Differential impact of web habits and active navigation on adolescents' online learning

Abstract

In this study we investigated how 14- to 17-year-olds (n = 48) search the web for information about unsettled scientific dilemmas. In particular, we addressed to what extent adolescents' capability to appraise accurate web sources, learn, and mold informed opinions is influenced by the quality of their online search strategies, the control they exert over the online search experience, and the experience they have while searching the web for relevant factual information. Our results show that adolescents' learning resulting from independent online search was not influenced by their search strategies and was generally quite poor, although they did identify and consult the most relevant and informative web sources. Interestingly, we found that having active control over the search process enhanced participants' learning and retention of factual information, but following the search process more passively increased their capability to reflect on, process, and elaborate on the information found on the web. This latter aspect was also positively influenced by having greater experience searching the web to perform school assignments. Taken together, these findings can inform educational practices, supporting the development and implementation of more effective interventions to empower the conscientious use and successful mastery of the pseudo-infinite information available on the web, and highlighting the crucial role of schools in equipping students with the necessary training, strategies, tools and guidance.