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Student preference for tutorial design: a usability study

Mestre, Lori S

Reference Services Review, 11 May 2012, Vol.40(2), pp.258-276 [Tạp chí có phản biện]

ISSN: 0090-7324 ; E-ISSN: 2054-1716 ; DOI: 10.1108/00907321211228318

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  • Nhan đề:
    Student preference for tutorial design: a usability study
  • Tác giả: Mestre, Lori S
  • Chủ đề: Tutorials ; Library Instruction ; Online Learning ; Diversity ; User Studies ; Learning Styles ; Library & Information Science
  • Là 1 phần của: Reference Services Review, 11 May 2012, Vol.40(2), pp.258-276
  • Mô tả: 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.
  • Ngôn ngữ: English
  • Số nhận dạng: ISSN: 0090-7324 ; E-ISSN: 2054-1716 ; DOI: 10.1108/00907321211228318

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