A Study of Snippet Length and Informativeness: Behaviour, Performance and User Experience

The design and presentation of a Search Engine Results Page (SERP) has been subject to much research. With many contemporary aspects of the SERP now under scrutiny, work still remains in investigating more traditional SERP components, such as the result summary. Prior studies have examined a variety of different aspects of result summaries, but in this paper we investigate the influence of result summary length on search behaviour, performance and user experience. To this end, we designed and conducted a within-subjects experiment using the TREC AQUAINT news collection with 53 participants. Using Kullback-Leibler distance as a measure of information gain, we examined result summaries of different lengths and selected four conditions where the change in information gain was the greatest: (i) title only; (ii) title plus one snippet; (iii) title plus two snippets; and (iv) title plus four snippets. Findings show that participants broadly preferred longer result summaries, as they were perceived to be more informative. However, their performance in terms of correctly identifying relevant documents was similar across all four conditions. Furthermore, while the participants felt that longer summaries were more informative, empirical observations suggest otherwise; while participants were more likely to click on relevant items given longer summaries, they also were more likely to click on non-relevant items. This shows that longer is not necessarily better, though participants perceived that to be the case - and second, they reveal a positive relationship between the length and informativeness of summaries and their attractiveness (i.e. clickthrough rates). These findings show that there are tensions between perception and performance when designing result summaries that need to be taken into account

The Impact of a Flipped Classroom on Student Achievement in Mathematics, Science and Physical Education Classrooms

This study was designed to examine the effects of the flipped classroom model. Our study was conducted in Physical Education, Mathematics, and Science classrooms in the Bismarck Public Schools district. The participants were in both the middle and high school levels within the same school district. Data collection methods included a pre-assessment survey, written assignments, a student behavior checklist, and a post-assessment survey. The results of our study showed that students enjoyed learning with the flipped classroom method, completion rates were higher than previously observed, and students were successful at mastering classroom content. According to our student survey, the main benefits to the flipped classroom, were the ability to view lessons without distractions and to view them multiple times. We will continue to look into the benefits of the flipped classroom through the analysis of standardized test scores and classroom assessments

Neighborhood Design and Perceptions: Relationship with Active Commuting

Purpose—Walking to and from school contributes to total physical activity levels. This study investigated whether perceived and actual neighborhood features were associated with walking to or from school among adolescent girls. Methods—A sample of geographically diverse 8th grade girls (N=890) from the Trial for Activity in Adolescent Girls (TAAG) study living within 1.5 miles of their middle school were recruited. Participants completed a self-administered survey on their neighborhood and walking behavior. Geographic information system (GIS) data were used to assess objective neighborhood features. Nested multivariable logistic regression analyses were conducted to determine the contribution of perceived and objective measures of walking to or from school. Results—Fifty-six percent (N=500) of the girls walked to or from school at least one day of the week. White (42%) girls walked more frequently than Hispanic (25%) and African American (21%) girls. Girls were nearly twice as likely to walk to or from school if they perceived their neighborhoods as safe and perceived they had places they liked to walk, controlling for other potential confounders. Additionally, girls who lived closer to school, had more active destinations in their neighborhood, and smaller sized blocks were more likely to walk to or from school than those who did not. Conclusion—Safety, land use, and school location issues need to be considered together when designing interventions to increase walking to and from school

Girls\u27 perception of physical environmental factors and transportation: reliability and association with physical activity and active transport to school

Background Preliminary evidence suggests that the physical environment and transportation are associated with youth physical activity levels. Only a few studies have examined the association of physical environmental factors on walking and bicycling to school. Therefore, the purpose of this study was (1) to examine the test-retest reliability of a survey designed for youth to assess perceptions of physical environmental factors (e.g. safety, aesthetics, facilities near the home) and transportation, and (2) to describe the associations of these perceptions with both physical activity and active transport to school. Methods Test and retest surveys, administered a median of 12 days later, were conducted with 480 sixth- and eighth-grade girls in or near six U.S. communities. The instrument consisted of 24 questions on safety and aesthetics of the perceived environment and transportation and related facilities. Additionally, girls were asked if they were aware of 14 different recreational facilities offering structured and unstructured activities, and if so, whether they would visit these facilities and the ease with which they could access them. Test-retest reliability was determined using kappa coefficients, overall and separately by grade. Associations with physical activity and active transport to school were examined using mixed model logistic regression (n = 610), adjusting for grade, race/ethnicity, and site. Results Item-specific reliabilities for questions assessing perceived safety and aesthetics of the neighborhood ranged from 0.31 to 0.52. Reliabilities of items assessing awareness of and interest in going to the 14 recreational facilities ranged from 0.47 to 0.64. Reliabilities of items assessing transportation ranged from 0.34 to 0.58. Some items on girls\u27 perceptions of perceived safety, aesthetics of the environment, facilities, and transportation were important correlates of physical activity and, in some cases, active transport to school. Conclusion This study provides some psychometric support for the use of the questionnaire on physical environmental factors and transportation for studying physical activity and active transport to school among adolescent girls. Further work can continue to improve reliability of these self-report items and examine their association of these factors with objectively measured physical activity

Scale Development for Perceived School Climate for Girls’ Physical Activity

Objectives: To test an original scale assessing perceived school climate for girls\u27 physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers\u27 and boys\u27 behaviors, respectively, fit the data well in both sixth and eighth-graders. SEM detected a positive, significant direct association of the teacher factor, but not the boy factor, with girls\u27 self-reported physical activity. Conclusions:School climate for girls\u27 physical activity is a measurable construct, and preliminary evidence suggests a relationship with physical activity

Scale Development for Perceived School Climate for Girls’ Physical Activity

Objectives: To test an original scale assessing perceived school climate for girls\u27 physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers\u27 and boys\u27 behaviors, respectively, fit the data well in both sixth and eighth-graders. SEM detected a positive, significant direct association of the teacher factor, but not the boy factor, with girls\u27 self-reported physical activity. Conclusions: School climate for girls\u27 physical activity is a measurable construct, and preliminary evidence suggests a relationship with physical activity

Commercial venues as supports for physical activity in adolescent girls

The purposes of this study were to describe the types and availability of commercial facilities for physical activity (PA) in six diverse geographic areas (Washington DC and Maryland; South Carolina; Minnesota; Louisiana; Arizona; and California) and to assess the relationship between those facilities and the non-school PA of adolescent girls

The MIREX Grand Challenge: A Framework of Holistic User-Experience Evaluation in Music Information Retrieval

Music Information Retrieval (MIR) evaluation has traditionally focused on system‐centered approaches where components of MIR systems are evaluated against predefined data sets and golden answers (i.e., ground truth). There are two major limitations of such system‐centered evaluation approaches: (a) The evaluation focuses on subtasks in music information retrieval, but not on entire systems and (b) users and their interactions with MIR systems are largely excluded. This article describes the first implementation of a holistic user‐experience evaluation in MIR, the MIREX Grand Challenge, where complete MIR systems are evaluated, with user experience being the single overarching goal. It is the first time that complete MIR systems have been evaluated with end users in a realistic scenario. We present the design of the evaluation task, the evaluation criteria and a novel evaluation interface, and the data‐collection platform. This is followed by an analysis of the results, reflection on the experience and lessons learned, and plans for future directions