Online searching and learning: YUM and other search tools for children and teachers

Azpiazu, Ion Madrazo; Dragovic, Nevena; Pera, Maria Soledad; Fails, Jerry Alan

doi:10.1007/s10791-017-9310-1

Cited by 38 publications

(29 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, Piaget distinguishes stages of cognitive development based on children's age (Inhelder and Piaget, 1958). Besides that, Azpiazu et al (2017) only consider K-9 student for their solution, claiming that while the use of search engines for learning tasks enhancement is usual, they are not designed for children; thus some issues arise when it is used by this audience (Gossen et al, 2013).…”

Section: Gathering the Input Variables Around Searching As Learningmentioning

confidence: 99%

Raising the Dimensions and Variables for Searching as a Learning Process: A Systematic Mapping of the Literature

Machado¹,

Gimenez²,

Siqueira³

2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

View full text Add to dashboard Cite

Search engines are great allies in our daily educational tasks. However, usually, these tools are prepared only for factual learning and are less effective when dealing with more complex learning tasks. Thus, in recent years, Searching as Learning (SAL) research area has been developing from proposals that target the main challenges involving learning during the search process. The effectiveness of educational technologies in providing appropriate instructions depends directly on the input information. Gathering information on what should be taken into account in a search as a learning process can support the development of specialized search engines to support learning. Therefore, we performed a systematic mapping of the literature in order to gather this information, raising the dimensions and their associated variables.

show abstract

Section: Gathering the Input Variables Around Searching As Learningmentioning

confidence: 99%

Raising the Dimensions and Variables for Searching as a Learning Process: A Systematic Mapping of the Literature

Machado¹,

Gimenez²,

Siqueira³

2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

View full text Add to dashboard Cite

show abstract

“…From the behavioral perspective, the use of techniques to reinforce search behavior, which is learningrelated (Harasim, 2011). From the cognitivist perspective, it is usually concerned IX Congresso Brasileiro de Informática na Educação (CBIE 2020) Anais do XXXI Simpósio Brasileiro de Informática na Educação (SBIE 2020) (Lu and Hsiao, 2017), (Zhuang et al, 2016), (Mao et al, 2016), (Moraes et al, 2018), (Wilson and Wilson, 2013) Cognitivist (Kodama et al, 2017), (Moraes et al, 2018), (Taibi et al, 2017), (Wilson et al, 2016), (Syed and Collins-Thompson, 2016), (Bhattacharya and Gwizdka, 2019), (Al-Tawil et al, 2019), (Azpiazu et al, 2017), (Crescenzi, 2016), (Han et al, 2019), (Liu and Song, 2018), (Johnson, 2018), (Jansen et al, 2007), (Smith and Rieh, 2019) Constructivist (Ghosh et al, 2018), (Tibau et al, 2018b), (Freund et al, 2016), (Komlodi and Caidi, 2016), (Weingart and Eickhoff, 2016), (Tibau et al, 2018a), (Yu et al, 2018b), (Al-Tawil et al, 2019) (Ibieta et al, 2019), (Zapata et al, 2015), (Zhang, 2017), (Meyers, 2018), (Cho et al, 2017), (Vakkari et al, 2019), (Ibieta et al, 2019) about information processing, search complexity and cognitive effort. 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).…”

Section: Learning Paradigms (Lp)mentioning

confidence: 99%

“…Summary of the studies according to sessions designed for learning. (Kodama et al, 2017), (Freund et al, 2016), (Azpiazu et al, 2017), (Gadiraju, 2018), (Komlodi and Caidi, 2016), (Mao et al, 2016), (Weingart and Eickhoff, 2016), (Bhattacharya and Gwizdka, 2019) (Han et al, 2019), (Hinostroza et al, 2018), (Gadiraju et al, 2018), (Gadiraju et al, 2018), (Cho et al, 2017), (Wilson and Wilson, 2013), (Ibieta et al, 2019) Not Controlled Session (Han et al, 2019), (Johnson, 2018), (Vakkari et al, 2019) Individual Session (Han et al, 2019), (Meyers, 2018), (Gadiraju et al, 2018), (Gadiraju et al, 2018), (Cho et al, 2017), (Wilson and Wilson, 2013), (Vakkari et al, 2019), (Ibieta et al, 2019) Group Session (Meyers, 2018), (Moraes et al, 2018) Community-centered (Liu and Song, 2018) Knowledge-centric (Yu et al, 2018a), (Tibau et al, 2018b), (Zapata et al, 2015), (Gadiraju et al, 2018), (Smith and Rieh, 2019), (Wilson and Wilson, 2013) Student-centric (Han et al, 2019), (Meyers, 2018), (Gadiraju et al, 2018), (Moraes et al, 2018), (Vakkari...…”

Section: Recognizing Knowledge Gainmentioning

confidence: 99%

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

Gimenez¹,

Machado²,

Pinelli³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

View full text Add to dashboard Cite

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.

show abstract

“…It can be deduced therefore that students potentially perform more tasks to retrieve information online compared to adults. These youths, however, tend to be naïve and accepting of all information posted online, even less credible ones [49]. This is understandable because a person assesses the credibility of information based on his or her knowledge, experience, and whether or not he or she cross-examines the information with other sources.…”

Section: A Information Credibilitymentioning

confidence: 99%

Credibility Dimensions for Islamic Information in Social Media

Kadir

Salim

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

A new way of spreading knowledge and collaborating with each other to achieve specific objectives has been introduced with the rise of social media, which is a useful communication tool. A growing number of people are using social media in search of information relating to religious learning and practices. The younger generation is one of the primary users of social media; therefore, many Islamic scholars are reaching out to Muslim youths using this channel. However, as people assimilate themselves to the use of social media in gaining knowledge, questions begin to emerge on the credibility of the Islamic information discovered. Anyone regardless of their background can post or share information or articles on social media, so much information is not always credible or true. Self-proclaimed Islamic scholars could use social media for their gains such as to support and propagate sentiments, misinform, spread rumors or startup conspiracies. This could confuse social media users, especially the younger generation, whose main information source is social media. Despite the significant importance of this area, limited research has empirically examined the factors that affect the credibility of social media information particularly relating to the Islamic context. In addressing this gap, this study inspects the factors obtained from the literature and classifies the dimensions of social media information credibility. Based on the established credibility theories of the Elaboration Likelihood Model (ELM), Prominence-Interpretation theory, and Social Cognitive theory, a research model is developed to determine Islamic information credibility on social media platforms. It is imperative that the study classify the credibility dimensions, in order to further validate the factors that influence social media users in confirming the credibility of Islamic information. This study also aims to clear doubts and dispel misinformation regarding the Islamic religion by providing a basis for the society to ascertain Islamic information credibility and authenticity.

show abstract

Online searching and learning: YUM and other search tools for children and teachers

Cited by 38 publications

References 40 publications

Raising the Dimensions and Variables for Searching as a Learning Process: A Systematic Mapping of the Literature

Raising the Dimensions and Variables for Searching as a Learning Process: A Systematic Mapping of the Literature

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

Credibility Dimensions for Islamic Information in Social Media

Contact Info

Product

Resources

About