There are specific guidelines to follow for the evaluator to be successful.
First, a "Think-Aloud Protocol" can only be useful if you begin by determining a purpose. Specify the task (there can be more than one) that the participant needs to accomplish during the session. Make sure the participant understands what is to be done before proceeding.
Make it clear to the participant that it is not the participant but the learning system, which is being evaluated. Briefly explain a think
Aloud procedure to your learner. Ask the participant to "think aloud" while attempting the task so that you can understand what he or she is thinking about. Often it is useful to give an example of what you meant by this.
Then proceed with the task.
While the task is being attempted, it is important to let the participant talk and to listen very attentively to what is being said. Intervene only in cases of extreme duress (e.g. if the participant is completely stuck and has given up) or if you need to remind the participant to think aloud.
The main task of the observer is to jot down what happens. This can be aided by a structured data sheet, can include categories to observe and also prompts.
Videotaping is ideal(not videotaping their face, but the computer screen or paper prototype), but the partcipant may find that intrusive.
Use of Prompts when necessary. There is a considerable difference between prompting and biasing the learner. The tick is basically say as much as necessary to keep user happy without helping and making suggestions.
Such prompts may include:
- What are you thinking now?
- Why did you do that?
If a learner is completely stuck, a decision may have to be made as to whether to help the learner or not. It is up to the judgment of the evaluator, but if a decision is made to allow some help the following should be noted:
Ask what the user would do if the observer wasn’t there
Take a note of what you said and what happened afterwards
All of the above maximize the effectiveness of the experiment by noting the effect of your input.
After the learner has accomplished the specified task (or has given up), you should take a few moments to ask the participant to summarize his or her difficulties with the task and to give you any additional comments. It is useful to audiotape or videotape the interview to aid analysis. By recording the interview, you have the opportunity to listen to the interview again so that you do not rely solely on notes or memory.
Guidelines for Implementing Think Aloud
There are specific guidelines to follow for the evaluator to be successful.
The main task of the observer is to jot down what happens. This can be aided by a structured data sheet, can include categories to observe and also prompts.
Videotaping is ideal(not videotaping their face, but the computer screen or paper prototype), but the partcipant may find that intrusive.
Such prompts may include:
- What are you thinking now?
- Why did you do that?
If a learner is completely stuck, a decision may have to be made as to whether to help the learner or not. It is up to the judgment of the evaluator, but if a decision is made to allow some help the following should be noted:
Ask what the user would do if the observer wasn’t there
Take a note of what you said and what happened afterwards
All of the above maximize the effectiveness of the experiment by noting the effect of your input.