22 research outputs found
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Observing Serendipity in Digital Information Environments
We often interact with digital information environments to find useful information. But sometimes useful information finds us unexpectedly, propelling us in new and exciting directions. We might come across information serendipitously when looking for information on something else, or when we are not looking for anything in particular. In previous studies, people have self-reported that they come across information serendipitously. However, there has been limited success in directly observing people doing so. To see if we could have more success, we conducted naturalistic observations of 45 users interacting with different types of digital information environments. Without priming them about serendipity, we asked the users to conduct self-chosen naturalistic information tasks, which varied from broad tasks such as browsing online news to narrow tasks such as finding a particular product to buy. We noted several examples where users either 1) stated they were looking for information on a particular topic or product and unexpectedly found useful/potentially useful information about something else or 2) unexpectedly found useful/potentially useful information when not looking for anything in particular. Our findings suggest that, with a carefully-considered approach, serendipity-related information interaction behaviour can be directly observed. Direct observation allows designers of digital information environments to better understand this behaviour and use this understanding to reason about ways of designing new or improving existing support for serendipity
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On Birthing Dancing Stars: The Need for Bounded Chaos in Information Interaction
While computers causing chaos is acommon social trope, nearly the entirety of the history of computing is dedicated to generating order. Typical interactive information retrieval tasks ask computers to support the traversal and exploration of large, complex information spaces. The implicit assumption is that they are to support users in simplifying the complexity (i.e. in creating order from chaos). But for some types of task, particularly those that involve the creative application or synthesis of knowledge or the creation of new knowledge, this assumption may be incorrect. It is increasingly evident that perfect orderāand the systems we create with itāsupport highly-structured information tasks well, but provide poor support for less-structured tasks.We need digital information environments that help create a little more chaos from order to spark creative thinking and knowledge creation. This paper argues for the need for information systems that offerwhat we term ābounded chaosā, and offers research directions that may support the creation of such interface
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Discovering the Unfindable: The Tension Between Findability and Discoverability in a Bookshop Designed for Serendipity
Serendipity is a key aspect of user experience, particularly in the context of information acquisition - where it is known as information encountering. Unexpectedly encountering interesting or useful information can spark new insights while surprising and delighting. However, digital environments have been designed primarily for goal-directed seeking over loosely-directed exploration, searching over discovering. In this paper we examine a novel physical environment - a bookshop designed primarily for serendipity - for cues as to how information encountering might be helped or hindered by digital design. Naturalistic observations and interviews revealed it was almost impossible for participants to find specific books or topics other than by accident. But all unexpectedly encoun-tered interesting books, highlighting a tension between findability and discoverability. While some of the bookshopās design features enabled information en-countering, others inhibited it. However, encountering was resilient, as it occurred despite participants finding it hard to understand the purpose of even those features that did enable it. Findings suggest the need to consider how transparent or opaque the purpose of design features should be and to balance structure and lack of it when designing digital environments for findability and discoverability
The Impact of Inaccurate Internet Health Information in a Secondary School Learning Environment
Reviewer: Bernstam,
ElmerReviewer: Jones, Ray[This item is a preserved copy and is not necessarily the most recent version. To view the current item, visit http://www.jmir.org/2008/2/e17/ ]
Background:
Patients in the United States commonly use the Internet to acquire health information. While a significant amount of health-related information is available on the Internet, the accuracy of this information is highly variable.
Objectives:
The objective of the study was to determine how effectively students can assess the accuracy of Internet-based material when gathering information on a controversial medical topic using simple keyword searches.
Methods:
A group of 34 students from the science magnet high school in Houston, Texas searched for the terms āvaccine safetyā and āvaccine dangerā using Google and then answered questions regarding the accuracy of the health information on the returned sites. The students were also asked to describe the lessons they learned in the exercise and to answer questions regarding the strength of evidence for seven statements regarding vaccinations. Because of the surprising revelation that the majority of students left the exercise with inaccurate information concerning the safety and efficacy of vaccines, these same students participated in a follow-up study in which a fact-based vaccine video was shown, after which the assessment of student knowledge was repeated.
Results:
Of the 34 participants, 20 (59%) thought that the Internet sites were accurate on the whole, even though over half of the links (22 out of 40, 55%) that the students viewed were, in fact, inaccurate on the whole. A high percentage of the students left the first exercise with significant misconceptions about vaccines; 18 of the 34 participants (53%) reported inaccurate statements about vaccines in the lessons they learned. Of the 41 verifiable facts about vaccines that were reported by participants in their lessons-learned statement, 24 of those facts (59%) were incorrect. Following presentation of the film, the majority of students left the exercise with correct information about vaccines, based on their lessons-learned statement. In this case, 29 of the 31 participants (94%) reported accurate information about vaccines. Of the 49 verifiable facts about vaccines that were reported by participants, only 2 (4%) were incorrect. Students had higher correct scores in the āstrength of evidenceā exercise following exposure to the video as well.
Conclusions:
Allowing students to use the Internet to gain information about medical topics should be approached with care since students may take away predominantly incorrect information. It is important to follow up conflicting information with a solid, unambiguous message that communicates those lessons that the instructor deems most important. This final message should be fact based but may need to contain an anecdotal component to counter the strong emotional message that is often delivered by inaccurate Internet sites