User Categories for Digital Cultural Heritage

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SEARCHING AS THINKING: THE ROLE OF CUES IN QUERY REFORMULATION

Given the growing volume of information that surrounds us, search, and particularly web search, is now a fundamental part of how people perceive and experience the world. Understanding how searchers interact with search engines is thus an important topic both for designers of information retrieval systems and educators working in the area of digital literacy. Reaching such understanding, however, with the more established, system-centric, approaches in information retrieval (IR) is limited. While inherently iterative nature of the search process is generally acknowledged in the field of IR, research on query reformulation is typically limited to dealing with the what or the how of the query reformulation process. Drawing a complete picture of searchers\u27 behavior is thus incomplete without addressing the why of query reformulation, including what pieces of information, or cues, trigger the reformulation process. Unpacking that aspect of the searchers\u27 behavior requires a more user-centric approach. The overall goal of this study is to advance understanding of the reformulation process and the cues that influence it. It was driven by two broad questions about the use of cues (on the search engine result pages or the full web pages) in the searchers\u27 decisions regarding query reformulation and the effects of that use on search effectiveness. The study draws on data collected in a lab setting from a sample of students who performed a series of search tasks and then went through a process of stimulated recall focused on their query reformulations. Both, query reformulations recorded during the search tasks and cues elicited during the stimulated recall exercise, were coded and then modeled using the mixed effects method. The final models capture the relationships between cues and query reformulation strategies as well as cues and search effectiveness; in both cases some relationships are moderated by search expertise and domain knowledge. The results demonstrate that searchers systematically elicit and use cues with regard to query reformulation. Some of these relationships are independent from search expertise and domain knowledge, while others manifest themselves differently at different levels of search expertise and domain knowledge. Similarly, due to the fact that the majority of the reformulations in this study indicated a failure of the preceding query, mixed results were achieved with identifying relationships between the use of cues and search effectiveness. As a whole, this work offers two contributions to the field of user-centered information retrieval. First, it reaffirms some of the earlier conceptual work about the role of cues in search behavior, and then expands on it by proposing specific relationships between cues and reformulations. Second, it highlights potential design considerations in creating search engine results pages and query term suggestions, as well as and training suggestion for educators working on digital literacy

An analytical inspection framework for evaluating the search tactics and user profiles supported by information seeking interfaces

Searching is something we do everyday both in digital and physical environments. Whether we are searching for books in a library or information on the web, search is becoming increasingly important. For many years, however, the standard for search in software has been to provide a keyword search box that has, over time, been embellished with query suggestions, Boolean operators, and interactive feedback. More recent research has focused on designing search interfaces that better support exploration and learning. Consequently, the aim of this research has been to develop a framework that can reveal to designers how well their search interfaces support different styles of searching behaviour.The primary contribution of this research has been to develop a usability evaluation method, in the form of a lightweight analytical inspection framework, that can assess both search designs and fully implemented systems. The framework, called Sii, provides three types of analyses: 1) an analysis of the amount of support the different features of a design provide; 2) an analysis of the amount of support provided for 32 known search tactics; and 3) an analysis of the amount of support provided for 16 different searcher profiles, such as those who are finding, browsing, exploring, and learning. The design of the framework was validated by six independent judges, and the results were positively correlated against the results of empirical user studies. Further, early investigations showed that Sii has a learning curve that begins at around one and a half hours, and, when using identical analysis results, different evaluators produce similar design revisions.For Search experts, building interfaces for their systems, Sii provides a Human-Computer Interaction evaluation method that addresses searcher needs rather than system optimisation. For Human-Computer Interaction experts, designing novel interfaces that provide search functions, Sii provides the opportunity to assess designs using the knowledge and theories generated by the Information Seeking community. While the research reported here is under controlled environments, future work is planned that will investigate the use of Sii by independent practitioners on their own projects

Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

There’s a creepy guy on the other end at Google: tweens’ mental models of Google’s inner workings

Twenty-six middle school students who attend the HackHealth weekly after-school program (hackhealth.umd.edu) were asked to draw a picture of how they think Google works. Through a combination of open and axial coding, each drawing was assigned one or more codes from a 14-item coding dictionary, as well as one or more entries from a 6-item typology. We found that students’ drawings commonly featured computing equipment and/or physical or virtual connections, such as wires or satellite dishes. Additionally, some form of anthropomorphism was a central feature in many students’ drawings. In fact, 14 (54%) drawings were assigned to the typology entry “Google as people.” In this poster, we will share a selection of students’ drawings, as well as our central findings from this research

Exploring Individual User Attitudes Towards Performance with Web Search Engines: An Extension Study

As the Internet fulfills an increasingly important role in society, study into human behavior and interaction with the technology becomes key to the development of improved systems. As a result, the research agenda of the authors seeks to identify the role of individual differences with users of technology and its subsequent impact on performance. In this initial study, we examine an instance of individual differences with users of the World Wide Web by evaluating user attitudes and performance with Web search engines. Search engine importance is connected to their role as the primary vehicle for locating content on the Internet. Prior research into user attitude has shown a connection with use of technology. In our study we replicate, extend, and critique an investigation conducted by Liaw and Huang (2003) into user attitudes toward search engines as information retrieval tools. Liaw and Huang found that factors such as individual computer experience, quality of search systems, motivation, and perceptions of technology acceptance impact users desire to use search engines as a tool for information retrieval. However, the connection is not drawn to actual individual user performance with a searching task. Based upon the analysis of our data, we were unable to replicate the results achieved in the Liaw and Huang study or draw a connection between these factors and performance. This finding, that our analysis yielded different results, supports the need for further investigation into individual differences and suggests areas for future research

End-user development in social psychology research:Factors for adoption

Psychology researchers employ the Experience Sampling Method (ESM) to capture thoughts and behaviours of participants within their everyday lives. Smartphone-based ESM apps are increasingly used in such research. However, the diversity of researchers' app requirements, coupled with cost and complexity of their implementation, has prompted end-user development (EUD) approaches. In addition, limited evaluation of such environments beyond lab-based usability studies precludes discovery of factors pertaining to real-world EUD adoption.We first describe the extension of Jeeves, our visual programming environment for ESM app creation, in which we implemented additional functional requirements, derived from a survey and analysis of previous work. We further describe interviews with psychology researchers to understand their practical considerations for employing this extended environment in their work practices. Results of our analysis are presented as factors pertaining to the adoption of EUD activities within and between communities of practice.Postprin