Visual search patterns, information selection, and information anxiety during online information problem solving

2021 ◽  
pp. 104236
Author(s):  
Meng-Jung Tsai ◽  
An-Hsuan Wu
Keyword(s):  
Visual Search ◽  
Problem Solving ◽  
Online Information ◽  
Information Selection ◽  
Search Patterns ◽  
Information Problem Solving ◽  
Information Problem ◽  
Information Anxiety

scholarly journals Middle-school students' online information problem solving behaviors on the information retrieval interface

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Yi-Fen Yeh ◽  
Ying-Shao Hsu ◽  
Fu-Tai Chuang ◽  
Fu-Kwun Hwang
Keyword(s):  
Problem Solving ◽  
Search Engines ◽  
Cognitive Complexity ◽  
Online Information ◽  
Search Term ◽  
School Students ◽  
Self Monitoring ◽  
Term Selection ◽  
Information Problem Solving ◽  
Information Problem

<p>With the near-overload of online information, it is necessary to equip our students with the skills necessary to deal with Information Problem Solving (IPS). This study also intended to help students develop major IPS strategies with the assistance of an instructor's scaffolding in a designed IPS course as well as on an Online Information Management (OIM) interface. Explicit strategies that students employed to organize information for final projects were identified and hierarchically leveled based on the cognitive complexity they required. Results from a correlation analysis showed a significantly positive relationship among students' project scores, IPS strategies (e.g. organizing information in a logical way), and explicit strategies (e.g. search terms), but no significant relationship involving implicit strategies. Further examinations showed the students with higher project scores had  advanced IPS and implicit strategies, while those with intermediate or lower scores likely over- or under-estimated their utilisation of implicit strategies. That is, self-efficacy surveys can be discriminative instruments if students have good self-monitoring abilities. Another feature of the students with high proficiency on IPS was the use of full sentences when using search engines, which implied less demands for the exactitude in search term selection due to the advances of search engines.</p><p> </p>

How Latino Children in the U.S. Engage in Collaborative Online Information Problem Solving with their Families

2018 ◽  
Vol 2 (CSCW) ◽  
pp. 1-26 ◽  
Author(s):  
Laura R. Pina ◽  
Carmen Gonzalez ◽  
Carolina Nieto ◽  
Wendy Roldan ◽  
Edgar Onofre ◽  
...  
Keyword(s):  
Problem Solving ◽  
Online Information ◽  
Latino Children ◽  
Information Problem Solving ◽  
Information Problem ◽  
The U.S

scholarly journals Embedded instruction to learn information problem solving: Effects of a whole task approach

2019 ◽  
Vol 90 ◽  
pp. 117-130 ◽  
Author(s):  
Jimmy Frerejean ◽  
Gerdo J. Velthorst ◽  
Johan L.H. van Strien ◽  
Paul A. Kirschner ◽  
Saskia Brand-Gruwel
Keyword(s):  
Problem Solving ◽  
Embedded Instruction ◽  
Information Problem Solving ◽  
Information Problem

scholarly journals Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

2020 ◽  
Vol 12 (19) ◽  
pp. 7919 ◽  
Author(s):  
Manoli Pifarré ◽  
Esther Argelagós
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Secondary Students ◽  
Real Life ◽  
Task Instruction ◽  
Control Group ◽  
Internet Information ◽  
Information Problem Solving ◽  
Information Problem

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

Assessment of higher education students’ information problem-solving skills in educational sciences

2020 ◽  
pp. 026666692097618
Author(s):  
Consuelo Garcia ◽  
Esther Argelagós ◽  
Jesús Privado
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Ecological Validity ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Solving Skills ◽  
Procedural Information ◽  
Information Problem Solving ◽  
Information Problem ◽  
Educational Sciences

Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.

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