SaR-WEB: A Semantic Web Tool to Support Search as Learning Practices and Cross-Language Results on the Web

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

“…Besides, prior knowledge sometimes is represented by labels, such as Novice User and Expert User, on the premise that these groups have divergent seeking behavior (Lu and Hsiao, 2017). Finally, another way to represent a user's prior knowledge is from cognitive traits (Taibi et al, 2017). At this point, the user is assessed from specific pretests aiming to categorize them into some taxonomy structured in levels of complexity of concepts.…”

“…They usually appear in the form of taxonomies and ontologies. For example, Taibi et al (2017) used the DBpedia knowledge base for cross-language interlinking based on the concepts recognized in the user's query.…”

“…Traditional search systems, such as Google, can and should be used for educational purposes. However, those systems aim at a quick and efficient selection of documents from the search engine result page, and its factual information search purpose is not as successful at facilitating higher levels of knowledge (Taibi et al, 2017). Rieh et al (2016) pointed out two contradictory behaviors of users who are searching with learning purposes.…”

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

“…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).…”

“…Table 3 summarizes papers according to the mechanisms influencing the learning process in the literature. (Taibi et al, 2017), (Gadiraju, 2018), (Zhuang et al, 2016), (Yu et al, 2018a), (Gadiraju et al, 2018) Evaluation (Rieh et al, 2012), (Tibau et al, 2018b), (Liu and Song, 2018), (Johnson, 2018), (Smith and Rieh, 2019), (Wilson and Wilson, 2013), (Vakkari et al, 2019) Assistance or guidance (Han et al, 2019), (Hinostroza et al, 2018), (Cho et al, 2017), (Moraes et al, 2018), (Ibieta et al, 2019) 3. Session Design for Learning (SDL): Represents the structural, environmental and interactive features of the session that are used to support and ensure learning.…”