1. Watch it or Read it
Understanding Undergraduate Engineering Students’ Learning Effectiveness and Preference for Video Tutorials versus Guide-on-the-Side Tutorials
Good afternoon, everyone. I’m Marina Zhang, Engineering & Informatics Librarian from University of Iowa Engineering Library. In this presentation, I’ll introduce a research project that my co-author Kari Kozak and I worked on.
ASEE Annual Conference - Engineering Libraries Division June 26, 2017 Columbus, OH
Marina Zhang & Kari Kozak
Lichtenberger Engineering Library
The University of Iowa

2. Introduction Video tutorials and Guide-on-the-Side tutorials
As we know, video tutorials and text-and-image tutorials are widely used for teaching database searching skills in many academic libraries. Since last summer, our university libraries has adapted a web application called Guide on the Side which can assist users to navigate a live database by providing instruction and activities on the left-hand of the screen. We also hear good feedback from our colleagues who use Guide on the Side. We think Guide on the Side might be a good solution to increase the usage of online tutorials on our library website. Considering that some of our video tutorials are often used but some of them are not, we see the necessity of conducting a usability study on different tutorial formats before transforming existing tutorials to Guide on the Side tutorials at large.

3. Research Questions
Determine the effectiveness of video and Guide-on- the-Side tutorials and which tutorial format is more effective.
Discover the students’ preference for which tutorial format.
There are two research questions in this study. One is to determine the effectiveness of tutorials and which tutorial format is more effective. The other is to discover the students’ preference for which tutorial format.

4. Methodology IRB Approval #: 201606746 Participants Study Design
31 undergraduate engineering students
Study Design
Three tasks on Compendex database searching
ing citations
Finding a controlled term for artificial reality
Designing a search term about computer, computing, computational etc. using wildcards/stemming
Two tutorial formats with identical content
Prior to the study, we consulted our institutional review board and received approval for using human participants. During the study, we recruited 31 undergraduate engineering students who had no database searching experience with Compendex. We designed three tasks on Compendex database search including [read through the bullet points].
For tutorial formats, we chose video tutorials and Guide-on-the-Side tutorials. Video tutorials were created first and each video was less than 3 minutes. Guide-on-the-Side tutorials were created based on video tutorials with the same information.

5. Study Design (cont’d) Tasks Tutorial Formats
6 possible combinations of tasks and tutorial formats without considering the orders
Tasks
ing citations
Finding a controlled term for artificial reality
Designing a search term using wildcards or stemming
Tutorial Formats
Video Tutorial
Guide on the Side tutorial
No Instruction
Each participant would do all three tasks. In order to assure that each task and tutorial format condition was equally presented to participants, we counterbalanced each combination of tasks and tutorial formats. First of all, we matched each task with each tutorial format and there would be 6 possible combinations. [click mouse] For example, one combination could be ing citations with a video tutorial, finding a controlled term with Guide-on-the-Side and designing a search term using wildcards/stemming with no instruction.

6. Study Design (cont’d) Tasks Tutorial Formats
A total of 36 possible combinations of tasks and tutorial formats when considering the orders
Tasks
ing citations
Finding a controlled term for artificial reality
Designing a search term using wildcards or stemming
Tutorial Formats
Video Tutorial
Guide on the Side tutorial
No Instruction
Another matching could be ing citations with Guide on the Side, finding a controlled term with no instruction, and designing a search term using wildcards or stemming with a video tutorial. We also changed the order of tasks presented to participants. Since each type of combination have 6 sequences, there would be a total of 36 combinations.

7. Study Design P1 P2 P3 Examples of Combinations
Finding a controlled term (Guide-on-the-Side)
Designing a search term using wildcards or stemming (no instruction)
ing citations (video tutorial) P2
Designing a search term using wildcards or stemming (video tutorial)
ing citations (no instruction) P3
Finding a controlled term (video tutorial)
Designing a search term using wildcards or stemming (Guide-on-the-Side)
Each participant would be randomly assigned to one of the combinations. [click mouse twice] For example, Participant No. 1 would do a controlled term with the help of Guide-on-the-Side, do wildcards/stemming with no instruction and the citation with the help of a video tutorial. [click mouse twice] Participant No. 2 would have the same tutorial formats but complete tasks in different order. [click mouse twice] Participant No. 3 would experience tasks in the same order but with different tutorial formats.

8. Methodology Procedure
Consent Letter
Tasks
Post-Test Survey
The test took place in a conference room with a computer and a big monitor and we allowed only one participant to visit at one time. Each participant was instructed to read a consent letter, do the tasks and then fill out a post-test survey. At the end of the visit, the participant would get a 5 dollar gift card.

9. All participants successfully completed the test.
Results & Discussion

10. Correctness and time spent on tasks
Correctness for wildcards and stemming:
Kruskal-Wallis H test with Mann-Whitney U test (post-hoc test) detected significant differences for the control versus video group (p < 0.001) and the control versus Guide- on-the-Side group (p < ).
Participants’ performance was measured by correctness and the time spent on each task. Data points collected from participants were re-grouped by tasks and tutorial formats. The green bar represents no instruction, the orange bar represents video tutorial and the blue bar represents Guide on the Side. [Click mouse] For the task of wildcards and stemming, the correctness in the video group and Guide-on-the-Side group are significantly higher than the control. This finding indicates that tutorials effectively helped solving the task. Some participants in the control said that they did not understand wildcards and stemming. Only one participant in the control figured it out because he googled “wildcards stemming” and located a community college library guide. Although other participants attempted to google it, they still could not get it.

11. Rate easy or difficult it was to understand concepts presented in each tutorial
A post-test survey is used to evaluate participants’ perceptions on tasks and tutorial formats. First of all, we asked if it was easy or difficult to understand concepts in each tutorial. We removed two invalid data points for finding a controlled term with Guide on the Side, because one participant did not go through the Guide-on-the-Side and the other participant skipped this question in the survey. Most participants in both video or Guide on the Side group thought it easy or somewhat easy to understand. [Click mouse] But half of the participants who viewed Guide on the Side for controlled terms thought it a little difficult to follow.
No significant differences were observed.

12. How appropriate was the length of the tutorial?
When we asked if each tutorial was appropriate in length, [click mouse] for ing citations, 45% of participants who viewed the video thought it too long but all participants who viewed Guide-on-the-Side thought it just about right. [double click mouse] For controlled terms, 82% of participants who viewed the video thought it just about right. However some participants who viewed the Guide-on-the-Side thought it too long. [double click mouse] As to wildcards and stemming, 33% of participants in the video group thought it too short but most participants in the Guide-on-the-Side group felt it just about right.
No significant differences were observed.

13. Overall satisfaction with each tutorial
Most participants were satisfied or somewhat satisfied with the tutorials in any formats. This result is consistent with the result of the ease of understanding the concepts presented in different tutorial formats.
No significant differences were found.

14. Perception of the ease or difficulty to complete each task
Task of ing citations:
Significant differences for the control versus video tutorial group (p = 0.010) and the control versus Guide-on-the-Side group (p = 0.020).
In addition, we asked if it’s easy or difficult to complete each task. [click mouse] For ing citations, participants in either video group or the Guide-on-the-Side group thought it much easier than the control. This indicates that both the video and Guide on the Side tutorials effectively lowered the difficulty of the task. This result is also consistent with the correct rates.

15. Perception of the ease or difficulty to complete each task
Task of ing citations:
Significant differences for the control versus video tutorial group (p = 0.010) and the control versus Guide-on-the-Side group (p = 0.020).
We checked our observation notes to see how participants in the control group failed. We found that they opened the “share this record” pop-up window but could not find the “ record” feature.

16. Conclusion
Both video tutorials and Guide-on-the-Side tutorials were effective.
Participants in video group or Guide-on-the-Side group perceived the task of ing citations much easier than control group.
Correctness of designing a search term using wildcards or stemming in video group and Guide-on-the-Side group were significantly higher than control group.
No significant differences between the two tutorial formats
Participants preferred Guide-on-the-Side tutorials (58%) over video tutorials (32%).
We conclude that both video tutorials and Guide-on-the-Side tutorials effectively helped the undergraduate engineering students learn database searching. [Read through the bullet points under “Both video tutorials…”]
But we do not find any no strong evidence for any differences between the two tutorial formats. When we asked participants’ preference for tutorial formats, 58% of participants preferred Guide-on-the-Side tutorials over video tutorials.

17. Future Research Redesign tasks
Examine correlations between categorized content and tutorial formats
Examine correlations between English proficiency and students’ preference for different tutorial formats
To improve this study, we will redesign tasks because the high correct rates in control group for finding a controlled term reveals inappropriate task design.
Also, we will look into a better way of doing initial screening process because in this study we had to remove data points collected from one undergraduate who had prior knowledge of database searching but we did not know until she completed the test.
Next, we would like to continue examining the effectiveness and preference for different tutorial formats by doing a similar study, but analyzing correlations between categorized content and tutorial formats.
As the College of Engineering has a large population of international students, we would also like to see if there is a correlation between English proficiency and students’ preference for different tutorial formats.

18. Acknowledgement
Alyssa Grigsby, Digital Resources & Technical Services Librarian, Buena Vista University
Student Workers at Lichtenberger Engineering Library, The University of Iowa
Last but not the least, I’d like to thank Alyssa Grigsby who was an intern at our library three years ago for creating these video tutorials. Also, I’d like to thank our student workers for taking a pre-test for our study.

19. Selected References
Mikkelsen, S. and E. McMunn-Tetangco, Guide on the Side: Testing the Tool and the Tutorials. Internet Reference Services Quarterly, (3-4): p
Mestre, L.S., Student Preference for Tutorial Design: A Usability Study. Reference Services Review, (2): p
Turner, B., C. Fuchs, and A. Todman, Static vs. Dynamic Tutorials: Applying Usability Principles to Evaluate Online Point-of-Need Instruction. Information Technology & Libraries, (4): p
Sachs, D.E., et al., Assessing the Effectiveness of Online Information Literacy Tutorials for Millennial Undergraduates. College & Undergraduate Libraries, (3/4): p
Mery, Y., et al., Evaluating the Effectiveness of Tools for Online Database Instruction. Communications in Information Literacy, (1): p

20. Thank You!