Abstract

This paper reports the results of a usability and user experience (UX) investigation into the Research Data Management Librarian Academy (RDMLA) course site, a free online learning platform developed through community effort. Remote synchronous usability test sessions were run with 42 participants. Participants completed a pre-session interview, performed tasks related to the course orientation unit and two content units, and filled out a post-session questionnaire. Significant differences were found among people with different demographic attributes, educational backgrounds, occupations, and levels of research data management (RDM) training, in areas related to self-rating, task performance, and post-task and post-session evaluations of RDMLA. Significant correlations occurred among participants’ pre-session, post-task, and post-session ratings, as well as performance measures. Qualitative descriptions of the participants’ perceptions of the future of RDM in LIS were also reported. The study results indicate a need to add a new criterion - diverse learner population - into the framework of pedagogical usability.

摘要

本文报告了对研究数据管理图书馆员学院 (RDMLA) 课程网站的可用性和用户体验 (UX) 调查结果，该网站是通过社区努力开发的免费在线学习平台。有 42 名参与者进行了远程同步可用性测试会议。参与者完成了会前访谈，执行了与课程介绍单元和两个内容单元相关的任务，并填写了会后调查问卷。在与 RDMLA 的自评、任务表现以及任务后和会后评估相关的领域，具有不同人口特征、教育背景、职业和研究数据管理 (RDM) 培训水平的人之间存在显着差异。参与者的会前、任务后和会后评分之间存在显着相关性，以及绩效指标。还报告了参与者对 LIS 中 RDM 未来看法的定性描述。研究结果表明需要在教学可用性框架中添加一个新标准——多样化的学习者群体。