David Maxwell

Arthur Câmara, David Maxwell, Claudia Hauff

Complex search tasks - such as those from the Search as Learning (SAL) domain - often result in users developing an information need composed of several aspects. However, current models of searcher behaviour assume that individuals have an atomic need, regardless of the task. While these models generally work well for simpler informational needs, we argue that searcher models need to be developed further to allow for the decomposition of a complex search task into multiple aspects. As no searcher model yet exists that considers both aspects and the SAL domain, we propose, by augmenting the Complex Searcher Model (CSM), the Subtopic Aware Complex Searcher Model (SACSM) - modelling aspects as subtopics to the user's need. We then instantiate several agents (i.e., simulated users), with different subtopic selection strategies, which can be considered as different prototypical learning strategies (e.g., should I deeply examine one subtopic at a time, or shallowly cover several subtopics?). Finally, we report on the first large-scale simulated analysis of user behaviours in the SAL domain. Results demonstrate that the SACSM, under certain conditions, simulates user behaviours accurately.

Arthur Câmara, Nirmal Roy, David Maxwell et al.

Search engines are considered the primary tool to assist and empower learners in finding information relevant to their learning goals-be it learning something new, improving their existing skills, or just fulfilling a curiosity. While several approaches for improving search engines for the learning scenario have been proposed, instructional scaffolding has not been studied in the context of search as learning, despite being shown to be effective for improving learning in both digital and traditional learning contexts. When scaffolding is employed, instructors provide learners with support throughout their autonomous learning process. We hypothesize that the usage of scaffolding techniques within a search system can be an effective way to help learners achieve their learning objectives whilst searching. As such, this paper investigates the incorporation of scaffolding into a search system employing three different strategies (as well as a control condition): (I) AQE_{SC}, the automatic expansion of user queries with relevant subtopics; (ii) CURATED_{SC}, the presenting of a manually curated static list of relevant subtopics on the search engine result page; and (iii) FEEDBACK_{SC}, which projects real-time feedback about a user's exploration of the topic space on top of the CURATED_{SC} visualization. To investigate the effectiveness of these approaches with respect to human learning, we conduct a user study (N=126) where participants were tasked with searching and learning about topics such as `genetically modified organisms'. We find that (I) the introduction of the proposed scaffolding methods does not significantly improve learning gains. However, (ii) it does significantly impact search behavior. Furthermore, (iii) immediate feedback of the participants' learning leads to undesirable user behavior, with participants focusing on the feedback gauges instead of learning.