Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-pjpqr Total loading time: 0 Render date: 2024-07-02T00:45:03.641Z Has data issue: false hasContentIssue false

7 - Learning and Use

from Part II - System SupportHelping People Search

Published online by Cambridge University Press:  05 March 2016

Ryen W. White
Affiliation:
Microsoft Research
Get access

Summary

Learning involves the acquisition of new, or the modification of existing, knowledge, skills, and behaviors. This chapter focuses on the use of search systems to support learning-related activities. I discuss aspects of the psychology of learning, and how people apply what they have learned during the information-seeking process. Modeling and supporting learning is essential in next-generation search technology. Support for learning will become an important aspect of how we design search systems, as well as how we evaluate these systems to understand their utility. Search systems can help people learn new content and also be reminded about content accessed historically. Providing the context of previous learning episodes and helping restore searcher state and refresh their understanding of the current search topic, if it is not in a subject area reflective of their regular interests.

Searching is similar in many ways to learning (Schmeck, 1988; Davis and Palladino, 1995). Previous work has provided some basis for a strong connection between searching and learning based on the construction of enhanced knowledge structures as a person assimilates new information attained during the search process with existing knowledge (Wittrock, 1974; Yankelovich et al., 1985). Case (2002) states that sense-making (such as that described in Chapter 4) is theoretically grounded in the constructivist learning theories of Dewey (1933), who in turn argued that learning can only occur through the activity of problem solving. The psychology community has explored learning in detail (e.g., Piaget [1952] and Vygotsky [1962] studied learning in the context of childhood development). Systems such as SuperBook (Egan et al., 1989) and SuperManual (Folz and Landauer, 2007) have improved the usability of existing content, books and manuals respectively, via computer-based enhancements such as rich indexing (to help address the vocabulary mismatch problem) and fisheye visualizations (Furnas, 1986) (to help people navigate and orient within text). Such enhancements can help people better comprehend text and generate better quality information artifacts in composition tasks. In creating systems where the focus is on learning, lessons can be drawn from the e-learning and intelligent tutoring communities (Corbett et al., 1997), such that searchers can be purposely engaged in sustained reasoning activities during browsing. Related work in the hypertext community, including research on the creation of guided tours (Trigg, 1988) through document collections, may also help people in support of learning and understanding.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Learning and Use
  • Ryen W. White
  • Book: Interactions with Search Systems
  • Online publication: 05 March 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781139525305.010
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Learning and Use
  • Ryen W. White
  • Book: Interactions with Search Systems
  • Online publication: 05 March 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781139525305.010
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Learning and Use
  • Ryen W. White
  • Book: Interactions with Search Systems
  • Online publication: 05 March 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781139525305.010
Available formats
×