Student preference for tutorial design: a usability study

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.

Citation

Mestre, L.S. (2012), "Student preference for tutorial design: a usability study", Reference Services Review, Vol. 40 No. 2, pp. 258-276. https://doi.org/10.1108/00907321211228318