Contrasting Search as a Learning Activity with Instructor-designed Learning
Contrasting Search as a Learning Activity with Instructor-designed Learning
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将搜索作为学习活动与教师设计的学习进行对比
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
C. Hauff
中科院分区：
文献类型：
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作者：
Felipe Moraes;Sindunuraga Rikarno Putra;C. Hauff
作为学习的搜索领域解决了在搜索过程中围绕人类学习的问题。现有的研究主要集中在观察有学习导向信息需求的用户如何行为和与搜索引擎互动。与教师设计的学习相比，搜索在多大程度上是一种可行的学习活动，目前还没有量化。搜索会话能像讲课视频--我们的讲师设计的学习工艺品--或学习一样有效吗？为了回答这个问题，我们设计了一项用户研究，将教师设计的学习(在线学习平台上常见的高质量短视频讲座)与搜索的三个实例进行比较，特别是(I)单用户搜索，(Ii)作为教师设计学习的支持工具的搜索，以及(Iii)协作搜索。我们测量了151名研究参与者在词汇学习任务中的学习收益，并报告了三个主要结果：(I)观看讲座视频比单用户搜索的学习收益高24%，(Ii)协作性学习搜索不会导致学习的增加，(Iii)在没有后续搜索阶段的情况下，通过搜索支持的演讲视频观看导致学习收益比教师设计的学习提高41%。
The field of Search as Learning addresses questions surrounding human learning during the search process. Existing research has largely focused on observing how users with learning-oriented information needs behave and interact with search engines. What is not yet quantified is the extent to which search is a viable learning activity compared to instructor-designed learning. Can a search session be as effective as a lecture video - our instructor-designed learning artefact - or learning? To answer this question, we designed a user study that pits instructor-designed learning (a short high-quality video lecture as commonly found in online learning platforms) against three instances of search, specifically (i) single-user search, (ii) search as a support tool for instructor-designed learning, and, (iii) collaborative search. We measured the learning gains of 151 study participants in a vocabulary learning task and report three main results: (i) lecture video watching yields up to 24% higher learning gains than single-user search, (ii) collaborative search for learning does not lead to increased learning, and (iii) lecture video watching supported by search leads up to a 41% improvement in learning gains over instructor-designed learning without a subsequent search phase.