Google, se reordene e me ajude a aprender: Critérios de relevância para reordenar resultados de busca como um processo de aprendizagem

Abstract

Search engines can assist people to conduct tasks during an informal learning experience, however their ranking criteria are focused to provide factual rather than procedural information. In this context, this paper presents relevance criteria in accordance with learning theories to support search results reorder based on content suitability to learning purposes. In order to evaluate the proposed criteria applicability, it was applied a survey to search engine users comparing Google's and modified search engine result pages. The survey indicated that the modified result was better accepted, especially by searching experts. It might be an indication that reorganized search results based on learning theories may support informal learning.

Investigating the learning perspective of Searching as Learning, a review of the state of the art

“…From the constructivist perspective, it can be focused on what the learner can or cannot do without help, known as the zone of proximal development (Vygotsky et al, 1978). Some studies explore the participants' engagement; the evaluation as a motivator during the sessions; the teacher intervention during the session (Han et al, 2019); reordering of the search results page to support learning (Teixeira et al, 2020) (Pinelli et al, 2019); judgments and interventions and interventions on search systems to improve the learning experience (Syed and Collins-Thompson, 2016); web document features and the relationship with short or long-term learning outcomes (Syed and Collins-Thompson, 2018). Table 3 summarizes papers according to the mechanisms influencing the learning process in the literature.…”