Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Park, Young; Black, John B.

doi:10.2190/t6r2-5111-5805-10mt

Cited by 23 publications

(18 citation statements)

References 18 publications

(18 reference statements)

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“…In this regard, it should be pointed out that the advantage of higher prior knowledge was documented by previous research in relation to the search activities on the Web, for example search precision (Park and Black 2007) and evaluation of the relevance of accessed information (Fidel et al 1999;Hirsh 1999). Evaluation of the epistemic quality of information found on the Web as a function of prior knowledge has not previously been analyzed.…”

Section: Discussionmentioning

confidence: 97%

Searching the Web to learn about a controversial topic: are students epistemically active?

2009

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Students are making an increased use of the Web as a source for solving information problems for academic assignments. To extend current research about search behavior during navigation on the Web, this study examined whether students are able to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the search context. Forty-six psychology and engineering university students were asked to research information about a controversial subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated reflections about the sources as well as the information provided, outperformed students who were active only at the first epistemic level. Educational implications are drawn

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Section: Discussionmentioning

confidence: 97%

Searching the Web to learn about a controversial topic: are students epistemically active?

2009

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“…They observed that domain knowledge may assist an expert in avoiding being confused and in finding suitable Web pages. Park and Black [Park and Black(2007)] performed an experiment to investigate the impact of domain knowledge on search activities. Their results showed that domain knowledge impacts the precision of search results.…”

Section: Domain Knowledgementioning

confidence: 99%

Factors Impacting the Inputs of Traceability Recovery Approaches

Ali

Guéhéneuc

Antoniol

2011

Software and Systems Traceability

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In requirement engineering, researchers have proposed various tractability recovery approaches. To the best of our knowledge, all traceability recovery approaches have low precision and recall. Our main claim in this chapter is that there exist factors that impact the traceability approaches' inputs, in particular source document, target document, and experts' opinion, that cause low precision and recall. In this chapter, we pursue four objectives: first, to identify and document factors that impact traceability recovery approaches' inputs; second, to identify metrics/tools to measure/improve the quality of the inputs with respect to the identified factors, third, to provide precautions to control these factors, and, fourth, to empirically prove and quantify the effect of one of these factors-expert's programming knowledge-on the traceability recovery approaches' inputs. To achieve the first two objectives, we perform an incremental literature review of traceability recovery approaches and identify and document three key inputs and the seven factors impacting these inputs, out of 12 identified factors. We analyse the reported results in literature for the identified factors to address our third objective. We conduct an empirical study to assess the impact of expert's programming knowledge, to address our fourth objective. We use the effort, number of correct answers, and time to measure the effect of expert's programming knowledge on traceability recovery. We conclude that, in the literature, seven factors impacting the inputs of traceability recovery approaches have been identified, documented, and reported along with related metrics/tools and precautions. We suggest that practitioners should be wary of these seven factors and researchers should focus on the five others to improve traceability recovery approaches.

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“…Some of the steps require repetitive execution and sometimes require continuous trial-and-error until confirmation of the search results (Brand-Gruwel, Wopereis & Vermetten, 2005). Individuals may adopt different methods and sequences in seeking information on the same subjects because of the differentiation of individual characteristics and the degree of development of one's cognitive abilities (Albertson, 2010b;Bilal and Kirby, 2002;Bronstein, 2014;Ford, Miller, & Moss, 2005;Ford, Eaglestone, Madden, & Whittle, 2009;Hsieh-Yee, 2001;Kao, Lei & Sun, 2008;Kim, 2008;Kim & Allen, 2002;Laxman, 2010;Lei, Kao, Lin & Sun, 2009;Park & Black, 2007;Rouet, 2003;Sun, Ye, Hsieh, 2014;Zhou, 2014). For example, reading multiple pages of search results in detail versus skimming one page of results before trying a new keyword, following multiple links versus stopping after the first webpage, and utilizing one versus multiple search engines.…”

Section: Individual Differences In Web Searchesmentioning

confidence: 99%

“…Regarding differences in search behaviors and performance, researchers have looked at individual factors, such as personal experiences (e.g., background, gender, Internet experience, and familiarity), personal cognition (e.g., domain knowledge, reading skill, spatial ability, problem-solving ability, metacognition, and understanding of the search task), personal approaches (e.g., study approaches, perceptions of and preferred approaches to web-based information seeking, thinking style, and cognitive style), environmental factors (e.g., search engines and metadata), and task types (e.g., locating web sites versus locating information, closed-ended versus open-ended) (Albertson, 2010b;Allen, 1998Allen, , 2000Bilal & Kirby, 2002;Brand-Gruwel, Wopereis & Vermetten, 2005;Chiu, 2006;Choi, 2010;Ford, Miller, & Moss, 2005;Hsieh-Yee, 2001;Kao, Lei & Sun, 2008;Kim, 2008;Kim & Allen, 2002;Lei, Kao, Lin & Sun, 2009;Lei, Lin and Sun, 2013;Park & Black, 2007;Rouet, 2003;Sun, Ye, Hsieh, 2014;Zhou, 2014). These studies demonstrate that despite constant advancement in the platform and index of search engines, the individual differences between users still play a crucial role in determining the success of a search.…”

Section: Individual Differences In Web Searchesmentioning

confidence: 99%

“…Some researchers argue that cognitive styles are critical factors that influence learning performance, especially in the development of hypermedia-based learning (Park & Black, 2007;Rezaei & Katz, 2004;Riding & Rayner, 1998). Cognitive styles refer to an individual's preferred and habitual ways of organizing, processing, and representing information (Riding & Rayner, 1998).…”

Section: Verbal-imagery Cognitive Stylementioning

confidence: 99%

See 1 more Smart Citation

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

Lei

Sun

Lin

et al. 2015

Computers & Education

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Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Cited by 23 publications

References 18 publications

Searching the Web to learn about a controversial topic: are students epistemically active?

Searching the Web to learn about a controversial topic: are students epistemically active?

Factors Impacting the Inputs of Traceability Recovery Approaches

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

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