Insight into mental models of novice Internet searchers

Abstract

Task knowledge structures can be adapted to determine the cognitive abilities of Net newbies and help create support systems to help shape their search experiences.Because of its inexpensive and ubiquitous nature, many users regard the Internet as the first and only point of access to information to meet their needs. Yet it is known generally that information accessed via the Internet is ill formed, unorganized, and difficult to access. This leads to a variety of problems and frustrations for users, especially novices. The primary, and sometimes only, means to access much of this information are Internet search engines. When novices use search engines without strong mental models for information retrieval-especially in complex environments such as the Internet-they are not likely to achieve success at information gathering.Mental models are cognitive constructs of knowl-specific subject domains. A mental model for searchedge and experiences used to interpret the world [7]. ing on the Internet encompasses several overlapping It has been suggested that a mental model can be domains, including searching in general, IT skills, and developed or strengthened by learning and practicing lmowledge about the subject being searched [1]. skills [4]. Mental models represent a collection of Because mental models are complex and difficult knowledge that builds a foundation of understanding to articulate, we must develop ways to identify and and provides the tools for problem solving in a given characterize them. One approach is to capture eledomain. This is different from a system model, which ments of domain knowledge as they are being applied is a conceptual understanding of how a system works or put to use. Such elements are thought to include (often called a conceptual model). Users often under-understanding the structure and ftinctions of a sysstand their mental models only through conceptual-tem, as well as the relationships between them and ization as systems models. For instance, people might their outcomes [5]. Task knowledge structures (TKS) say, "My mental model for searching for information theory argues tlie knowledge people possess and on the Internet is using Google," when in actuality employ while performing tasl<:s can be represented in they are describing a system model. Systems models a structured way. A TKS is a summary of lcnowledge equate to analogies of specific systems, whereas men-that can be called upon when performing tasks or tal models accumulate broader knowledge in order to solving problems associated with a task [3]. The anticipate, interpret, and solve complex problems in notion of linking TKS to mental models is based on

There’s a creepy guy on the other end at Google!: engaging middle school students in a drawing activity to elicit their mental models of Google

“…Studies seeking to elicit people's mental models have drawn on a range of data collection techniques, including direct observation of people interacting with a device and thinking aloud (e.g., Holman 2011;Li 2007;Norman 1983), interviews (e.g., Brandt and Uden 2003;Li 2007;Yan 2005;Zhang 2008a, b), and asking people to draw their understanding of a particular concept, process, or system (e.g., Denham 1993;Dinet and Kitajima 2011;Gray 1990;Papastergiou 2005;Rieh et al 2010;Thatcher and Greyling 1998;Westbrook 2006). The process of eliciting mental models through drawing has, in fact, not only been used as a data collection method for research purposes, but also as an instructional method by teachers who wish to learn about their students' understandings of a science concept and how these understandings evolve across time, while simultaneously facilitating their building of mental models through the process of drawing itself (Glynn 1997).…”

How Influential Are Mental Models on Interaction Performance? Exploring the Gap between Users’ and Designers’ Mental Models through a New Quantitative Method

“…Slone [37] found that users' mental models affected their performance on websites. Brandt and Uden [38] pointed out that novices without strong mental models for information retrieval could not gather information successfully. Numerous studies have also shown the relationship between TMMs and team performance.…”

Teaching and learning in information retrieval

“…This is based on learning outcomes set to focus the student on how to formulate a good query and know and use a wide variety of search techniques, whilst being centred on problem solving and analysis of information sources. Brandt and Uden (Brandt, 1997;Brandt & Uden, 2003) concluded in their studies that it is important for the students' to have very "strong mental models" for IR. Otherwise the students (particularly novices) are not likely to be successful at information gathering.…”

“…Jacobson & Ignacio (1997) in addition to improving search skills, set pedagogical goal of learning to retrieve information using a variety of systems, include their main features and how these can be applied to particular tasks. Brandt and Uden (2003) offer a compromise between the two objectives stated directly above, as they teach basic issues in IR to give students' background in the area, in order to further their knowledge of search skills.…”