Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2

• Published in: The Journal of academic librarianship Vol. 44; no. 3; pp. 391 - 403
• Main Authors: Bowen, Aaron, Ellis, Jake, Chaparro, Barbara
• Format: Journal Article
• Language: English
• Published: Ann Arbor Elsevier Inc 01.05.2018; Elsevier Science Ltd
• Subjects: Academic libraries; Curricula; Information literacy; Instructional Design; LibGuides; Librarians; Library guides; Navigation systems; Usability; Usability testing; User interface; Library guides; Information literacy; LibGuides; Usability; Usability testing
• ISSN: 0099-1333; 1879-1999
• DOI: 10.1016/j.acalib.2018.03.002

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.