Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes

Lawless, Kimberly A.; Schrader, P. G.; Mayall, Hayley J.

doi:10.1080/10862960701613086

Cited by 31 publications

(34 citation statements)

References 37 publications

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“…One key defining feature of navigation is that learners are given a general task after learning from hypermedia, such as writing an essay or answering specific questions, rather than being asked to search for specific information. As with search, the navigation literature is small (Lawless et al 2007), but has nonetheless converged on a number of main findings that are extremely similar to those in the search literature. First, prior knowledge is related to navigational patterns (moves).…”

Section: Differentiating Between Search and Navigationmentioning

confidence: 87%

“…First, prior knowledge is related to navigational patterns (moves). For example, Lawless et al (2007) found that college students with more prior knowledge used fewer menus, used more hyperlinks, and viewed more graphical representations. Second, for undergraduate students prior knowledge is associated with more often finding key pages and less often visiting irrelevant pages, and these patterns are associated with better learning outcomes (Naumann et al 2008;Schrader et al 2008).…”

Section: Differentiating Between Search and Navigationmentioning

confidence: 99%

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Locating information within extended hypermedia

Cromley

Azevedo

2008

Education Tech Research Dev

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New literacies researchers have identified a core set of strategies for locating information, one of which is ''reading a Web page to locate information that might be present there' ' (Leu et al. in: Rush, Eakle, Berger (eds) Secondary school reading and writing: What research reveals for classroom practices, 2007, p. 46). Do middle-school, high school, and undergraduate students (N = 51) differ in effectiveness at locating information within extended hypermedia? Students completed a pretest measure of knowledge about the circulatory system. They then gave verbal answers to 10 researcherdeveloped questions about the circulatory system, which they answered by searching the environment and thinking aloud about the task. Consistent with large-scale national and international studies, students were only moderately successful at locating information. Successfully locating information was significantly associated with having more prior knowledge, efficient searching, and giving better quality answers to the researcher-posed questions. It was also associated with specific strategies only at the level of individual questions. That is, the ''ideal'' strategy depended on the question and how the answer was phrased in the text. Implications of the results for teaching students how to search in hypermedia are offered.

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Section: Differentiating Between Search and Navigationmentioning

confidence: 87%

Section: Differentiating Between Search and Navigationmentioning

confidence: 99%

Locating information within extended hypermedia

Cromley

Azevedo

2008

Education Tech Research Dev

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“…Studies of the navigational behaviour of older students indicate that prior knowledge of the content domain enables students to navigate more easily through information in hypermedia environments, and to make more efficient and effective selections of content, resulting in better comprehension of material than those with little prior knowledge. This effect was enhanced when students were also familiar with the online hypermedia contexts in their content areas (Lawless et al 2007;Lawless and Schrader 2008).…”

Section: Hypertext and Reading Comprehensionmentioning

confidence: 99%

Image–language interaction in online reading environments: challenges for students’ reading comprehension

Chan

Unsworth

2011

Aust. Educ. Res.

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This paper presents the qualitative results of a study of students' reading of multimodal texts in an interactive, online environment. The study forms part of a larger project which addressed image-language interaction as an important dimension of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year 6 students representing a sample of high, medium and low performers on an Australian state-wide school literacy test were surveyed about their internet usage and interviewed using a structured protocol while working online through a selection of materials from an educational website. Findings from the earlier stages of the project indicated that different types of image-text relations vary in the degree of difficulty they pose for students' reading comprehension. This phase of the project extended the analysis of image-text relations to online, interactive texts. Student performance on online reading tasks and interview data are used to illustrate some of the complexities students encounter when reading online, and how this may vary with factors such as their day-to-day literacy experiences and levels of engagement. The results have implications for literacy pedagogy and assessing the reading of web-based texts.Keywords Online reading Á Image-text relations Á Reading hypertext Á Reading comprehension Á Literacy instruction Á Literacy assessment Contemporary texts require readers to comprehend information from an extensive range of images integrated with print material. The increasing use of images in instructional material, particularly in the case of multimedia and web-based texts,

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“…Acquisition of knowledge during search has also received attention. Lawless et al (2007) investigated the relationship between prior knowledge and the acquisition of new knowledge during web browsing by treating one group of participants with reading selected to enhance their domain knowledge prior to the search. Pre-and post-test knowledge scores of the treated and untreated groups showed that participants in the treatment group significantly increased their knowledge score.…”

Section: Level Of Knowledgementioning

confidence: 99%

Task and user effects on reading patterns in information search

Cole

Gwizdka

Liu

et al. 2011

Interacting with Computers

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a b s t r a c tWe report on an investigation into people's behaviors on information search tasks, specifically the relation between eye movement patterns and task characteristics. We conducted two independent user studies (n = 32 and n = 40), one with journalism tasks and the other with genomics tasks. The tasks were constructed to represent information needs of these two different users groups and to vary in several dimensions according to a task classification scheme. For each participant we classified eye gaze data to construct models of their reading patterns. The reading models were analyzed with respect to the effect of task types and Web page types on reading eye movement patterns. We report on relationships between tasks and individual reading behaviors at the task and page level. Specifically we show that transitions between scanning and reading behavior in eye movement patterns and the amount of text processed may be an implicit indicator of the current task type facets. This may be useful in building user and task models that can be useful in personalization of information systems and so address design demands driven by increasingly complex user actions with information systems. One of the contributions of this research is a new methodology to model information search behavior and investigate information acquisition and cognitive processing in interactive information tasks.

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Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes

Cited by 31 publications

References 37 publications

Locating information within extended hypermedia

Locating information within extended hypermedia

Image–language interaction in online reading environments: challenges for students’ reading comprehension

Task and user effects on reading patterns in information search

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