Laddering with Young Children in User experience Evaluations: Theoretical Groundings and a Practical Case

摘要

In this paper, we investigate the usefulness and feasibility of Laddering with young children in User experience evaluations. We start with a revision of theoretical literature and guidelines. Developmental literature suggests that children aged two to seven years old have the cognitive capabilities to perform as Laddering interviewees. Next, we put these findings to the test via a practical case. The results of our case study demonstrate that only the older children, aged five years and older, were able to construct meaningful ladders. As for the type of ladders created, our results are in line with literature; children are inclined to attribute external reasons to product preferences rather than internal reasons, and consequently create ladders of attributes and consequences, not reaching for values.