## 3 Results and Discussion
### Results and Discussion of Child Users  
In addition, when we collated the video records, we identified some of the characteristics of the child users. From the records, the following observations about the child users were made. Firstly, it was observed that the children participating in the test were very unfamiliar with the use of a recipe to prepare dumplings. This unfamiliarity extended to both the use of the recipe app and the actual process of preparing dumplings, representing first-time experiences (as shown in Table 9). The children struggled to understand the functions of different areas of the interface, resulting in almost no use of or consideration of visual confirmation. This is similar to the phenomenon that [PERSON] [18] and [PERSON] [19] previously found that children have a cognitive load on texts and abstract symbols in the interface. Secondly, the language and behavioral instructions of their parents significantly influenced the children's engagement with the content. Given their limited text-reading abilities, the children primarily reviewed the pictures and GIFs, imitating them through guidance and demonstrations from their parents. A user interface that is not highly visual is unattractive to children [18]. Hence, even in a multi-user interface with text sections specifically designed for children, these features were largely ineffective and were essentially ignored by the parents. \begin{table}
\begin{tabular}{c c c c c} \hline \hline  & **EQ21** & **EQ22** & **EQ23** & **EQ24** \\  & **OUI-MUI** & **OUI-MUI** & **OUI-MUI** & **OUI-MUI** \\ \hline Z & \(-1.467\)b  & \(-0.979\)b  & \(-3.087\)b  & \(-1.137\)b  \\ \hline Asymp. Sig. (2-tailed) & 0.142 & 0.327 & 0.002 & 0.256 \\ \hline \hline \end{tabular}  
* Wilcoxon signed-rank test.b Based on negative ranks.  
\end{table} 
Table 8: Test using Statistic a for satisfaction/EQ21–FEQ24. The children's initial interactions with the screens were predominantly characterized by tentative exploration. As the experiment progressed, their behavior varied. At times, the children actively navigated the interface while seeking parental input, and, at other times, they seemed compelled to obtain parental consent before engaging with the screen. The children's interactions with the devices often occurred in response to requests from their parents. For example, there were five families in the experiment, when parents' hands were unclean, they asked their children to assist by swiping the screen to the next page. Moreover, we observed that when parents could not browse the screen closely, the children in the higher grade would read the recipe text required by their parents to their parents, which was another indirect interaction with the interface in addition to the substitute operation. The children displayed no reluctance regarding these repetitive and simple tasks, showing eagerness and happiness to collaborate with their parents. Similarly, [PERSON] and her team have observed in their research that parents and children have high-quality interactions when using apps together [11]. Finally, the child users demonstrated considerable joy during the activity of preparing dumplings with their parents. The task of interface manipulation was not distinctly separated from the actual cooking process. It was observed that the children's enthusiasm was effectively encouraged by their parents, as exemplified by mother A, an elementary school teacher, who employed classroom-style interactive methods with her child. This also supports the conclusion of [PERSON]'s previous research that parents show a higher proportion of questioning and spatial dialogue than children [11]. At the same time, it also shows the enthusiasm of parents in guiding children's HCI [10]. We would like to thank the families who participated in the test.