Where We Began ...

METHODOLOGY OVERVIEW

A construction worker never uses just one tool, to build a home. A doctor does not use one medical device, when conducting surgery. An artist, rarely, uses one color to construct his or her masterpiece. Why not take a singular approach? This decision is purposeful. It is to avoid being one-dimensional and incomplete. Without the support of multiple components, failure is imminent. 

RESEARCH TRIANGULATION

In user research, the same concept holds true. Multiple user research methods can be used to measure different things. They complement each other and provide separate information. Through triangulation, multiple methods can contribute to painting a clearer picture.  

According to the Nielsen Norman Group website, “The ideal way to conduct UX research is to use multiple methodologies, mixing both quantitative and qualitative research.” (Moran, 2019)

SELECTED RESEARCH METHODS

The two selected methods for this project were: surveys and card sorting - supplemented with usage data and were implemented remotely with participants.

  • The use of multiple methods provided the study with a multi-dimensional, qualitative data (non-numerical, non-categorical, non-ordinal) and quantitative data (numerical, categorical and ordinal).

  • We were able to identify what the preferred content is (survey data) and where the users prefer it live in the information architecture (card sort), through participant mental model insight for the iSchool information web space. 

Usability testing should be the next step to validate the changes made, as a result of this user research.

TARGET USER PROFILE 

The target users were representative of iSchool website end users. In order to improve the website’s information architecture, we tested it with those who interact with the site. The varying site use allowed for data segmentation. Testing with the target users  provided credible source data, which was analyzed for research-driven decisions. 

DEMOGRAPHICS

  • Gender: Male, female or gender neutral

  • College Education: Undergraduate degree completed

  • Graduate School Program: iSchool at Kent State 

  • Level of Completion (iSchool): All levels

BEHAVIORS 

  • Currently enrolled and actively participating in an iSchool graduate program

  • Has visited the iSchool website at least once

  • Has not visited the iSchool website, but plans to

TECHNOLOGY & EXPERIENCE

  • Uses the web for online learning

  • Has gone online to find information about online learning

  • Uses any of the following devices: mobile, desktop and/or tablet to access the web

ABOUT THE PARTICIPANTS

RECRUITMENT

  • Twenty-one participants were recruited from a downloaded list of active iSchool students, to ensure quality, accuracy and credibility.

  • Recruited students, who successfully completed the online participation form and screener, were selected on a first-come, first-served basis.

  • Steps were taken to guarantee participant confidentiality and data security. 

PARTICIPANTS

The sample was comprised of the following, which allowed for an inferential analysis about the population:

  • 75% females and 25% males 25%

  • 55% were first-year graduate students

  • 45% were second-year graduate students, or beyond

All participants were currently enrolled in the iSchool visited the iSchool website at least once.

INCENTIVES

Incentives ($15 Starbucks Gift Cards) were provided to qualifying participants, courtesy of University Communications and Marketing at Kent State University. Study limitations included the summer timeframe, with vacations, and remote communications.

data collection tools

  • Testing utilized Qualtrics (Survey) and Optimal Sort (Card Sort), as the data collection tools. 

  • The survey included open and closed questions to collect qualitative and quantitative data. The survey was administered to better understand the users’  interaction frequency with the website to additionally understand their current feelings about the website. 

  • The digital open, card-sorting exercise included navigational items from level one and level two of the navigation. Participants received detailed on-screen instructions before they began. During the exercise, the instructions were available for reference.

  • Participants were provided cards and were instructed to group them as they wish. There were no pre-established groups. There were 40 cards representing the first and second level navigation. Participants were asked to group the cards, based on what makes sense to them. Due to the nature of the open card-sort categories, standardization occurred to reveal the preferred groupings.

  • The survey and digital card-sorting exercise were implemented remotely.