The design of models and tools to support Exploratory Search acquires more importance as the amount of information on the Web grows. The use of advanced search features is a viable approach for query exploration during Exploratory Search. However, the usage of advanced search features remains relatively low since Web search engines became popular, partially because of design decisions that ignore the complex and flexible nature of search activities. In this paper, we introduce Dico: a conceptual model for advanced search features for Exploratory Search, presenting and evaluating a set of guidelines created to support designers and evaluators to design better advanced search features, promoting its usage. Results from an evaluation activity with prospective designers indicated participants were able to make sense of Dico's guidelines, suggesting the guidelines as a promising artifact to support the evaluation of search engines.
Recent advances in Human-Computer Interaction (HCI) can significantly affect technology-enhanced educational contexts. Our evolving relationship technology is a challenging topic of investigation, but alternative theories to cognition and socially aware empirical studies can shed light on the subject. In this paper, we explore "The Magic of Science" workshop, conducted in an educational museum context. With a background on learning through action and enactivism, our objective is to observe how people can individually and socially experience pervasive digital technology in educational contexts. Our study included 15 participant children and adolescents, who explored an exhibit of three interactive artworks and then built an interactive artifact from scratch during the workshop. We observed how these interactions took place and collected feedback on the experience of the workshop. Our results indicate that new ways of interacting with pervasive technologies allow us to expand the concept of learning through action, towards learning through socioenaction.
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