Amount of invested mental effort (AIME) in online searching

This research investigates how people’s perceptions of information retrieval (IR) systems, their perceptions of search tasks, and their perceptions of self-efficacy influence the amount of invested mental effort (AIME) they put into using two different IR systems: a Web search engine and a library system. It also explores the impact of mental effort on an end user’s search experience. To assess AIME in online searching, two experiments were conducted using these methods: Experiment 1 relied on self-reports and Experiment 2 employed the dual-task technique. In both experiments, data were collected through search transaction logs, a pre-search background questionnaire, a post-search questionnaire and an interview. Important findings are these: (1) subjects invested greater mental effort searching a library system than searching the Web; (2) subjects put little effort into Web searching because of their high sense of self-efficacy in their searching ability and their perception of the easiness of the Web; (3) subjects did not recognize that putting mental effort into searching was something needed to improve the search results; and (4) data collected from multiple sources proved to be effective for assessing mental effort in online searching.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/102729/1/Rieh_Kim_Markey_IPM2012.pd

Search Transition as a Measure of Effort in Information Retrieval Interaction

In this article we introduce the concept of search transitions as a unit for measuring the effort invested by searchers in information retrieval interaction. The concept is discussed and compared to traditional measures of effort, such as time. To investigate the usability of the search transition measure we have performed an analysis of 149 logs in an IR system indexing a collection of 650.000 Wikipedia articles. Our findings show that search transitions correlate with other, more mechanistic, effort measures. Additional experiments are necessary to investigate if it is a better measure of effort than e.g. number of documents examined

Dual-task performance as a measure of mental effort in searching a library system and the Web

This paper examines a dual-task method for the assessment of mental effort during online searching, having the users engage in two tasks simultaneously. Searching was assigned as a primary task and a visual observation was set up as a secondary task. The study participants were asked to perform two searches, one on the Web and the other in a web-based library system. Perceived search difficulty and mental effort for searching on the two types of systems were compared through participant self-reports, dual-task performance, and search log analysis. After the searches were completed, the subjects reported that library searching was more difficult to conduct and they had to concentrate more than when Web searching. However, the results of dual-task performance do not reveal much difference in mental effort or concentration during searches in the two systems. Rather, they invested mental effort differently when viewing search results and reading retrieved documents. The findings indicate that a dual-task method provides a useful technique to measure mental effort in online searching, and it has a great potential to be used to measure other aspects of information retrieval such as task complexity and multitasking information behavior.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/49317/1/14504201155_ftp.pd

Television Is Still “Easy” and Print Is Still “Tough”? More Than 30 Years of Research on the Amount of Invested Mental Effort

We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed

Spiel Design, Spieler Wahrnehmungen und Lernen

"Engagement scheint der Schlüsselmechanismus zu sein, der den Erfolg von Computerspielen erklärt. Für effektive zukünftige Entwicklung von Lernspielen ist fundiertes Wissen über die Merkmale dieses Engagements unerlässlich. Dies schließt Erkenntnise darüber ein, welche Dimensionen des Engagements bei der Konzeption von Lernpiele zu berücksichtigen sind und wie sich diese Dimensionen auf den Wissenserwerb auswirken. Außerdem ist es für einen erfolgreichen Umgang mit solche Technologien zentral zu berücksichtigen, wie die Spielaktivität wahrgenommen wird und in welchem Umfang diese Wahrnehmung einen Effekt auf die Qualität des “gameplay”, bzw. des Engagements haben könnte. Als eine entscheidende Variabel wird in der vorliegenden Arbeit die kognitive Dimension des Engagement mit einem Lernspiel analysiert und diskutiert. Zu diesem Zweck wurden Studierende eingeladen, ein Lernpiel zu spielen. Durch eine bestimmte Instruktion (d.h., “Spielen um zu lernen” vs. “Spielen um Spaß zu haben”) wird versucht, das Engagement der Studierenden zu vertiefen und ihren Wissenserwerb zu optimieren. Dabei kommen unterschiedliche Testinstrumentarien zum Einsatz (Leistungstest, Interview, Fragebögen und Blickbewegungen). Als ein Ergebnis der Studie kann festgehalten werden, dass 1) die Korrelationen zwischen den Dimensionen des Engagement (Kognition, Emotion, und Verhalten) positiv und signifikant sind, 2) die Rolle kognitiven Engagements auf den Wissenserwerb nicht deutlich festgestellt werden konnte, 3) kognitives Engagement mit Wahrnehmungen über Spiele positive korreliert, und 4) die Spiel-Instruktion (entweder zu lernen oder Spaß zu haben) keine Wirkung auf den Wissenserwerb hatte. Die Ergebnisse bedeuten, dass bei der Entwicklung eines Lernspiel weniger berücksichtigt werden sollte, ob das Spiel eine “intrinsische Fantasie” darstellt, sondern mehr inwieweit das Spiel die Umsetzung von "game design patterns" darstellt. Letztendlich bedeuten die Ergebnisse auch, dass die Wahrnehmungen von Menschen berücksichtigt werden sollten."Educational games’ effectiveness relies on games’ engagement power. However, this concept has seldom been examined. To fill this gap, this dissertation explored engagement by using multiple sources of data such as interviews, questionnaires and eye movements. In particular, this dissertation examined the effect of manipulating individuals’ perception of the demand characteristics (PDC) of playing an educational computer game (i.e., to learn versus for fun) on individuals’ content knowledge, cognitive engagement (CE) (i.e., mental effort and information processing strategies) and behavioral engagement (i.e., eye tracking data), while exploring the influence of self-efficacy and the perceived general mental effort (General AIME) on individuals’ actual CE. Data analysis consisted of student’s T (one tailed), bootstrap confidence interval, winsorized correlations and Pearson correlation coefficient comparisons. Results showed that participants increased their recall of content knowledge, but contrary to the expectations, no effect of the PDC manipulation on individuals recall test and CE was found. As expected, a positive effect of PDC on behavioral engagement was established. Likewise, a positive correlation of recall with behavioral engagement and one measure of CE was found. A positive correlation showed CE and emotional engagement. Finally, the CE employed was influenced by individuals’ initial General AIME. For the general lack of effect of PDC on CE, it is suggested that some CE measures might have not been sensitive to the PDC manipulation. Competition for participants’ cognitive resources coming from both the game (i.e., cognitive overload) and the participants (i.e., volitional judgments), and a relinquishment to cognitively engage with physics content may have hindered the PDC manipulation. The lack of relationship between CE measures and recall may be due to the inappropriate cognitive processing employed. In this sense, it was suggested that 1) CE measures tapped different processes and learning outcomes, 2) participants may have not allocated the adequate strategies, and 3) CE may have affected “inferential activity” instead of the information processing strategies. Finally, the positive relationship between CE and emotional engagement suggested either an integrated (i.e., not disrupted) subjective experience - as expected - or the presence of competing goals as suggested by the games for entertainment literature. Implications for theory building, game design and research were provided

The Importance of Information Literacy Skills for the Effective use of Electronic Resources by Faculty of the University of Health and Allied Sciences, Ho, Ghana

The university education system aims to preserve and enhance human knowledge by strengthening the research abilities of students, resulting in the promotion of independent learning. These goals cannot be achieved without the help and intervention of an information specialist, as well as faculty. Knowledgeable navigators (e.g. librarians and lecturers) have to locate and evaluate information before passing it on to their students for use. This study sought to examine the link between information literacy skills (ILS) and library patronage. A questionnaire survey was used to collect data from 120 faculty members at the University of Health and Allied Sciences in Ho, Ghana. This method was used because of its potential for generalising findings to a larger population. The Statistical Package for Social Science (SPSS) version 21 was used to analyse the data into frequencies and percentages. Findings revealed that respondents mostly use the library to access print materials. It was revealed that while faculty do have information literacy skills, continuous training is necessary to keep up with the changing information environment. As a result, management is encouraged to provide academic librarians with the necessary resources to present periodic seminars and training on searching strategies

The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy

Instructional simulations can provide a powerful medium for learners to interact with a model representing underlying principles of content or phenomena. While a promising medium for developing a learner\u27s own mental model, reviews of simulation learning have revealed less than promising results (Bangert-Drowns, Kulik, & Kulik, 1985; Kulik & Kulik, 1991), perhaps due to the lack of instructional supports inherent with a discovery-based approach. This study examined the use of generative strategies as an instructional support to promote learning from a physics simulation. Generative strategies, originally proposed by Wittrock (1974, 1989), strengthen understanding by prompting learners to create meaning between new information and prior knowledge or experience. These strategies provide learners with the feedback necessary for reflection in relation to the self-regulatory process described by Zimmerman (2000). Last, engaging in these strategies may direct attention to germane resources necessary for schema construction as described by cognitive load theory (Sweller, Ayres, & Kalyuga, 2011). Results of this study indicated that principle learning was improved when undergraduate participants paraphrased or predicted and self-explained using a guided discovery approach. Calibration accuracy, by means of predicting anticipated test performance, was also improved for learners engaging in generative strategies as compared to a control group. Postdiction of test performance indicated a directional trend favoring participants who predicted and self-explained. Test performance was strongly correlated (r=.59) with the thoroughness of generative content between treatment groups and the quality of self-explanations indicated a marked relationship with test performance (r=.78). Generative strategies also led to significant differences in mental effort, assessments of performance, and levels of frustration between treatment groups. Specifically, participants who predicted and self-explained reported significantly higher levels of mental effort than the other two groups. These participants reported decreased levels of confidence than the paraphrase group and higher levels of frustration than the control group. Finally, the incorporation of generative strategies did not influence participants\u27 interest in the instructional content

Towards searching as a learning process: A review of current perspectives and future directions

We critically review literature on the association between searching and learning and contribute to the formulation of a research agenda for searching as learning. The paper begins by reviewing current literature that tends to characterize search systems as tools for learning. We then present a perspective on searching as learning that focuses on the learning that occurs during the search pro-cess, as well as search outputs and learning outcomes. The concept of ‘comprehensive search’ is proposed to describe iterative, reflec-tive and integrative search sessions that facilitate critical and creative learning beyond receptive learning. We also discuss how search interaction data can provide a rich source of implicit and explicit features through which to assess search-related learning. In conclu-sion, we summarize opportunities and challenges for future research with respect to four agendas: developing a search system that supports sense-making and enhances learning; supporting effective user interaction for searching as learning; providing an inquiry-based literacy tool within a search system; and assessing learning from online searching behaviour.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145734/1/Rieh et al Towards searching as a learning process JIS2016.pd

Instructional Methods and Engagement: The Impact of Gamification on Student Learning of APA Style

This research examined the effects of simple gamification on the instructional skill outcome and level of engagement as measured by time, repetitions, and responses to the Cognitive Absorption, Perceived Ease of Use and Perceived Usefulness Scale (Saadé and Bahli, 2005). Participants were 70 graduate and undergraduate students randomly assigned to one of two instructional conditions: gamified or typical online instruction. Instruction consisted of three modules on the use of APA 6th ed. (American Psychological Association) citation and reference style in college level writing. Both groups received the same instruction but with different context and directions. Participants in the typical condition received instructions similar to what they would encounter in a typical online course where they have assignments and receive grades. Participants in the gamified condition were assigned an entry level “job” as a research assistant and encouraged to learn and practice to gain greater levels of achievement measured by quizzes presented as “challenges” which were required to “level up.” Statistical analyses did not show a difference in outcome skill levels or engagement between the conditions, but several variables did show significance that suggested that all students improved their understanding of APA citation style and students in the typical condition reported feeling higher levels of control and focus during their instructional experiences

Information Outlook, August 2001

Volume 5, Issue 8https://scholarworks.sjsu.edu/sla_io_2001/1007/thumbnail.jp