Assessing effects of information architecture of digital libraries on supporting E-learning: A case study on the Digital Library of Nature &amp; Culture

Chen, Chin‐Ming; Lin, Shang-Tzu

doi:10.1016/j.compedu.2014.02.006

Cited by 24 publications

(18 citation statements)

References 26 publications

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“…suggest a model for browsing within an e-document, where all browsing strategies will eventually lead to reading some text passage (or any other semantic component, e.g., picture), to assessing their relevance, and either to reading the document further or to moving to the next document. In general, the information architecture of each information item guides reading and interpretation [Chen and Lin 2014;Dillon and Turnbull 2005]. For example, the actor may take advantage of various text organizers such as genre-dependent semantic structures, rhetorical organization, or visual and verbal cues included [Rouet 2006, pp.…”

Section: The Phenomenonmentioning

confidence: 99%

Task-Based Information Interaction Evaluation

Järvelin

Vakkari

Arvola

et al. 2015

ACM Trans. Inf. Syst.

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Evaluation is central in research and development of information retrieval (IR). In addition to designing and implementing new retrieval mechanisms, one must also show through rigorous evaluation that they are effective. A major focus in IR is IR mechanisms' capability of ranking relevant documents optimally for the users, given a query. Searching for information in practice involves searchers, however, and is highly interactive. When human searchers have been incorporated in evaluation studies, the results have often suggested that better ranking does not necessarily lead to better search task, or work task, performance. Therefore, it is not clear which system or interface features should be developed to improve the effectiveness of human task performance. In the present article, we focus on the evaluation of task-based information interaction (TBII). We give special emphasis to learning tasks to discuss TBII in more concrete terms. Information interaction is here understood as behavioral and cognitive activities related to task planning, searching information items, selecting between them, working with them, and synthesizing and reporting. These five generic activities contribute to task performance and outcome and can be supported by information systems. In an attempt toward task-based evaluation, we introduce program theory as the evaluation framework. Such evaluation can investigate whether a program consisting of TBII activities and tools works and how it works and, further, provides a causal description of program (in)effectiveness. Our goal in the present article is to structure TBII on the basis of the five generic activities and consider the evaluation of each activity using the program theory framework. Finally, we combine these activity-based program theories in an overall evaluation framework for TBII. Such an evaluation is complex due to the large number of factors affecting information interaction. Instead of presenting tested program theories, we illustrate how the evaluation of TBII should be accomplished using the program theory framework in the evaluation of systems and behaviors, and their interactions, comprehensively in context.

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Section: The Phenomenonmentioning

confidence: 99%

Task-Based Information Interaction Evaluation

Järvelin

Vakkari

Arvola

et al. 2015

ACM Trans. Inf. Syst.

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“…Gamified learning environments have been applied from elementary education (Simões et al, 2013) to university level (Hamari, 2017), but when applying gamification, it is important to understand different learning styles. Felderman and Silverman (Chen and Lin, 2014) proposed an Index of Learning Styles (ILS) for identifying learners in four learning styles, namely active/reflective, sensitive/intuitive, visual/verbal and sequential/global. The Learning Style Inventory (LSI) is a model created by Kolb, where learning styles are based on a four-stage learning cycle consisting of: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC) and Active Experimentation (AE) (Lindberg and Laine, 2017).…”

Section: Perspectives For Further Research: Learning Styles and User mentioning

confidence: 99%

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Toth

Lógó

2019

Period. Polytech. Soc. Man. Sci.

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Students taking low-stake quizzes in a gamified environment shows improvement on their studies, thus has the potential to be an effective part in an improved learning experience. Previous researches show that implementing gamification into the educational system has positive outcome on the student's engagement, motivation and the overall experience of learning. In this study is a field experiment, where quizzes were created with the Kahoot application, to bring action and visual triggers into the classroom. The aim of this paper to measure the long-term learning effect of the Kahoot quiz in the exams. Several of the quiz questions during the class were purposefully blended into the exam's question bank as a multiple choice or a true or false question. In this research 200 bachelor students participated in a 14-week long elective course. The data was collected weekly from the Kahoot quizzes and from the two mandatory exams. All the results from the Kahoot quiz and the exams provided the base of the analysis. Furthermore, the exam results were analyzed based on number of Kahoot quizzes they took part, a comparison of the results of each question based.The results show that students who took part in more Kahoot quizzes tend to reach higher exam mark. Moreover, they marked more correct answers and less incorrect ones. As a conclusion, using some level of game-based learning has a positive effect on the student's results and perception of learning.

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“…In general, information architecture focuses on facilitating access and management of information in an organisation (Resmini & Rosati 2012). Chen and Lin (2014) state that usability and accessibility are some of the main requirements of information architecture. This means that the information should be easy to access and of high quality (Toure et al 2016).…”

Section: Requirementsmentioning

confidence: 99%

The architectures of data and information: Their confounded confusion

Iyamu¹

2019

SA Journal of Information Management

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Background: Even though it is well documented in the academic domain, including various English dictionaries, that data and information are not the same thing, with the latter being a refinement of the former, many people within organisations and academic environments continue to loosely and interchangeably use these terms. This is a challenge that extends to the enterprise architecture discipline, which has an impact on how the domains of data and information architectures are defined, developed and implemented in many organisations. Objectives:The challenge leads to misunderstanding of both technical and business requirements, as well as confusion about the differentiation between data and information architectures. This challenge affects the accomplishment of either data or information in an organisation. This is caused by the fact that data is referred to as information, meaning it has been refined, which is incorrect, and therefore affects requirements. Additionally, this challenge influences the organisational structure and the development of employees' career. Thus, the objective of this study was to examine the implication of practice in the loose and interchangeable use of the terms, 'data' and 'information', within an organisation.Method: Based on this objective, the interpretivist stance was employed in the study. Qualitative data was gathered and the hermeneutics approach was employed in the analysis.Results: From the analysis, a solution is proposed to halt further misconstruction of the architectures, and avoid the confusing challenges it has for organisations. Conclusion:The study reveals what we need to know about the confounded confusion between data and information architectures. The differentiation between the two concepts can be of importance to professionals in the field of information systems and technologies as well as academics.

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Assessing effects of information architecture of digital libraries on supporting E-learning: A case study on the Digital Library of Nature & Culture

Cited by 24 publications

References 26 publications

Task-Based Information Interaction Evaluation

Task-Based Information Interaction Evaluation

The Effect of the Kahoot Quiz on the Student's Results in the Exam

The architectures of data and information: Their confounded confusion

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