Academic User Experience: Students, Faculty, and Libraries
Upcoming SlideShare
Loading in...5

Academic User Experience: Students, Faculty, and Libraries






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Academic User Experience: Students, Faculty, and Libraries Academic User Experience: Students, Faculty, and Libraries Presentation Transcript

  • Academic User Experience: Students, Faculty, and Libraries Derek Poppink September 15, 2010
  • What is User Experience?
    • A Quality
      • “A person's perceptions and responses that result from the use or anticipated use of a product, system or service” - ISO 9241
        • Emotions, beliefs, preferences, perceptions, physical and psychological responses, behaviors and accomplishments
    • A Discipline
      • “Multi-disciplinary field incorporating aspects of psychology, anthropology, sociology, computer science, graphic design, industrial design and cognitive science”
    • A Process
      • “Places the end user at the focal point of design and development efforts, as opposed to the system, its applications or its aesthetic value alone”
  • What is User Experience?
  • Accessibility
    • “The extent to which products, systems, services, environments, or facilities can be used by people from a population with the widest range of capabilities to achieve specified goals in a specified context of use.”
    • Recent News
      • Department of Justice & Department of Education ask colleges and universities to refrain from requiring inaccessible electronic readers (June, 2010)
      • Department of Justice announces plans to prepare new ADA regulations (July, 2010)
          • Websites as “public accommodations”
      • College web pages are ‘widely inaccessible' to people with disabilities according to UW study (August, 2010)
  • Improved Accessibility Benefits All Users
    • Curb Cuts
      • Wheelchairs
      • Strollers, skaters, bikers
    • Subtitles
      • Hearing disabilities
      • Noisy or quiet environments
    • ReadSpeaker
      • Visual disabilities
      • Mobile, multitasking, language learners
  • Credibility
    • “The objective and subjective components of the believability of a source or message. Traditionally, credibility has two key components: trustworthiness and expertise.”
    • Stanford Web Credibility Guidelines
      • Make it easy to verify the accuracy of the information on your site.
      • Show that there's a real organization behind your site.
      • Highlight the expertise in your organization and in the content and services you provide.
      • Show that honest and trustworthy people stand behind your site.
      • Make it easy to contact you.
      • Design your site so it looks professional (or is appropriate for your purpose).
      • Make your site easy to use -- and useful.
      • Update your site's content often (at least show it's been reviewed recently).
      • Use restraint with any promotional content (e.g., ads, offers).
      • Avoid errors of all types, no matter how small they seem.
  • Academic Credibility
  • Desirability
    • “Aesthetically pleasing objects appear to the user to be more effective, by virtue of their sensual appeal.”
    • Emotional Design Dimensions
      • Visceral
      • Behavioral
      • Reflective
  • Academic Desirability
  • Findability
    • “The quality of being locatable or navigable. The degree to which a particular object is easy to discover or locate. The degree to which a system or environment supports navigation and retrieval.”
  • Academic Findability
    • Project Information Literacy (PIL) Findings
      • Students relied on a small, familiar set of resources (especially Google and Wikipedia).
      • Students tended to use the same information resources for both academic research and everyday life research.
      • Students turned to course reading lists first, followed by Wikipedia.
      • 90% of students used online scholarly research databases.
      • 80% of students make “rare” or no use of librarian services.
      • Students preferred instructors over librarians as “coaches”.
  • Usefulness
    • “The quality of being of practical use.”
  • Academic Usefulness
    • Project Information Literacy Findings
      • Time constraints and information overwhelm lead to student research strategy of “satisficing”.
      • Students attempt to develop domain knowledge before engaging scholarly research databases.
      • 70% of students use Wikipedia to “background” a topic.
      • Students also use course materials and instructor to “get unstuck” at the outset of research.
      • Instructor’s written guidelines are crucial for defining information-gathering context for students’ research.
      • Most handouts do not provide critical guidance students need on how to identify a focus and how to use search tools effectively.
    “ The need for context-sensitive presearch sources and coaching services appears to be in high demand. There is a need for solutions that logically bridge the early stages of research with the rest of the research process and deliver…efficiencies students expect.”
  • Usability
    • “The capability of the software to be understood, learned, used and attractive to the user when used under specified conditions” – ISO 9126
    • Jakob Nielsen’s Usability Heuristics
      • Visibility of system status
      • Match between system and the real world
      • User control and freedom
      • Consistency and standards
      • Error prevention
      • Recognition rather than recall
      • Flexibility and efficiency of use
      • Aesthetic and minimalist design
      • Error recognition, diagnosis, and recovery
      • Help and documentation
  • Prioritizing Web Usability
    • Home Page Behavior
        • 25-35 secs on Home page
        • 23% scroll (avg 0.8 screenfuls)
        • Subsequent visits are lower
        • Priorities:
          • Identify site
          • Describe benefits
          • Summarize content
          • Provide navigation choices
    • Site-Specific Success : 66%
        • Lower for web-wide tasks
        • Experience difference ~14%
    • Interior Page Behavior
        • 45-60 secs
        • Viewed (in order): content, header, left column, right column, footer
        • Priorities for deep links
          • Logo, Home link, Search
          • Hierarchy (breadcrumb)
          • Related resources
    • Search Dominance/Success
        • Google, Yahoo, MSN: 56%
        • Others: 33%
        • Used 88% time in web-wide tasks
        • 51% click first link
  • What is Academic User Experience?
    • Accessible = Universal
    • Credible = Citable
    • Desirable = Engaging
    • Findable = Convenient
    • Usable = Simple
    • Useful = Relevant
    • B.J. Fogg, Stanford Web Credibility Guidelines (2002)
    • Department of Justice, (2010)
    • Don Norman, Emotional Design (2005)
    • Head & Eisenberg, How College Students Use Wikipedia for Course-Related Research (2010)
    • Oracle Accessibility Program, (2010)
    • Peter Morville, Ambient Findability (2005) & Semantic Studios (2002, 2004)
    • Jakob Nielsen, Prioritizing Web Usability (2006)
    • Randall Munroe, (2010)
    • SitePoint Glossary (2010)
    • Tadeusz Szewczyk, SEO Blog (2008)
    • Thompson, Burgstahler, & Moore, Web Accessibility: A Longitudinal Study of College and University Home Pages in the Northwestern United States (2010)
    • University of Washington, Project Information Literacy (2010)
    • Various, Wikipedia (2010)
    Thank My Sources
  • Questions? Comments?