Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2
This study used two successive phases of usability testing to evaluate two different versions of a Communication 430 course LibGuide. The first version of this guide had a longer, more visually complex navigation menu, with more course-related research information directly accessible through this me...
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| Veröffentlicht in: | The Journal of academic librarianship 2018-05, Vol.44 (3), p.391-403 |
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| container_title | The Journal of academic librarianship |
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| creator | Bowen, Aaron Ellis, Jake Chaparro, Barbara |
| description | This study used two successive phases of usability testing to evaluate two different versions of a Communication 430 course LibGuide. The first version of this guide had a longer, more visually complex navigation menu, with more course-related research information directly accessible through this menu. The second version had a shorter, less complex menu that offered less directly accessible information. Twenty-four of the 33 students enrolled in the class (73%) tested either one version or the other for usability in completing tasks that simulate course-related research assignments, ultimately indicating they found the longer navigation menu more usable. This paper may be the first to describe the engagement of students enrolled in a course in testing a LibGuide dedicated specifically to that course. As such, it will be of interest to many academic librarians and instructional design professionals. |
| doi_str_mv | 10.1016/j.acalib.2018.03.002 |
| format | Article |
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| language | eng |
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| source | Access via ScienceDirect (Elsevier) |
| subjects | Academic libraries Curricula Information literacy LibGuides Librarians Library guides Navigation systems Usability Usability testing User interface |
| title | Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2 |
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