Intelligent Collection Services for and about Educators and Students: Logging, Spidering, Analysis and Visualization

亚利桑那大学的人工智能实验室正在研究、开发和增强工具，以增强用户在不同程度上为信息搜索过程带来的知识、技能和能力。正在使用三个研究领域的结果：信息分析和可视化；数据挖掘；以及搜索代理。这项研究和开发的平台是一个综合系统，允许从数字图书馆存放的文件中检索、分析、分类、分析和可视化信息。此外，通过使用图书馆的事务日志，提供了一种机制，教师可以通过该机制来衡量资源的使用情况和学生在学习经历中的路径；这种事务日志也可以证明对学生有价值，作为他们在给定课程甚至整个大学职业生涯中的学习经验的记录。这项工作的试验台包括两个在领域语言和主题方面提供显著差异的应用领域：计算机科学和信息技术，以及生命科学。本科生、教授和图书管理员正在协助对该系统进行评估。该团队还希望调查几个问题：(1)与使用传统搜索引擎获得的搜索结果相比，使用搜索代理是否改善了数字图书馆用户的搜索结果；(2)在浏览器窗口中显示搜索结果是否减少了用户在信息空间中的迷失；以及(3)在一个学期的课程中，同步或异步协作是否改善了学生的表现。

The AI Lab at The University of Arizona is researching, developing, and enhancing tools to augment the knowledge, skills and abilities that users bring in various degrees to the information search process. Results from three areas of research are being used: information analysis and visualization; data mining; and search agents. The platform for this research and development is an integrated system that allows for the retrieval, analysis, categorization, analysis and visualization of information from documents housed in a digital library. In addition, through the use of transaction logs from the library, a mechanism is provided whereby instructors can gauge the use of resources and their students' paths through the learning experience; such transaction logs can also prove valuable to students as a record of their learning experience within a given course or even throughout their college career. The testbed for this work includes two application domains that provide significant differences in domain language and subject matter: computer science and information technology, and the life sciences. Undergraduate students, professors and librarians are assisting in the evaluation of the system. The team also expects to investigate several issues: (1) whether use of a search agent improves the search results of digital library users over those obtained using a conventional search engine; (2) whether visualization of search results in the browser window reduces user disorientation in the information space; and (3) whether synchronous or asynchronous collaboration improves student performance over the course of a semester.