Mercedes Gómez-Albarrán

Joaquín Gayoso-Cabada, Mercedes Gómez-Albarrán, José-Luis Sierra

Tag-based browsing is a popular interaction model for navigating digital libraries. According to this model, users select descriptive tags to filter resources in the collections. Typical implementations of the model are based on inverted indexes. However, these implementations can require a considerable amount of set operations to update the browsing state. To palliate this inconven-ience, it is possible to adopt suitable cache strategies. In this paper we describe and compare two of these strategies: (i) a query-based strategy, according to which previously computed browsing states are indexed by sets of selected tags; and (ii) a resource-based strategy, according to which browsing states are in-dexed by sets of filtered resources. Our comparison focused on runtime perfor-mance, and was carried out empirically, using a real-world web-based collec-tion in the field of digital humanities. The results obtained show that the re-source-based strategy clearly outperforms the query-based one.

Joaquí Gayoso-Cabada, María Goicoechea-de-Jorge, Mercedes Gómez-Albarrán et al.

Information and communications technology and technology-enhanced learning have unquestionably transformed traditional teaching-learning processes and are positioned as key factors to promote quality education, one of the basic sustainable development goals of the 2030 agenda. Document annotation, which was traditionally carried out with pencil and paper and currently benefits from digital document annotation tools, is a representative example of this transformation. Using document annotation tools, students can enrich the documents with annotations that highlight the most relevant aspects of these documents. As the conceptual complexity of the learning domain increases, the annotation of the documents may require comprehensive domain knowledge and an expert analysis capability that students usually lack. Consequently, a proliferation of irrelevant, incorrect, and/or poorly decontextualized annotations may appear, while other relevant aspects are completely ignored by the students. The main hypothesis proposed by this paper is that the use of a guiding annotation ontology in the annotation activities is a keystone aspect to alleviate these shortcomings. Consequently, comprehension is improved, exhaustive content analysis is promoted, and meta-reflective thinking is developed. To test this hypothesis, we describe our own annotation tool, \@note, which fully implements this ontology-enhanced annotation paradigm, and we provide experimental evidence about how \@note can improve academic performance via a pilot study concerning critical literary annotation.