搜索与学习:探索式搜索中的个体学习行为研究
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摘要
[目的/意义]探索式搜索过程也是个体学习的过程,分析用户探索式搜索过程中的学习行为有利于指导搜索过程,帮助用户的知识构建与知识创新。[方法/过程]建立较为全面的探索式搜索与学习行为指标,综合运用搜索实验和问卷调查深入探析搜索行为与学习行为的相关性。[结果/结论]提出探索式搜索中个体学习的三阶段模型,包括基础知识学习、主题内容的深入学习和基于兴趣的专项学习,并在此基础上分析搜索行为对学习过程与学习效果的具体影响,发现学习初期多次访问网页能帮助用户增加短时记忆,长时间浏览网页及深度链接行为影响用户在深入学习主题内容时知识分析综合的效果,细致浏览搜索集对基于兴趣的专项学习阶段的知识创新有重要影响。
[Purpose/significance] Exploratory search process is also a process of individual learning.Analyzing users' learning behavior in the process of exploratory search is helpful to guide the search process and help users' knowledge construction and innovation.[Method/process] The complete indicators of exploratory search and learning behavior are put forward and the relevance of exploratory search and learning behavior is deeply analyzed by using search experiment and questionnaire.[Result/conclusion] The three-stage model of individual learning in exploratory search is proposed,including the basic knowledge learning,deep study of topic content,and the special learning based on interest.Based on this,the paper analyzes the specific impact of search behavior on learning process and learning outcomes.It shows that browsing web pages for many times during the early stage of learning can help users to increase short-term memory while browsing the web for a long time and deep linking behaviors of users influence the comprehensive effect of knowledge analysis in the further study of topic content.The knowledge innovation in special learning based on interest is greatly influenced by browsing the web result lists carefully.
[Purpose/significance] Exploratory search process is also a process of individual learning.Analyzing users' learning behavior in the process of exploratory search is helpful to guide the search process and help users' knowledge construction and innovation.[Method/process] The complete indicators of exploratory search and learning behavior are put forward and the relevance of exploratory search and learning behavior is deeply analyzed by using search experiment and questionnaire.[Result/conclusion] The three-stage model of individual learning in exploratory search is proposed,including the basic knowledge learning,deep study of topic content,and the special learning based on interest.Based on this,the paper analyzes the specific impact of search behavior on learning process and learning outcomes.It shows that browsing web pages for many times during the early stage of learning can help users to increase short-term memory while browsing the web for a long time and deep linking behaviors of users influence the comprehensive effect of knowledge analysis in the further study of topic content.The knowledge innovation in special learning based on interest is greatly influenced by browsing the web result lists carefully.
引文
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[23] 冯佳,张云秋.基于浏览器日志分析的探索式搜索行为研究[J].图书情报工作,2014,58(11):13-20.
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[27] 王申连,郭本禹.认知心理学的伟大开拓者:乌尔里克·奈塞尔[J].自然辩证法通讯,2013,35(2):106-113,130.
[2] MIWA M,EGUSA Y,SAITO H,et al.A method to capture information encountering embedded in exploratory web searches[J/OL].Information Research,2011,16(3).[2018-05-05].http://www.In- formationr.net/ir/16-3/paper487.html#miw04.
[3] KLEIN G,MOON B,HOFFMAN R R.Making sense of sensemaking 1:alternative perspectives[M].IEEE Educational Activities Department,2006.
[4] TAN B,LV Yuanhua,ZHAI Chengxiang.Mining long-lasting exploratory user interests from search history[C]//Proceedings of the 21st ACM International Conference on Information and Knowledge Management.New York:ACM,2012:1477-1481.
[5] 刘佳,沈旺,李贺.信息检索认知模型及认知负荷评价研究[J].图书情报工作,2012,56(24):133-136.
[6] 张云秋,安文秀,于双成.探索式搜索中用户认知的实验研究[J].情报理论与实践,2013,36(6):73-77.
[7] 安文秀.基于日志与认知分析的探索式医学搜索行为研究[D].长春:吉林大学,2014.
[8] FU W T,DONG W.Collaborative indexing and knowledge exploration:a social learning model[J].IEEE Intelligent Systems,2010,27(1):39-46.
[9] ZHANG P,SOERGEL D.Process patterns and conceptual changes in knowledge representations during information seeking and sensemaking:a qualitative user study[J].Journal of Information Science,2016,42(1):59-78.
[10] 李斐雯.探索式搜索的知识建构过程模型研究[D].武汉:武汉大学,2017.
[11] 孟凡尧.探索式搜索中用户概念发现方法研究[D].沈阳:东北大学,2013.
[12] VAKKARI P,HUUSKONEN S.Search effort degrades search output but improves task outcome[J].Journal of the Association for Information Science & Technology,2012,63(4):657-670.
[13] KAMMERER Y,NAIRN R,PIROLLI P,et al.Signpost from the masses:learning effects in an exploratory social tag search browser[C]//Sigchi Conference on Human Factors in Computing Systems.ACM,2009:625-634.
[14] WILSON M J,WILSON M L.A comparison of techniques for measuring sensemaking and learning within participant-generated summaries[M].John Wiley & Sons,Inc,2013.
[15] COLLINS-THOMPSON K,RIEH S Y,HAYNES C C,et al.Assessing learning outcomes in Web search:a comparison of tasks and query strategies[C]//Proceedings of the 2016 ACM on Conference on Human Information Interaction and Retrieval,2016:163-172.
[16] MEDLAR A,GLOWACKA D.Using topic models to assess document relevance in exploratory search user studies[C].Proceedings of the 2017 Conference on Conference Human Information Interaction and Retrieval,2017:313-316.
[17] 张云秋,李玉玲,王洪媛.基于日志与认知分析的探索式医学搜索行为研究[J].图书情报工作,2014,58(11):36-42.
[18] 谭金波.网络音频信息检索的用户行为研究[J].情报资料工作,2013(5):77-80.
[19] 谭金波.学生信息搜索的内隐与外显策略对网络学习绩效的影响[J].中国电化教育,2014(9):67-71.
[20] 宋敬.中学生网络信息搜索行为研究[D].济南:山东师范大学,2016.
[21] FEI LIU.The search performance evaluation and prediction in exploratory search[D].University of California,2016.
[22] 李月琳,樊振佳,孙星明.探索式搜索任务属性与信息搜索行为的关系研究[J].情报资料工作,2017(1):54-61.
[23] 冯佳,张云秋.基于浏览器日志分析的探索式搜索行为研究[J].图书情报工作,2014,58(11):13-20.
[24] CAMPBELL R L.Jean Piaget’s genetic epistemology:appreciation and critique[J].Retrieved October,2006(25):2006.
[25] 王竹立.关联主义与新建构主义:从连通到创新[J].远程教育杂志,2011,29(5):34-40.
[26] 安德森L W,等.学习、教学和评估的分类学——布鲁姆教育目标分类学修订版(简缩本)[M].上海:华东师范大学出版社,2007:58-76.
[27] 王申连,郭本禹.认知心理学的伟大开拓者:乌尔里克·奈塞尔[J].自然辩证法通讯,2013,35(2):106-113,130.