Student preference for tutorial design: a usability study

ISSN： 0090-7324

Source： Reference Services Review, Vol.40, Iss.2, 2012-05, pp. : 258-276

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Abstract

Purpose ‐ This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web-based tutorial with screenshots. Design/methodology/approach ‐ This qualitative study asked 21 students from diverse backgrounds and learning styles to take two learning style inventories prior to a usability study. The students then went through two short tutorials (a static web page tutorial with screenshots and a Camtasia screencast (video) tutorial, as well as a pre- and post-test and debriefing for each. The "think aloud" protocol was used as their movements and voices were recorded using the Camtasia software. Findings ‐ The results of this study indicate that across all learning preferences students performed much better in recreating tasks when they used a static web page with screen shots than they did after viewing a screencasting tutorial. Practical implications ‐ Suggestions are offered for ways to create tutorials that are effective for multiple learning styles that will fit into a student's workflow. Originality/value ‐ Results of this study may help inform other librarians in ways to effectively design tutorials and learning objects to meet student needs.