how children actually use websites or how to design sites that will be easy for them to use

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• how children actually use websites or how to
  design sites that will be easy for them to use

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• Kids' Corner Website Usability for Children
• Jakob Nielsen's Alertbox, April 14, 2002
• http//www.useit.com/alertbox/20020414.html
• Usability of Websites for Children70 design
  guidelines based on usability studies with kids
• usability studies with 55 children who varied in
  age from 6 to 12 (first through fifth graders).
  We tested 39 kids in the United States and 16 in
  Israel, to broaden the international
  applicability of our recommendations
• Observing the children interacting with 24 sites
  designed for children, and three mainstream sites
  designed for adults (Amazon, Yahoo!, and
  Weather.com).

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Usability Problems Hurt Kids

• kids' lack of patience in the face of complexity,
  resulted in many simply leaving websites. A
  fourth-grader said, "When I don? know what to do
  on a Web page, I just go look for something
  else."
• children don't like slow downloads any more than
  adults do. As one first-grade girl said, "Make it
  go faster! Maybe if I click it, it will go
  faster..."
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• types of classic Web usability problems caused
  difficulties for the kids in our study
• Unclear navigational confirmation of the user's
  location confused users both within sites and
  when leaving them.
• Inconsistent navigation options, where the same
  destination was referred to in different ways,
  caused users to visit the same feature
  repeatedly, because they didn't know they had
  already been there.
• Non-standard interaction techniques caused
  predictable problems, such as making it
  impossible for users to select their preferred
  game using a "games machine."
• Lack of perceived clickability affordances, such
  as overly flat graphics, caused users to miss
  features because they overlooked the links.
• Fancy wording in interfaces confused users and
  prevented them from understanding the available
  choices.

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Age-Appropriate Content

• kids are keenly aware of their age
• At one website, a six-year-old said, "This
  website is for babies, maybe four or five years
  old. You can tell because of the cartoons and
  trains."

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Differences between Children and Adult Users

• Animation and sound effects were positive design
  elements for children they often created a good
  first impression that encouraged users to stay
  with a site.
• Children were willing to "mine-sweep," scrubbing
  the screen with the mouse either to find
  clickable areas or simply to enjoy the sound
  effects that different screen elements played.
• Geographic navigation metaphors worked Kids
  liked the pictures of rooms, villages, 3D maps,
  or other simulated environments that served as an
  overview and entry point to various site or
  subsite features.
• Children rarely scrolled pages and mainly
  interacted with information that was visible
  above the fold. (We also observed this behavior
  among adult Web users in 1994, but our more
  recent studies show that adults now tend to
  scroll Web pages.)
• Half of our young users were willing to read
  instructions indeed, they often preferred to
  read a paragraph or so of instructions before
  starting a new game. In contrast, most adult
  users hate instructions and try to use websites
  without having to read about what they are
  supposed to do.

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children click website advertisements

• cannot yet distinguish between content and
  advertising

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• Cool Content, Simple Interaction
• Children want content that is entertaining,
  funny, colorful, and uses multimedia effects.
  However, for homepage design and navigation
  systems, the user interface should be unobtrusive
  and let kids get to the content as simply as
  possible. Children enjoy exploration and games,
  but it should not be a challenge to operate the
  website itself. The content should be cool, but
  the design must offer high usability or kids will
  go elsewhere.

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• ABC News 4 Kidshttp//abcnews.go.com/abcnews4kids
  /kids/index.html GRADE LEVEL 3-8
• Alfy http//www.alfy.com/
• Belmont Bank Kids' corner
• Bonus
• Boom
• Free Zone
• Fun Brain
• Galim
• Game Brain
• Game Goo

• Kids Korner
• Kids.co.il
• Kids.com
• Loop
• MaMaMedia
• Playhouse Disney http//disney.go.com/playhouse/t
  oday/
• Sesame Street
• Sport Illustrated for Kids
• Squigly's Playhouse
• The Kidz Page
• Willy Wonka
• Yahooligans! http//yahooligans.yahoo.com/
• Yoyo
• Zeeks

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• Usability of Websites for Teenagers
• Jakob Nielsen's Alertbox, January 31, 2005
• Teens in our study reported using the Internet
  for
• School assignments
• Hobbies or other special interests
• Entertainment (including music and games)
• News
• Learning about health issues that they're too
  embarrassed to talk about
• E-commerce

http//www.useit.com/alertbox/20050131.html
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• tested sites in the following genres
• School resources (BBC Schools, California State
  University, and SparkNotes)
• Health (Australian Drug Foundation, KidsHealth,
  National Institute on Drug Abuse)
• News and entertainment (BBC Teens,
  ChannelOne.com, MTV, and The Orange County
  Register)
• E-commerce (American Eagle Outfitters, Apple,
  Volcom)
• Corporate sites (McDonald's, Pepsi-Cola, The
  Principal Financial Group, and Procter Gamble)
• Government (Australian Government main portal,
  California's Department of Motor Vehicles, and
  the U.S. White House)
• Non-profits (Alzheimer's Association, The Insite,
  Museum of Tolerance, National Wildlife
  Federation)

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Misconceptions About Teenagers

• teens are technowizards who surf the Web with
  abandon.
• Teenagers are not in fact superior Web geniuses
  who can use anything a site throws at them.
• We measured a success rate of only 55 percent for
  the teenage users in this study, which is
  substantially lower than the 66 percent success
  rate we found for adult users in our latest broad
  test of a wide range of websites.
• The success rate indicates the proportion of
  times users were able to complete a
  representative and perfectly feasible task on the
  target site. Thus, anything less than 100 percent
  represents a design failure and lost business for
  the site.

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• Teens' poor performance is caused by three
  factors
• insufficient reading skills
• less sophisticated research strategies
• a dramatically lower patience level.

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• teens like cool-looking graphics and that they
  pay more attention to a website's visual
  appearance than adult users do.
• the sites that our teen users rated the highest
  for subjective satisfaction were sites with a
  relatively modest, clean design. They typically
  marked down overly glitzy sites as too difficult
  to use.
• Teenagers like to do stuff on the Web, and
  dislike sites that are slow or that look fancy
  but behave clumsily.

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• Why are there so many misconceptions about teens?
  
• First, most people in charge of websites are at
  the extreme high end of the brainpower/techno-enth
  usiasm curve. These people are highly educated
  and very smart early adopters, and they spend a
  lot of time online. Most of the teens they know
  share these characteristics. Rarely do people in
  the top 5 percent spend any significant time with
  the 80 percent of the population who constitute
  the mainstream audience.
• Second, when you know several teenagers, the one
  super-user in the bunch is most likely to stand
  out in memory and serve as the "typical teen"
  persona, even though he or she is actually the
  outlier. Teens who don't volunteer to fix your
  VCR when it's blinking "1200" are not the ones
  you remember.

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No Boring Sites

• Teenagers don't like to read a lot on the Web
• teenagers don't like tiny font sizes
• What's good?
• The following interactive features all worked
  well because they let teens do things rather than
  simply sit and read
• Online quizzes
• Forms for providing feedback or asking questions
• Online voting
• Games
• Features for sharing pictures or stories
• Message boards
• Forums for offering and receiving advice
• Features for creating a website or otherwise
  adding content
• These interactive features allow teenagers to
  make their mark on the Internet and express
  themselves in various ways -- some small, some
  big.

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Differences Between Age Groups
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• Great Web Sites for Kids Selection Criteria
• Established by the first ALSC Children and
  Technology Committee, 1997http//www.ala.org/ala/
  alsc/greatwebsites/greatwebsitesforkids/greatwebsi
  tes.htm(Association for Library Service to
  Children (ALSC) )

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Great Web Sites for Kids

• Yahoo Kidshttp//yahooligans.yahoo.com
• Web Monkey For Kids. http//hotwired.lycos.co
  m/webmonkey/kids/
• Walking with Dinosaurs http//www.bbc.co.uk/dinos
  aurs/index.shtml
• National Zoo, Washington, D.C.
  http//natzoo.si.edu
• Berenstain Bears http//www.berenstainbears.c
  om
• Zoom By Kids, For Kids. http//pbskids.org/zo
  om/
• National Inventors Hall of Fame.
  http//www.invent.org/hall_of_fame/1_0_0_hall_of_
  fame.asp

• http//www.ala.org/gwstemplate.cfm?sectiongreatwe
  bsitestemplate/cfapps/gws/default.cfm

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• Portal objectives
• Information retrieve information to support
  leisure activities or school-based projects
  assignments
• Education promote learning
• Entertainment leisure and fun
• History Trek
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http//132.206.199.46/
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• Canadian EncyclopediaTry the QUIZ of the day

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• Ask for Kids

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http//www.kidsclick.org/
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• Icons
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  igans!??)
• Portal Names
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• ??????????????,???? Yahooligans?????Ask Jeeves
  for kids?????????

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• Characterization
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  ?
• Terminology
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• Advertisements
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• Retrieval Capabilities
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• Ask for Kids

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http//kids.yahoo.com/
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Andrew Larges Researches

• Large, A. (2005). Children, teenagers, and the
  Web. Annual Review of Information Science and
  Technology, 39, 347-392.
• Large, A., Beheshti, J. (2005). Interface
  design, web portals, and children. Library
  Trends, 54(2), 318-342.
• Large, A., Beheshti, J., Cole, C. (2002).
  Information architecture for the Web The IA
  matrix approach to designing children's portals.
  Journal of the American Society for Information
  Science and Technology, 53(10), 831-838.
• Large, A., Beheshti, J., Nesset, V., Bowler, L.
  (2004). Designing Web portals in
  intergenerational teams Two prototype portals
  for elementary school students. Journal of the
  American Society for Information Science and
  Technology, 55(13), 1140-1154.
• Large, A., Nesset, V., Beheshti, J., Bowler, L.
  (2004). Criteria for children's web portals A
  comparison of two studies. Canadian Journal of
  Information and Library Science-Revue Canadienne
  Des Sciences De L Information Et De
  Bibliotheconomie, 28(4), 45-72.
• Large, A., Nesset, V., Beheshti, J., Bowler, L.
  (2006). "Bonded design" A novel approach to
  intergenerational information technology design.
  Library Information Science Research, 28(1),
  64-82.

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• http//www.zoo.gov.tw/
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• http//www.ysnp.gov.tw/kids/index.htm
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• http//kids.yam.com/
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• http//vm.nthu.edu.tw/
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• http//teach.eje.edu.tw/ (for teacher)