Dynamic aspects of relevance : differences in users' relevance criteria between selecting and viewing videos during leisure searches

Introduction. Previous research has investigated the dynamic use of relevance criteria at different stages of the search process. These previous studies have been focused on academic contexts with the result that little is known about the dynamic aspects of relevance criteria use in leisure contexts, specifically for video content. This paper examines the differences in relevance criteria at the stages of selecting and viewing videos for leisure purposes. Method. Twenty-four participants were asked to search YouTube for leisure purposes followed by a semi-structured interview to elicit relevance criteria usage. Analysis. Qualitative content analysis was applied on the data to discover relevance criteria applied in each search stage. Chi-squared tests were carried out to examine significant differences between the stages. Results. Findings showed significant differences between selecting and viewing stages in term of the use of relevance criteria with some criteria being preferred in the selection stage while others are more important at the viewing stage of video interaction. Conclusions. Understanding the changes in relevance criteria during the search process provides new insights about the dynamic aspects of relevance judgment and aids the design of information retrieval systems

Users' relevance criteria for video in leisure contexts

The purpose of this paper is to understand how typical users of YouTube judge the relevance of videos in leisure contexts; what are the reasons users give when judging video material as relevant or not relevant? A naturalistic diary was performed in which 30 participants completed diaries, providing details on their video relevance criteria. The analysis revealed 28 relevance criteria grouped into eight categories. Twenty-eight relevance criteria were identified through the analyses of the diaries’ content and they were grouped into 8 categories. The findings revealed that criteria related to the content of the video are the most dominant group of criteria with Topicality being the most dominant criterion. There is a considerable overlap between leisure relevance criteria and previous relevance criteria studies, but the importance of these criteria varies among different contexts. New criteria e.g. Habit emerged from the data which tend to be more related to leisure contexts. The decision to follow a naturalistic approach reduced the level of control on the study. A further limitation can be found in the participants' sample used in this study, all the participants of the main study were university or college students. This study attempted to enrich the current literature by investigating users’ video relevance criteria in leisure contexts. This investigation might have implications on the design of video search systems. Previous relevance criteria studies focused on work contexts and the information judged was mainly in text format. This paper outlines new insights by investigating video relevance criteria in leisure context

Relevance Criteria when Searching and Evaluating Online Video for Informational Use

Relevance is a core concept in the field of Information Science and a common term in everyday vernacular that generally refers to the usefulness of information. However, relevance has not been sufficiently or consistently defined or explored in the information science literature. Relevance criteria are the factors that information users employ when determining whether information they encounter is relevant. Identifying relevance criteria is a crucial step to understanding relevance. Relevance criteria employed with newer information formats like online video are especially important to study. Online video is now widespread, and people are increasingly likely to rely on video for information. This study identifies relevance criteria employed during relevance assessments of online video through a explanatory sequential mixed-methods study of frequent online video users including students, faculty, librarians, and video professionals. Methods included an online survey and interviews