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dc.contributor.authorBowen, Aaron
dc.contributor.authorEllis, Jake
dc.contributor.authorChaparro, Barbara S.
dc.date.accessioned2018-03-29T21:11:04Z
dc.date.available2018-03-29T21:11:04Z
dc.date.issued2018-03-17
dc.identifier.citationAaron Bowen, Jake Ellis, Barbara Chaparro, Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2, The Journal of Academic Librarianship, Volume 44, Issue 3, 2018, Pages 391-403.en_US
dc.identifier.issn0099-1333
dc.identifier.urihttp://hdl.handle.net/10057/14746
dc.identifier.urihttp://doi.org/10.1016/J.ACALIB.2018.03.002
dc.description.abstractThis 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.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.subjectUsabilityen_US
dc.subjectUsability testingen_US
dc.subjectLibGuidesen_US
dc.subjectLibrary guidesen_US
dc.subjectInformation literacyen_US
dc.titleLong nav or short nav?: Student responses to two different navigational designs using LibGuides Version 2en_US
dc.typePreprinten_US
dc.typeArticle
dc.rights.holderElsevieren_US


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  • Aaron Bowen
    Instruction and Research Services Librarian

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