Library Learning Objects UX Study

In March 2019, the UX Team explored students’ perceptions of library learning objects available through the Digital Learning Commons (DLC).

Research questions

• What do students like/dislike about the objects?
• Are students using learning objects? Do they know where to find them?

Methods

• We conducted in-person surveys with 28 participants in the library. Participant responses were recorded by the researcher via Qualtrics, a survey software. We set up a table with a tablet/laptop and headphones. Participants were asked a few introductory questions and then they viewed one of four learning objects (2 videos, 2 handouts) and answered a series of questions related to the object
• We conducted two 15 minute modified focus groups with first year students in a UNIV 1200 course. The first year students were shown two learning object and then divided into two groups and asked to answer the same questions from the in-person survey

What did we learn?

• Participants were generally happy with video production (visuals, audio),  and the design of handouts (colourful, text chunked)
• Participants were critical of objects that took too long to get to the point
• Most participants thought that the content of the objects was too broad. One student commented that a video was too “common sense so not useful for me”.
• The tone of the learning objects (both videos and handouts) was an issue for students. They felt the videos were patronizing and “babying” at times
• Although participants are not discerning of where a learning object (or other supplementary learning materials) come from, they are seeking out an authoritative/expert voice
• Students were unaware that the library created learning objects, and they also aren’t seeking out objects that are explicitly created by the library

Further questions:

• Why would a student seek out library learning objects created by the University of Guelph?

• How do we make sure content is specific enough (not too broad) to be relevant?

• Is findability a priority? If so, how can we funnel students to DLC content?

• How can we make sure that our content does not seem patronizing to students?

• Where does the DLC fit into the Learning Commons and our physical space, more broadly?