Cognitive Modeling of Age and Domain Knowledge Differences in Information Search

Karanam, Saraschandra; Oostendorp, Herre van

doi:10.1007/978-3-030-38825-6_4

Cited by 4 publications

(1 citation statement)

References 40 publications

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“…As indicated in the table, many actions and assumed cognitive processes are similar, just like the characteristic difficulties these processes might evoke. These involve but are not limited to: focusing on the wrong location, an overload of working memory, failures in the activation of information from long-term memory (Karanam and Van Oostendorp, 2020). In addition to this, similar to hypertext systems, in VR educational games, users have to navigate large and complex information spaces, making many decisions, to carry out and solve information-searching tasks.…”

Section: Navigation and The Issue Of Disorientationmentioning

confidence: 99%

Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

Ferguson

Oostendorp

2020

Front. Psychol.

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The lostness measure, an implicit and unobtrusive measure originally designed for assessing the usability of hypertext systems, could be useful in Virtual Reality (VR) games where players need to find information to complete a task. VR locomotion systems with node-based movement mimic actions for exploration and browsing found in hypertext systems. For that reason, hypertext usability measures, such as “lostness” can be used to identify how disoriented a player is when completing tasks in an educational game by examining steps made by the player. An evaluation of two different lostness measures, global and local lostness, based on two different types of tasks, is described in a VR educational game using 13 college students between 14 and 18 years old in a first study and extended using 12 extra participants in a second study. Multiple Linear Regression analyses showed, in both studies, that local lostness, and not global lostness, had a significant effect on a post-game knowledge test. Therefore, we argued that local lostness was able to predict how well-participants would perform on a post-game knowledge test indicating how well they learned from the game. In-game experience aspects (engagement, cognitive interest, and presence) were also evaluated and, interestingly, it was also found that participants learned less when they felt more present in the game. We believe these two measures relate to cognitive overload, which is known to have an adverse effect on learning. Further research should investigate the lostness measure for use in an online adaptive game system and design the game system in such a way that the risk of cognitive overload is minimized when learning, resulting in higher retention of information.

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Section: Navigation and The Issue Of Disorientationmentioning

confidence: 99%

Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

Ferguson

Oostendorp

2020

Front. Psychol.

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Semantic Relevance Feedback on Queries and Search Results for Younger and Older Adults

Oostendorp

Karanam²

2020

Human–Computer Interaction Series

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Designing Multistage Search Systems to Support the Information Seeking Process

Huurdeman

Kamps

2020

Human–Computer Interaction Series

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Due to the advances in information retrieval in the past decades, search engines have become extremely efficient at acquiring useful sources in response to a user's query. However, for more prolonged and complex information seeking tasks, these search engines are not as well suited. During complex information seeking tasks, various stages may occur, which imply varying support needs for users. However, the implications of theoretical information seeking models for concrete search user interfaces (SUI) design are unclear, both at the level of the individual features and of the whole interface. Guidelines and design patterns for concrete SUIs, on the other hand, provide recommendations for feature design, but these are separated from their role in the information seeking process. This chapter addresses the question of how to design SUIs with enhanced support for the macro-level process, first by reviewing previous research. Subsequently, we outline a framework for complex task support, which explicitly connects the temporal development of complex tasks with different levels of support by SUI features. This is followed by a discussion of concrete system examples which include elements of the three dimensions of our framework in an exploratory search and sensemaking context. Moreover, we discuss the connection of navigation with the search-oriented framework. In our final discussion and conclusion we provide recommendations for designing more holistic SUIs which potentially evolve along with a user's information seeking process.

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Cognitive Modeling of Age and Domain Knowledge Differences in Information Search

Cited by 4 publications

References 40 publications

Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

Semantic Relevance Feedback on Queries and Search Results for Younger and Older Adults

Designing Multistage Search Systems to Support the Information Seeking Process

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