Browsing by Author "ALEGBELEYE, Bunmi Gabriel"

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    Designing for Engagement: Exploring Undergraduate Preferences and Use of Digital Library Resources through a User-Centered Design Lens
    (New Review of Academic Librarianship, 2026-06) Segun-Adeniran, Chidi D.; ALEGBELEYE, Bunmi Gabriel; Owolabi, Ruth; Olayinka, Buraimo
    Digital library resources (DLRs) are essential for academic excellence and improved research output, particularly in Nigerian universities with limited physical resources. This study examined how user preferences influence DLR usage by undergraduates in private universities in South-West Nigeria, using the User-Centered Design (UCD) theory. Key indicators considered were access methods, content formats, interface design, interaction modes, and personalization. A descriptive survey design was adopted, and data were collected from 343 students selected through multistage sampling. Descriptive and inferential statistics were used for analysis. Findings revealed DLRs were mainly used for assignments, term papers, and research. A significant positive relationship exists between user preferences and DLR utilization, showing the need for libraries to customize platforms for accessibility and satisfaction. Aligning DLR design with user preferences is crucial for optimizing academic outcomes in Nigerian private universities
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    OPTIMIZING DIGITAL LIBRARY RESOURCES ENGAGEMENT: THE ROLE OF ACCESS METHODS AND INTERFACE DESIGN IN PRIVATE UNIVERSITIES IN SOUTH-WEST, NIGERIA
    (LJISR VOL 3: NO:2, 2025) ALEGBELEYE, Bunmi Gabriel; Segun-Adeniran, Chidi D.; Owolabi, Ruth
    This study investigated the influence of access methods and interface design on the use of digital library resources by undergraduates in private universities in South-West, Nigeria. The specific objectives were to examine the individual effect of access methods, assess the influence of interface design, and determine their joint contribution to students’ utilization of digital library resources. A descriptive survey design was adopted, and data were collected from 343 penultimate and final-year students across selected institutions. Regression analysis was employed to test three hypotheses guiding the study. The results showed that access methods exerted a significant positive influence on use (R² = 0.024, Adj. R² = 0.022, F = 8.550, p < 0.05), explaining 2.4% of the variance. Interface design demonstrated a stronger positive effect (R² = 0.037, Adj. R² = 0.034, F = 12.993, p < 0.05), accounting for 3.7% of the variance. When combined, access methods were not statistically significant (B = 0.435, p = 0.170), but interface design retained its influence (B = 0.806, p = 0.013). The overall model was significant (R² = 0.042, F = 7.458, p < 0.05), suggesting that together, access methods and interface design explain a small but meaningful proportion of the variance in usage. The study concludes that optimizing both variables, with particular attention to interface design, can enhance students’ engagement with digital library resources