Writing and Learning Appointments Usability Study

In November 2024, 16 students participated in this usability study. Students were recruited from a banner advertising the study on the library website and through social media. Participants shared their screen to show and tell how they navigated the website. 

Research questions

• How can we improve the process of booking a writing or learning appointment for users?   

Method

• Think aloud usability test

What did we learn?

• Participants said they learned about library appointments in a variety of ways: in class from a library staff member or instructor, on a tour of the library before attending UG, noticing the writing area in the library, and word of mouth.
• Most students readily found the “Book appointments” icon.
• None of the students used the “search appointments” box at the top of the page.  
• All of the students deliberately selected an online or in-person appointment. They had strong preferences for one or the other.
• Students found the form very easy to use.  
• Students ignored or at best skimmed the information at the top of the form. 
• When there was a choice for a 25- or 50-minute appointment, they intentionally selected the default 25 minutes for a first-time appointment. 
• All were content with “no preference” for a consultant.

Recommendations 

• This study did not surface any serious issues with the process of booking appointments. 
• More explicit information about library consultations on the library website’s homepage.  
• Review the description of appointments to ensure they cover the breadth of topics offered and consider adding more keywords. 
• Consider offering appointments between 4-7 p.m. 
• Consider opening the booking schedule to allow bookings 2 weeks in advance. 
• Include a link to the library email on the LibCal form should a student wish to contact the library about anything related to finding an appointment.