Search (18 results, page 1 of 1)

0.028611436 = product of:
  0.042917155 = sum of:
    0.02263261 = weight(_text_:on in 197) [ClassicSimilarity], result of:
      0.02263261 = score(doc=197,freq=4.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.20619515 = fieldWeight in 197, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=197)
    0.020284547 = product of:
      0.040569093 = sum of:
        0.040569093 = weight(_text_:22 in 197) [ClassicSimilarity], result of:
          0.040569093 = score(doc=197,freq=2.0), product of:
            0.1747608 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04990557 = queryNorm
            0.23214069 = fieldWeight in 197, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=197)
      0.5 = coord(1/2)
  0.6666667 = coord(2/3)

Abstract

Four focus groups were held with young Web users (10 to 13 years of age) to explore design criteria for Web portals. The focus group participants commented upon four existing portals designed with young users in mind: Ask Jeeves for Kids, KidsClick, Lycos Zone, and Yahooligans! This article reports their first impressions on using these portals, their likes and dislikes, and their suggestions for improvements. Design criteria for children's Web portals are elaborated based upon these comments under four headings: portal goals, visual design, information architecture, and personalization. An ideal portal should cater for both educational and entertainment needs, use attractive screen designs based especially on effective use of color, graphics, and animation, provide both keyword search facilities and browsable subject categories, and allow individual user personalization in areas such as color and graphics

Date

2. 6.2005 10:34:22

0.020160122 = product of:
  0.030240182 = sum of:
    0.013336393 = weight(_text_:on in 667) [ClassicSimilarity], result of:
      0.013336393 = score(doc=667,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.121501654 = fieldWeight in 667, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0390625 = fieldNorm(doc=667)
    0.01690379 = product of:
      0.03380758 = sum of:
        0.03380758 = weight(_text_:22 in 667) [ClassicSimilarity], result of:
          0.03380758 = score(doc=667,freq=2.0), product of:
            0.1747608 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04990557 = queryNorm
            0.19345059 = fieldWeight in 667, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=667)
      0.5 = coord(1/2)
  0.6666667 = coord(2/3)

Abstract

The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.

Date

22. 3.2013 19:41:17

0.010669115 = product of:
  0.032007344 = sum of:
    0.032007344 = weight(_text_:on in 7754) [ClassicSimilarity], result of:
      0.032007344 = score(doc=7754,freq=8.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.29160398 = fieldWeight in 7754, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=7754)
  0.33333334 = coord(1/3)

Abstract

Tests were carried out on 120 grade 6 students to compare Compton's Multimedia Encyclopedia on CD-ROM and its printe equivalent in terms of students' ability to recall information and to draw inferences from it. Between-subject varaibles were 3 presentation conditions (printed text with illustrations, text-on-screen, and multimedia-text, still images, and animation) and a retrieval condition (topic retrieved before viewing / topic presented without retrieval). Within-subject variables were text complexity (complex or simple), text type (descriptive or procedural), and measure (propositions recalled versus propositions inferred). Presentation conditions produced no significant main effect although text-on-screen resulted in somewhat higher recall and multimedia resulted in somewhat higher inference scores. Multimedia had the greatest effect in the case of simple topics, and especially the simple procedural topic

0.009940362 = product of:
  0.029821085 = sum of:
    0.029821085 = weight(_text_:on in 6545) [ClassicSimilarity], result of:
      0.029821085 = score(doc=6545,freq=10.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.271686 = fieldWeight in 6545, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0390625 = fieldNorm(doc=6545)
  0.33333334 = coord(1/3)

Abstract

Reports on research into the information-seeking habits of primary schoolchildren conducted under operational conditions. Three workstations with Internet access were installed in a grade-six classroom in suburban Montreal. After a short introductory training session for the entire group followed by short individual sessions for each student, 53 students, working in small groups, used these workstations over a six-week period to seek information on the Web of relevance to a class project assigned by their teacher. The project dealt with the Winter Olympic Games (recently completed at that time). The student objective was to locate relevant information for a poster and an oral presentation on one of the sports represented at the Games. All screen activity was directly captured on videotape and group conversations at the workstation were audiotaped. Demographic and computer literacy information was gathered in a questionnaire. This paper presents a map of the information-seeking landscape based upon an analysis of the descriptive statistics gathered from the Web searches. It reveals that the novice users favored browsing over analytic search strategies, although they did show some sophistication in the construction of the latter. Online help was ignored. The children demonstrated a very high level of interactivity with the interface at the expense of thinking, planning and evaluating. This is a preliminary analysis of data which will subsequently be expanded by the inclusion of qualitative data

0.009239726 = product of:
  0.027719175 = sum of:
    0.027719175 = weight(_text_:on in 4638) [ClassicSimilarity], result of:
      0.027719175 = score(doc=4638,freq=6.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.25253648 = fieldWeight in 4638, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=4638)
  0.33333334 = coord(1/3)

Abstract

Describes the methodology and reports the results of a study to measure text comprehension by school students when using a variety of media. Four different texts in the printed multi volume Compton's Encyclopedia and its multimedia CD-ROM database equivalent were read by grade 6 (11-12 year old) students who were then asked several multiple choice questions on them. Three groups, print, text on screen and multimedia (text, illustration and video), were asked only to read the texts presented to them. Two additional groups, print and multimedia CD-ROM, had to retrieve the texts before reading them. No significant main effect was found for multimedia over print or text on screen. However, a significant interaction was found between the use of multimedia and text complexity. Boys were found to cope markedly better with multimedia CD-ROM, a finding which was not expected and ran counter to the results of previous studies

0.009239726 = product of:
  0.027719175 = sum of:
    0.027719175 = weight(_text_:on in 2582) [ClassicSimilarity], result of:
      0.027719175 = score(doc=2582,freq=6.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.25253648 = fieldWeight in 2582, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=2582)
  0.33333334 = coord(1/3)

Abstract

This paper reports the results of an empirical study into gender differences in collaborative Web searching, conducted in a grade-six classroom of a Canadian elementary school. Searches undertaken by 16 same-sex groups of two or three students (six of boys, ten of girls) for information to support a class assignment were captured on videotape. The multiple search sessions took place over several weeks. An analysis of the search sessions reveals that the groups of boys formulated queries comprising fewer keywords than the groups of girls, the boys spent less time on individual pages than the girls, the boys clicked more hypertext links per minute than the girls, and in general were more active while online. The study overall demonstrates academic, affective and behavior differences between grade-six boys and girls working in same-sex groups on a Web-based class project.

0.008801571 = product of:
  0.026404712 = sum of:
    0.026404712 = weight(_text_:on in 5425) [ClassicSimilarity], result of:
      0.026404712 = score(doc=5425,freq=4.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.24056101 = fieldWeight in 5425, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5425)
  0.33333334 = coord(1/3)

Abstract

Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control

0.008711295 = product of:
  0.026133886 = sum of:
    0.026133886 = weight(_text_:on in 644) [ClassicSimilarity], result of:
      0.026133886 = score(doc=644,freq=12.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.23809364 = fieldWeight in 644, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.03125 = fieldNorm(doc=644)
  0.33333334 = coord(1/3)

Abstract

A recent survey of more than 1700 households indicates that the main reason many parents purchase computers and connect their children to the Internet at home is for education (Safe and Smart). In addition the survey shows that children also use the Internet for educational activities that go beyond required school work. In fact, the fastest growing group of Internet users are children between the ages of eight and twelve (Vise, 2003), who are increasingly using the Web to access educational as well as entertainment materials. Children, however, rely on conventional information retrieval (IR) systems and search engines intended for general adult use, such as MSN or Google, and to a much lesser extent, Web portals such as Yahooligans! and LycosZone specifically intended for young users (Large et al., 2004; Large, Beheshti, and Rahman, 2002a). But research has shown that children's information needs (Walter, 1994), research approaches (Kuhlthau, 1991), and cognitive abilities and higher order thinking skills (Neuman, 1995; Siegler, 1998; Vandergrift, 1989) differ from those of adults. The results of earlier studies on children's use of online catalogues designed for adults indicate that young users are often faced with difficulties locating specific information related to their information needs (Hirsh, 1997). A growing body of research points to the problems children typically encounter when seeking information on the Web. Kafai and Bates (1997) conducted one of the first studies with young children on their use of Web sites, and concluded that they were able to navigate through the links and scroll. Only the older children, however, could use search engines effectively. Hirsh (1999) investigated the searching behavior of ten fifth graders and concluded that they encountered difficulties in formulating effective search queries and did not use advanced features. Schacter, Chung, and Dorr (1998) conducted a study on Internet searching by fifth and sixth graders and concluded that they did not plan their searches, used ill-defined queries, and preferred browsing. Large, Beheshti, and Moukdad (1999), investigating the information seeking behavior of 53 sixth graders, similarly found that children preferred browsing to searching. Bowler, Large, and Rejskind (2001), focusing on a few case studies of grade six students concluded that search engines designed for adults are unsuitable for children. Wallace et al. (2000), studying sixth graders, discovered that experience in using search engines does not improve children's search strategies and in general information seeking is an unfamiliar activity for children.

0.0075442037 = product of:
  0.02263261 = sum of:
    0.02263261 = weight(_text_:on in 5247) [ClassicSimilarity], result of:
      0.02263261 = score(doc=5247,freq=4.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.20619515 = fieldWeight in 5247, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=5247)
  0.33333334 = coord(1/3)

Abstract

This article describes and discusses the detailed procedures followed by two intergenerational teams comprising the researchers and a group of eight grade-six elementary students (ages 11 to 12 years) and a group of six third-grade elementary students (ages 8 to 9 years), respectively, in designing two prototype Web portals intended for use by elementary school students. These procedures were based on three design theories: Contextual Inquiry, Participatory Design, and Cooperative Inquiry. The article also presents and describes the two resulting Web portal prototypes and discusses the design criteria employed by the teams. Conclusions are elaborated on the basis of this research experience regarding how such a design process should be conducted in the context of an intergenerational team, and what characteristics young users expect to find in Web portals that they will use to support their informational needs in terms of elementary school projects and assignments.

0.0075442037 = product of:
  0.02263261 = sum of:
    0.02263261 = weight(_text_:on in 5306) [ClassicSimilarity], result of:
      0.02263261 = score(doc=5306,freq=4.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.20619515 = fieldWeight in 5306, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.046875 = fieldNorm(doc=5306)
  0.33333334 = coord(1/3)

Abstract

Reports the results from the 2nd phase of a cognitive study of multimedia and its effect on children's learning. A sample of 12 year old primary schools viewed a procedural text that included a 4 sequence animation with captions on how to find south using the sun's shadow, adapted from Compton's Mutlimedia Encyclopedia using Apple QuickTime. The children were divided into 4 grouos; text plus animation, text plus catptions plus animation; and caption with animation. They were then asked to undertake to recall in their own words what they had learned, and also to enact how they would find south usng a specially designed model. No significant differences were found among the groups regarding literal recall of what they had read and seen, or in their ability to draw inferences from it. The children in the text plus animation and captions groups, however, were more successful at identifying the major steps in the procedure and at enhancing that procedure whereas the children who read the text only experienced the most difficulty in performing the procedure

0.007112743 = product of:
  0.021338228 = sum of:
    0.021338228 = weight(_text_:on in 3840) [ClassicSimilarity], result of:
      0.021338228 = score(doc=3840,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.19440265 = fieldWeight in 3840, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0625 = fieldNorm(doc=3840)
  0.33333334 = coord(1/3)

Abstract

Discusses CD-ROM user interfaces of specific types: dialogue transaction (command languages; command menus; direct manipulation and natural language); input devices (keyload, mouse, touch screen and voice); display features (layout, colour, sound and response time); user assistance (error messages, on-screen help tutorials and manuals); and reliabiliy and robustness

0.007112743 = product of:
  0.021338228 = sum of:
    0.021338228 = weight(_text_:on in 36) [ClassicSimilarity], result of:
      0.021338228 = score(doc=36,freq=8.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.19440265 = fieldWeight in 36, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.03125 = fieldNorm(doc=36)
  0.33333334 = coord(1/3)

Abstract

There have been various approaches to conceptualizing interactive information retrieval (IR), which can be generally divided into system and user approaches (Hearst, 1999; cf. also Spink, 1997). Both system and user approaches define user-system interaction in terms of the system and the user reacting to the actions or behaviors of the other: the system reacts to the user's input; the user to the output of the system (Spink, 1997). In system approach models of the interaction, e.g., Moran (1981), "[T]he user initiates an action or operation and the system responds in some way which in turn leads the user to initiate another action and so on" (Beaulieu, 2000, p. 433). In its purest form, the system approach models the user as a reactive part of the interaction, with the system taking the lead (Bates, 1990). User approaches, on the other hand, in their purest form wish to insert a model of the user in all its socio-cognitive dimensions, to the extent that system designers consider such approaches impractical (Vakkari and Jarvelin, 2005, Chap. 7, this volume). The cognitive approach to IR interaction attempts to overcome this divide (Ruthven, 2005, Chap. 4, this volume; Vakkari and Jarvelin, 2005 Chap. 7, this volume) by representing the cognitive elements of both system designers and the user in the interaction model (Larsen and Ingwersen, 2005 Chap. 3, this volume). There are cognitive approach researchers meeting in a central ground from both the system and user side. On the system side, are computer scientists employing cognitive research to design more effective IR systems from the point of view of the user's task (Nathan, 1990; Fischer, Henninger, and Redmiles, 1991; O'Day and Jeffries, 1993; Russell et al., 1993; Kitajima and Polson, 1996; Terwilliger and Polson, 1997). On the user side are cognitive approach researchers applying methods, concepts and models from psychology to design systems that are more in tune with how users acquire information (e.g., Belkin, 1980; Ford (2005, Chap. 5, this volume); Ingwersen (Larsen and Ingwersen, 2005, Chap. 3, this volume); Saracevic, 1996; Vakkari (Vakkari and Jarvelin, 2005, Chap. 7, this volume)).

0.0062868367 = product of:
  0.01886051 = sum of:
    0.01886051 = weight(_text_:on in 460) [ClassicSimilarity], result of:
      0.01886051 = score(doc=460,freq=4.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.1718293 = fieldWeight in 460, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0390625 = fieldNorm(doc=460)
  0.33333334 = coord(1/3)

Abstract

When domain novices are in C.C. Kuhlthau's (1993) Stage 3, the exploration stage of researching an assignment, they often do not know their information need; this causes them to go back to Stage 2, the topic-selection stage, when they are selecting keywords to formulate their query to an Information Retrieval (IR) system. Our hypothesis is that instead of going backward, they should be going forward toward a goal state-the performance of the task for which they are seeking the information. If they can somehow construct their goal state into a query, this forward-looking query better operationalizes their information need than does a topic-based query. For domain novice undergraduates seeking information for a course essay, we define their task as selecting a high-impact essay structure which will put the students' learning on display for the course instructor who will evaluate the essay. We report a study of first-year history undergraduate students which tested the use and effectiveness of "essay type" as a task-focused query-formulation device. We randomly assigned 78 history undergraduates to an intervention group and a control group. The dependent variable was essay quality, based on (a) an evaluation of the student's essay by a research team member, and (b) the marks given to the student's essay by the course instructor. We found that conscious or formal consideration of essay type is inconclusive as a basis of a task-focused query-formulation device for IR.

0.00622365 = product of:
  0.01867095 = sum of:
    0.01867095 = weight(_text_:on in 1015) [ClassicSimilarity], result of:
      0.01867095 = score(doc=1015,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.17010231 = fieldWeight in 1015, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1015)
  0.33333334 = coord(1/3)

Abstract

Describes an experiment using 48 sixth-grade students to compare retrieval techniques using the print and CD-ROM versions of Compton's Encyclopedia. Four queries of defferent complexity (measured by the numer of terms present) were searched by the students after a short training session. The searches were timed and the retrieval steps and search terms were noted. The searches were no faster on the CD-ROM than the print version, but in both cases time was related directly to the number of terms involved. The students coped well with the CD-ROM interface and its several retrieval paths

0.00622365 = product of:
  0.01867095 = sum of:
    0.01867095 = weight(_text_:on in 5166) [ClassicSimilarity], result of:
      0.01867095 = score(doc=5166,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.17010231 = fieldWeight in 5166, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5166)
  0.33333334 = coord(1/3)

Abstract

Reports the 3rd and final phase of a research project to investigate the role of animation in enhancing recall and comprehension of text by grade 6 primary school students. Its aims were to: determine whether a complex descriptive text is enhanced by animation so long as the animation exhibits close semantic links with the text; to explore the importance of captions in linking an animation with a text so as to increase comprehension of that text; and to investigate the relationship between students' spatial skills and their ability to recall and comprehend a text enhanced with still images and animation. A descriptive text on the structure and functions of the heart from Compton's Multimedia Encyclopedia was used

0.00622365 = product of:
  0.01867095 = sum of:
    0.01867095 = weight(_text_:on in 3088) [ClassicSimilarity], result of:
      0.01867095 = score(doc=3088,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.17010231 = fieldWeight in 3088, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3088)
  0.33333334 = coord(1/3)

0.0044454644 = product of:
  0.013336393 = sum of:
    0.013336393 = weight(_text_:on in 1078) [ClassicSimilarity], result of:
      0.013336393 = score(doc=1078,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.121501654 = fieldWeight in 1078, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1078)
  0.33333334 = coord(1/3)

Abstract

In this article and two other articles which conceptualize a future stage of the research program (Leide, Cole, Large, & Beheshti, submitted for publication; Cole, Leide, Large, Beheshti, & Brooks, in preparation), we map-out a domain novice user's encounter with an IR system from beginning to end so that appropriate classification-based visualization schemes can be inserted into the encounter process. This article describes the visualization of a navigation classification scheme only. The navigation classification scheme uses the metaphor of a ship and ship's navigator traveling through charted (but unknown to the user) waters, guided by a series of lighthouses. The lighthouses contain mediation interfaces linking the user to the information store through agents created for each. The user's agent is the cognitive model the user has of the information space, which the system encourages to evolve via interaction with the system's agent. The system's agent is an evolving classification scheme created by professional indexers to represent the structure of the information store. We propose a more systematic, multidimensional approach to creating evolving classification/indexing schemes, based on where the user is and what she is trying to do at that moment during the search session.

0.0035563714 = product of:
  0.010669114 = sum of:
    0.010669114 = weight(_text_:on in 625) [ClassicSimilarity], result of:
      0.010669114 = score(doc=625,freq=2.0), product of:
        0.109763056 = queryWeight, product of:
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.04990557 = queryNorm
        0.097201325 = fieldWeight in 625, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.199415 = idf(docFreq=13325, maxDocs=44218)
          0.03125 = fieldNorm(doc=625)
  0.33333334 = coord(1/3)

Abstract

The article reports a field study which examined the mental models of 80 undergraduates seeking information for either a history or psychology course essay when they were in an early, exploration stage of researching their essay. This group is presently at a disadvantage when using thesaurus-type schemes in indexes and online search engines because there is a disconnect between how domain novice users of IR systems represent a topic space and how this space is represented in the standard IR system thesaurus. The study attempted to (a) ascertain the coding language used by the 80 undergraduates in the study to mentally represent their topic and then (b) align the mental models with the hierarchical structure found in many thesauri. The intervention focused the undergraduates' thinking about their topic from a topic statement to a thesis statement. The undergraduates were asked to produce three mental model diagrams for their real-life course essay at the beginning, middle, and end of the interview, for a total of 240 mental model diagrams, from which we created a 12-category mental model classification scheme. Findings indicate that at the end of the intervention, (a) the percentage of vertical mental models increased from 24 to 35% of all mental models; but that (b) 3rd-year students had fewer vertical mental models than did 1st-year undergraduates in the study, which is counterintuitive. The results indicate that there is justification for pursuing our research based on the hypothesis that rotating a domain novice's mental model into a vertical position would make it easier for him or her to cognitively connect with the thesaurus's hierarchical representation of the topic area.