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

Abstract

Current search engines are not designed to facilitate learning as they do not lead the user to develop more complex skills. Searching as Learning (SAL) emerged as a research area from the intersection of information search and learning technologies in order to advance the study of searching as a learning process. However, we wonder how have the learning theories and approaches been explored in SAL. Through a systematic review of the literature, we identified 65 papers that report SAL solutions. We analyzed them, seeking to answer (i) which learning theories, approaches and methods support the searching as a learning process, and (ii) what metrics, procedures, or treatments were used to measure learning during the searching process. We uncover the learning perspective in the SAL literature, discussing the learning paradigms, the mechanisms influencing the learning process, the search session design for learning and the knowledge gain measurement strategies.

Complexity of digital resources: an analysis based on their conceptual networks

“…The outcomes of this research benefit several educational stakeholders in dealing with the complexity of digital resources and entire courses as well as open new research avenues in the areas of Sequencing [Manrique et al 2018], Knowledge Tracing [Piech et al 2015], and Searching as Learning [Gimenez et al 2020].…”

Como a Interface de Comunidades de Perguntas e Respostas Impacta na Aprendizagem?

“…Cada vez mais a aprendizagem em computac ¸ão tem se moldado como uma aprendizagem autorregulada e realizada ao longo da vida. Nessa perspectiva, as CQA como comunidades de aprendizado colaborativo por pares, têm desempenhado papel importante como fonte de informac ¸ões factuais e especializadas [Gimenez et al 2020], onde os mecanismos sociotécnicos fornecem apoio para a compreensão e validade do conteúdo para o aprendizado técnico na área.…”

“…Neste estudo, sob o paradigma interpretativa/construtivista, exploramos os significados atribuídos pelos indivíduos [Saldaña 2013] para a compreensão do impacto da interface humano-computador das CQA, considerando a experiência e a possível aprendizagem imediata [Gimenez et al 2020] do conhecimento expresso pelos conteúdos pelo usuário. Empregamos a abordagem metodológica qualitativa através da Teoria Fundamentada em Dados Construtivista [Charmax 2014].…”