Study UK usability testing ? results!

04.07.07

In April we undertook usability testing with leading web consultancy Webcredible to establish how easy our target audience found using the Study UK website

We wanted to assess whether students got what they wanted from the Study UK website, and to identify areas for improvement.

We gave our student testers a series of tasks which mimicked the way a real user would use the site. These tasks included:

  • Searching for a course that they would be interested in studying.
  • Registering for our membership scheme.
  • Working out how to request more information about an institution they found appealing.

The results of the testing include:

  • In general, the international student testers felt that Study UK contained useful information for students from abroad looking to study in the UK.
  • Users felt that our homepage was organised and all of them scrolled to see content below the fold of the page.
  • Interestingly, though the student testers represented different nationalities, there weren’t major variations in their usability preferences.

Following student feedback, we have identified several areas for future development, including:

  • Streamlining the registration form to encourage more students to register for our Student Service
  • Making the course search results matrix clearer
  • Providing more interactive features, such as the ability to save course searches, a student forum and user-generated content

We can now be confident that the development work we are planning over the coming months is in line with what our student users want. A more usable site will encourage students to stay on the Study UK website for longer and return more often, boosting response for our clients.

Further information
If you would like more details of the usability findings, please contact Rebecca Avery on 020 7958 4939.

For more information on the Study UK portfolio, and advertising options, please contact Sandy Bhangal on 020 7958 5017 or Rebecca Avery on 020 7958 4939.

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