The Effects of Learning Objectives on Searchers' Perceptions and Behaviors
The Effects of Learning Objectives on Searchers' Perceptions and Behaviors
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DOI：
10.1145/3409256.3409815
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发表时间：
2020-09
期刊：
影响因子：
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通讯作者：
Kelsey Urgo;Jaime Arguello;Robert G. Capra
中科院分区：
文献类型：
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作者：
Kelsey Urgo;Jaime Arguello;Robert G. Capra
近年来，“搜索即学习”社区认为搜索系统应该被设计为支持学习。我们报告了一项实验室研究，在该研究中，我们操纵了与分配给参与者的搜索任务相关的学习目标。我们通过利用安德森和克拉思沃尔的学习分类法（A&K的分类法）[2]来操纵学习目标，该分类法将学习目标置于两个正交维度的交叉点：认知过程和知识类型维度。在我们的研究中，参与者完成任务的学习目标，不同的三个认知过程（应用，评估和创建）和三种知识类型（事实，概念和程序知识）。本研究主要探讨任务认知过程和知识类型对被试任务前、后知觉和搜索行为的影响。我们的研究结果发现，在我们的研究中考虑的三种知识类型比三种认知过程有更大的影响。具体而言，概念知识任务被认为是更困难的，需要更多的搜索活动。我们讨论了设计搜索系统，支持学习的影响。
In recent years, the "search as learning" community has argued that search systems should be designed to support learning. We report on a lab study in which we manipulated the learning objectives associated with search tasks assigned to participants. We manipulated learning objectives by leveraging Anderson and Krathwohl's taxonomy of learning (A&K's taxonomy)[2], which situates learning objectives at the intersection of two orthogonal dimensions: the cognitive process and the knowledge type dimension. Participants in our study completed tasks with learning objectives that varied across three cognitive processes (apply, evaluate, and create) and three knowledge types (factual, conceptual, and procedural knowledge). We focus on the effects of the tasks cognitive process and knowledge type on participants' pre-/post-task perceptions and search behaviors. Our results found that the three knowledge types considered in our study had a greater effect than the three cognitive processes. Specifically, conceptual knowledge tasks were perceived to be more difficult and required more search activity. We discuss implications for designing search systems that support learning.