You can't see what you can't see: Experimental evidence for how much relevant information may be missed due to Google's Web search personalisation

The influence of Web search personalisation on professional knowledge work is an understudied area. Here we investigate how public sector officials self-assess their dependency on the Google Web search engine, whether they are aware of the potential impact of algorithmic biases on their ability to retrieve all relevant information, and how much relevant information may actually be missed due to Web search personalisation. We find that the majority of participants in our experimental study are neither aware that there is a potential problem nor do they have a strategy to mitigate the risk of missing relevant information when performing online searches. Most significantly, we provide empirical evidence that up to 20% of relevant information may be missed due to Web search personalisation. This work has significant implications for Web research by public sector professionals, who should be provided with training about the potential algorithmic biases that may affect their judgments and decision making, as well as clear guidelines how to minimise the risk of missing relevant information.Comment: paper submitted to the 11th Intl. Conf. on Social Informatics; revision corrects error in interpretation of parameter Psi/p in RBO resulting from discrepancy between the documentation of the implementation in R (https://rdrr.io/bioc/gespeR/man/rbo.html) and the original definition (https://dl.acm.org/citation.cfm?id=1852106) as per 20/05/201

A Personalised Ranking Framework with Multiple Sampling Criteria for Venue Recommendation

Recommending a ranked list of interesting venues to users based on their preferences has become a key functionality in Location-Based Social Networks (LBSNs) such as Yelp and Gowalla. Bayesian Personalised Ranking (BPR) is a popular pairwise recommendation technique that is used to generate the ranked list of venues of interest to a user, by leveraging the user's implicit feedback such as their check-ins as instances of positive feedback, while randomly sampling other venues as negative instances. To alleviate the sparsity that affects the usefulness of recommendations by BPR for users with few check-ins, various approaches have been proposed in the literature to incorporate additional sources of information such as the social links between users, the textual content of comments, as well as the geographical location of the venues. However, such approaches can only readily leverage one source of additional information for negative sampling. Instead, we propose a novel Personalised Ranking Framework with Multiple sampling Criteria (PRFMC) that leverages both geographical influence and social correlation to enhance the effectiveness of BPR. In particular, we apply a multi-centre Gaussian model and a power-law distribution method, to capture geographical influence and social correlation when sampling negative venues, respectively. Finally, we conduct comprehensive experiments using three large-scale datasets from the Yelp, Gowalla and Brightkite LBSNs. The experimental results demonstrate the effectiveness of fusing both geographical influence and social correlation in our proposed PRFMC framework and its superiority in comparison to BPR-based and other similar ranking approaches. Indeed, our PRFMC approach attains a 37% improvement in MRR over a recently proposed approach that identifies negative venues only from social links

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used