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

Abstract

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.

The Search as Learning Spaceship: Toward a Comprehensive Model of Psychological and Technological Facets of Search as Learning

“…An online resource for learning can be every website a user encounters, which means that most resources retrieved will not be informed by instructional design principles to aid learning. In addition, today’s search engines are typically not optimized for learning, but rather for the maximization of sold advertisements, relevance in terms of a document’s similarity to the query, or popularity of documents, and rank results accordingly (e.g., Machado et al, 2020 ). Consequently, they can present misleading or biased results when learners use them to acquire knowledge ( Segev, 2010 ); for example, recommender systems that present to the user mostly content that is, for example, regarding political orientation similar to previously consumed content could facilitate the formation of “filter bubbles” ( Pariser, 2011 ; Geschke et al, 2019 ).…”

“…We propose our so-called “Spaceship model” as a novel framework in order to describe relevant research insights from the fields of psychology, education, and information retrieval that contribute to the understanding of SAL activities. Previous works on characterizing SAL processes ( Vakkari, 2016 ) largely focus on textual learning resources and corresponding theories of learning ( Hoppe et al, 2018 ; Machado et al, 2020 ). This, however, does not mirror the multimedia richness of the Web and preferences of the users.…”

Uma ontologia para auxílio em ambientes colaborativos para busca de informações

“…Sendo assim, torna-se necessário: desenvolver um sistema para apoiar o processo de aprendizagem; apoiar uma interac ¸ão eficaz do usuário para pesquisar como aprendizado; fornecer ferramentas de alfabetizac ¸ão baseada em inquérito dentro de um sistema de pesquisa; e avaliar a aprendizagem do comportamento de pesquisa on-line [Rieh et al 2016]. Os usuários devem ser acompanhados e orientados sobre o processo de pesquisa à medida que o processo de aprendizagem ocorre [Machado et al 2020]. É comum existir um desconhecimento prévio e incerteza da informac ¸ão, chamado de Anomalous State of Knowledge (ASK), relacionado à incapacidade de especificar com precisão suas necessidades de informac ¸ão [Tibau et al 2019].…”

“…Como constatado por autores sobre SaL [Hoppe et al 2018, Vakkari 2016, X Congresso Brasileiro de Informática na Educação (CBIE 2021 Anais do XXXII Simpósio Brasileiro de Informática na Educação (SBIE 2021) Rieh et al 2016, Machado et al 2020 e CIS [Hertzum and Hansen 2019, Hong et al 2019, Avià 2019, existe um grande volume de experimentos laboratoriais, mas essas áreas carecem de modelos para avaliar a aprendizagem e identificar comportamentos. A revisão de [Mayweg-Paus et al 2020] demonstra que na maioria dos sistemas CIS a coordenac ¸ão ocorre sem ser guiada, flexível ou sem ser realizada.…”