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Web Site Usability Study John Gottfried Spring 2008 By way of illustration… There are really good Web sites… And there are, well, other Web sites… Web Site Evaluation • Compatibility Testing – Interaction among components (browsers, computers, operating systems, printers, etc.) • Security Testing – Checks for unauthorized access to system • Functional Testing – Looks for broken features or functions • Usability Testing – Does the user find navigating the site difficult, unpleasant or inefficient? Kaner, C., & Fiedler, R. (2005). Testing library Web sites for usability. Knowledge Quest, 33(3), 29-31. Web Site Evaluation…Why Not • Time consuming • Can be expensive • Intimidating process for the uninitiated • What are you measuring? • Inconclusive (results, but no solutions) Benjes, C., & Brown, Janis F. (2001). Test, revise, retest: Usability testing and library Web sites. Internet References Quarterly, 5(4), 37-54. Web Site Evaluation…Why • • • • • • Overcome subjective values & politics Stakeholder input and feedback Practical decision-making Reduce cost of development & support Justify investment Marketing & public relations --Benjes, C., & Brown, Janis F. (2001). Test, revise, retest: Usability testing and library Web sites. Internet References Quarterly, 5(4), 37-54. --Dicks, R. S. (2002). Proceedings of the 20th Annual International Conference on Computer Documentation, Toronto, Ontario, 26-30. --Travis, D. (2001, October 10). A business case for usability. Retrieved 12/4/2007 from: http://websitetips.com/articles/usability/benefits/ Web Site Evaluation…How Test Method # of Libraries % of Libraries Cognitive Walkthrough 27 52% Individual Staff Review 26 50% Focus Groups 23 44% Online or Web Survey 21 40% Usability Testing 19 37% Web Server Log Analysis 19 37% Popp, M. P. (2001, March 15-19). Testing library Web sites: ARL libraries weigh in. Paper presented at ACRL Tenth National Conference, Denver, CO. Study background • Indiana University Libraries, Indianapolis, IN • Urban Campus, 29,000 students, IU Medical School • Purpose—evaluate effectiveness of new Library Web site • Recruited 30 Volunteers ($10 Campus Cards) • Method (Battleson, Booth & Weintrop) • Basic information about Ss. Role, computer and library use • Completion of 10 common Library Web Site tasks – Recorded time, task completion, comments and # of pages • Ss. comments and reactions to Web Site Battleson, B., Booth, A., & Weintrop, J. (2001). Usability testing of an academic library Web site: A case study. Journal of Academic Librarianship, 27(3), 188-198. Participants • 2/3 of participants were undergraduates • Only 1 student in first semester, 2/3 over one year • All but one visit the Library at least once per week & over half use the Library Web site at least once per week • All but one were confident computer users, and all but one use the Internet daily • Heavy users, not novices Average Time to Task Completion TASKS TIME IN MINUTES Find article by citation 3.01 Find article by topic 1.62 Find periodical in all formats 1.24 Search in given database 1.09 Find book in IUCAT 1.06 Find subject guide 0.92 Find book by topic 0.70 Find ULIB online tutorials Find Library help Find interlibrary loan 0.52 0.35 0.20 Percentage of Participants Completing Tasks TASKS Find article by citation Find subject guide Find article by topic Find periodical in all formats Search in given database PERCENTAGE 30% 40% 83% 87% 90% Find ULIB online tutorials 93% Find Library help 93% Find interlibrary loan 97% Find book in IUCAT 100% Find book by topic 100% Student Comments • Not many specific comments • Overall, the Web site was received enthusiastically (25) o Helpful, useful (6) • Biggest negative was finding articles (11) o Several suggestions for a Help button for articles • Biggest positive was Ask a Librarian (11) o Many users were not aware of this page o Unaware users said they would use it now • International students: need instruction sessions • Instruction: • Challenging first-year class/instructor a key factor for extraordinary overall performance • In-class librarian instruction a key factor task proficiency Key Implications for Teaching, Learning and Research • Students need considerable help finding articles and periodicals • Placement and awareness of subject guides • Fast, easy access to research help • Instruction is a critical component of successful performance • In-class librarian instruction for task proficiency • Curriculum-based for overall effectiveness • International users may need specialized instruction in basic terms and concepts Key Implications for Web Site Design • Eliminate the use of confusing terms and jargon – Check user comprehension of terms – Recruit diverse sample of students, including international students – Use icons and images where possible • Key functions must be clearly marked and labeled, and easily accessible • Students are currently required to “drill down” too far to find articles General Recommendations • User focus – Research, customization, clear language • Web design – Easy-to-use, well-maintained, limit complexity • Value added – Assistance, annotations, tutorials, subject guides • Links to free materials – e.g., other libraries, open Web content Rich, L. A., & Rabine, J. L. (1999). How libraries are providing access to electronic serials: A survey of Academic library Web sites. Serials Review, 25(2), 35-46. Wright, C. A. (2004). The academic library as a gateway to the Internet: An analysis of the extent and nature of search engine access from the academic library home pages. College & Research Libraries, 65(4), 278-286. Detlor, B., & Lewis, V. (2006). Academic library Web sites: Current practice and future directions. The Journal of Academic Librarianship, 32(3), 251-258. Liu, Shu. (2008). Engaging users: The future of academic library Web sites. College & Research Libraries, 69(1), 6-27. QUESTIONS? Contact: John Gottfried Business Librarian SUNY Old Westbury Voice: 516-876-2895 Email: [email protected]