USABILITY EVALUATION FOR ELICITATION OF REQUIREMENTS – AN OPPORTUNITY FOR KINDERGARTEN CHILDREN TO DEVELOP COMPETENCES IN COMPUTER SCIENCE

The development of new software for teaching and learning IT concepts needs to be aligned with the target group, like any other product. In this case it is about the development of a programming environment for early technology education in computer science for 3- to 6-year-old kindergarten children. The final programming environment is intended to support the independent development of basic programming concepts. In order to respond to the special needs of the target group, it is necessary to adapt the selected methods to elicitate requirements.

In addition to elicitating organizational requirements, constraints and requirements for the learning content, the requirements engineer must become familiar with the requirements for the programming environment through the methods used. Trying out existing software as part of usability evaluations by the target group can be used to gain requirements for new similar products. The active and playful engagement of the children with the products supports them in finding and naming requirements. It is important to ensure that the children are accompanied well through the process of the software usability evaluation. Children should never feel that their performance is being evaluated instead of the product, otherwise they could end the collaboration and lose interest in the topic.

The aim of this research is to find out whether it is possible to promote children's competences in computer science through active participation in the requirements elicitation process. As part of an empirical research project, guideline-based usability evaluations with the target group are used in two kindergartens to answer this question. We documented these sessions by means of instrumental observation and screen recordings. In addition, we conducted participatory, open, semi-standardized systematic observations. The observation material is analyzed using Mayring's qualitative content analysis.

The research results show that it is possible to promote 21st century competences in computer science and thus make a valuable contribution to early technology education in computer science.