Print Email Facebook Twitter Contextmapping an abstract future with children Title Contextmapping an abstract future with children Author Van Dorp, E. Contributor Gielen, M.A. (mentor) Boess, S.U. (mentor) Faculty Industrial Design Engineering Department Industrial Design Programme Master of Science Design for Interaction Date 2010-12-16 Abstract Getting insight in a child’s world is important to be able to create valuable products for children. Contextmapping could be well suited to gain an empathic understanding of children, but little is known about how the underdeveloped abstract thinking abilities of children influence the results of a contextmapping session. Contextmapping is aimed at getting rich information from participants. This research investigates the influence of the abstract thinking abilities of children on the setup and richness of the results of a contextmapping session. Young children of six years old and older children of eleven years old participated in the contextmapping sessions that were part of this research. In this research, abstract thinking and richness of results are made measurable. The abstractness of statements children make is measured by two methods. The first method qualifies the statement on the micro-thinking level the child expresses. The second method relates the statement to an abstract thinking skill that is used by the child to make the statement. Richness is measured by counting the times a child shares a personal experience or memory. The richness of the reactions of a child is related to the measured abstract thinking level of a child in order to determine if there is any influence. In case the reached abstraction level during the session influences the amount of shared rich information, it is interesting to know how children can reach the desired abstraction level during a session. This research investigates which other factors influence the general abstraction level the participant is able to show. It was also investigated whether these factors influence how many rich information the participant shares. The investigated factors are the effort a participant has put into the sensitising package, the influence of peers that are in the same session, verbal guidance given by the researcher and the providing of ambiguous and non-ambiguous images. From this research is concluded that no relation between the shown abstract thinking level and the amount of shared rich information was found for the older children. Young children that show a higher general abstraction level during the session, also share more rich information. The cause for this relation is most probably the language development of these young children. Children that just mastered language are eager to use this new tool. These same children started to develop abstract thinking skills, since language is thought to be strongly related to the development of abstract thinking. Therefore, language development most likely influences both the sharing of a lot of rich information and the general abstraction level of the child. None of the factors that were investigated on their influence on the general abstract thinking level actually had this influence. These factors did not have a clear influence on the amount of shared rich experiences either. This research shows that contextmapping is suited for use with children that are verbally capable. Since the shown abstract thinking level is not directly influencing the richness of the results of a session, the setup of a session should not be aimed at getting children to reach a high abstract thinking level. When setting up a contextmapping session, the differences between children and adults should be taken into account. Furthermore, sensitising is recommended to create a bond between the child and the researcher and let the child look forward to the session. Subject contextmappingchildrenabstract thinking To reference this document use: http://resolver.tudelft.nl/uuid:387e6c7d-d727-4644-926c-a6007c1f76be Access restriction Campus only Part of collection Student theses Document type master thesis Rights (c) 2010 Van Dorp, E.