Library Learning Objects UX Study (2019)
In March 2019, the UX Team explored students’ perceptions of library learning objects available through the Digital Learning Commons (DLC).
- What do students like/dislike about the objects?
- Are students using learning objects? Do they know where to find them?
- 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 (colorful, 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
Questions the UX Team was Left with:
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?