2009). The effects of interface design and age on children's information processing of Web sites. Psychology & Marketing, 26(1), 1-21. Retrieved from EBSCOhost. • Sutherland, Peter (1999): The application of Piagetian and Neo-Piagetian ideas to further and higher education, International Journal of Lifelong Education, 18:4, 286-294. • Woolfolk, A. E. (1995). Education psychology. (6 ed.). Boston, Singapore: Allyn & Bacon