Are there Age-Related Differences in Problem Solving on the World Wide Web?

2002 ◽  
Vol 46 (21) ◽  
pp. 1772-1776
Author(s):  
Aideen J. Stronge ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Problem Solving ◽  
World Wide ◽  
Top Down ◽  
Younger Adults ◽  
Web Based ◽  
Search Tasks ◽  
Age Related ◽  
The World ◽  
Problem Solving Strategies ◽  
The Web

The present study investigated the Web-based problem solving strategies of 16 younger and 16 older experienced Web users. Participants searched for answers to 8 search tasks varying in complexity. Three questions were addressed in this study: (1) Are there age-related differences in success?, (2) If differences in success emerge, are these age-related differences quantitative (e.g., number of strategies)?, or (3) Are these age-related differences qualitative (e.g., type of strategies)?. Overall, younger adults were more successful finding the correct answer to the search tasks. However, this was not due to the number of strategies used, but instead was related to the type of strategy used. Older adults were more likely to use a top-down strategy (i.e., system tool) to find an answer to the search tasks. In general, unsuccessful searchers used significantly more top-down strategies than successful searchers. The implications for these findings are discussed.

Searching for Information on the World Wide Web with a Search Engine: A Pilot Study on Cognitive Flexibility in Younger and Older Users

2010 ◽  
Vol 106 (2) ◽  
pp. 490-498 ◽  
Author(s):  
Aurelie Dommes ◽  
Aline Chevalier ◽  
Marilyne Rossetti
Keyword(s):  
Pilot Study ◽  
World Wide Web ◽  
Search Engine ◽  
Cognitive Flexibility ◽  
World Wide ◽  
Search Method ◽  
Web Searches ◽  
Younger Adults ◽  
Age Related ◽  
The World

This pilot study investigated the age-related differences in searching for information on the World Wide Web with a search engine. 11 older adults (6 men, 5 women; M age = 59 yr., SD = 2.76, range = 55–65 yr.) and 12 younger adults (2 men, 10 women; M = 23.7 yr., SD = 1.07, range = 22–25 yr.) had to conduct six searches differing in complexity, and for which a search method was or was not induced. The results showed that the younger and older participants provided with an induced search method were less flexible than the others and produced fewer new keywords. Moreover, older participants took longer than the younger adults, especially in the complex searches. The younger participants were flexible in the first request and spontaneously produced new keywords (spontaneous flexibility), whereas the older participants only produced new keywords when confronted by impasses (reactive flexibility). Aging may influence web searches, especially the nature of keywords used.

Web Usage Mining and Its Applications

2011 ◽  
pp. 1221-1225
Author(s):  
Yongjian Fu
Keyword(s):  
Data Mining ◽  
World Wide ◽  
Online Shopping ◽  
Rapid Development ◽  
User Feedback ◽  
Web Usage Mining ◽  
Web Based ◽  
Web Usage ◽  
The World ◽  
The Web

With the rapid development of the World Wide Web or the Web, many organizations now put their information on the Web and provide Web-based services such as online shopping, user feedback, technical support, and so on. Understanding Web usage through data mining techniques is recognized as an important area.

Web-Based Systems and Performance Testing

2006 ◽  
pp. 1-28
Author(s):  
B. M. Subraya
Keyword(s):  
World Wide ◽  
Performance Testing ◽  
Dimensional Change ◽  
Web Page ◽  
Web Based ◽  
The World ◽  
And Performance ◽  
The Web ◽  
Growing Population

For many years, the World Wide Web (Web) functioned quite well without any concern about the quality of performance. The designers of the Web page, as well as the users were not much worried about the performance attributes. The Web, in the initial stages of development, was primarily meant to be an information provider rather than a medium to transact business, into which it has grown. The expectations from the users were also limited only to seek the information available on the Web. Thanks to the ever growing population of Web surfers (now in the millions), information found on the Web underwent a dimensional change in terms of nature, content, and depth.

ACM Web Science Conference 2021

2021 ◽  
pp. 1-4
Author(s):  
Wendy Hall ◽  
Noshir Contractor ◽  
Jie Tang
Keyword(s):  
World Wide ◽  
Critical Dialogue ◽  
Web Based ◽  
The People ◽  
Web Science ◽  
The World ◽  
Science Conference ◽  
The University ◽  
Insight Into ◽  
The Web

The 13 th ACM Web Science Conference was hosted online by the University of Southampton from 21--25 June, 2021. The annual event is inherently interdisciplinary, integrating computer and information sciences with a multitude of disciplines including sociology, economics, political science, law, management, language and communication, geography and psychology. It is unique in the way it brings these disciplines together in creative and critical dialogue. It focuses on the full scope of socio-technical relationships that are engaged in the World Wide Web, based on the notion that understanding the Web involves not only an analysis of its architecture and applications, but also insight into the people, organisations, policies, and economics that are affected by and subsumed within it. Since it was first held in Athens in 2009, the conference has been hosted in six countries around the world.

Dialogue Act Modeling

2009 ◽  
pp. 2389-2412
Author(s):  
Ying Liang
Keyword(s):  
Information Systems ◽  
World Wide Web ◽  
Web Site ◽  
World Wide ◽  
The Internet ◽  
User Needs ◽  
Web Based ◽  
Computer Screen ◽  
The World ◽  
The Web

Web-based information systems (WBIS) aim to support e-business using IT, the World Wide Web, and the Internet. This chapter focuses on the Web site part of WBIS and argues why an easy-to-use and interactive Web site is critical to the success of WBIS. A dialogue act modeling approach is presented for capturing and specifying user needs for easy-to-use Web site of WBIS by WBIS analysis; for example, what users want to see on the computer screen and in which way they want to work with the system interactively. It calls such needs communicational requirements, in addition to functional and nonfunctional requirements, and builds a dialogue act model to specify them. The author hopes that development of the Web site of WBIS will be considered not only an issue in WBIS design but also an issue in WBIS analysis in WBIS development.

Designing Web-Based Hypermedia Systems

2011 ◽  
pp. 173-179 ◽  
Author(s):  
Michael Lang
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Common Gateway Interface ◽  
Markup Language ◽  
Document Object Model ◽  
Web Based ◽  
The World ◽  
Extensible Markup ◽  
The Common ◽  
The Web

Although its conceptual origins can be traced back a few decades (Bush, 1945), it is only recently that hypermedia has become popularized, principally through its ubiquitous incarnation as the World Wide Web (WWW). In its earlier forms, the Web could only properly be regarded a primitive, constrained hypermedia implementation (Bieber & Vitali, 1997). Through the emergence in recent years of standards such as eXtensible Markup Language (XML), XLink, Document Object Model (DOM), Synchronized Multimedia Integration Language (SMIL) and WebDAV, as well as additional functionality provided by the Common Gateway Interface (CGI), Java, plug-ins and middleware applications, the Web is now moving closer to an idealized hypermedia environment. Of course, not all hypermedia systems are Web based, nor can all Web-based systems be classified as hypermedia (see Figure 1). See the terms and definitions at the end of this article for clarification of intended meanings. The focus here shall be on hypermedia systems that are delivered and used via the platform of the WWW; that is, Web-based hypermedia systems.

Heuristically Evaluating Web-Based ODL

2011 ◽  
pp. 992-997
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Human Memory ◽  
Educational Material ◽  
Educational Approach ◽  
Web Based ◽  
The World ◽  
Cognitive Activities ◽  
Associative Organization ◽  
The Web

The rapid establishment of third-generation distance learning environments, the so-called Web-based or tele-teaching environments, is nowadays a fact. The main means for the delivery of this new educational approach is the World Wide Web, and there are some good reasons for its use, such as its easy accessibility by many groups of learners. It also supports multiple representations of educational material and various ways of storing and structuring this information, as well as being powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages the exploration of knowledge and browsing, behaviors strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001).

Heuristically Evaluating Web-Based ODL

2011 ◽  
pp. 1066-1071
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Human Memory ◽  
Educational Material ◽  
Educational Approach ◽  
Web Based ◽  
The World ◽  
Cognitive Activities ◽  
Associative Organization ◽  
The Web

The rapid establishment of third-generation distance learning environments, the so-called Web-based or tele-teaching environments, is nowadays a fact. The main means for the delivery of this new educational approach is the World Wide Web, and there are some good reasons for its use, such as its easy accessibility by many groups of learners. It also supports multiple representations of educational material and various ways of storing and structuring this information, as well as being powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages the exploration of knowledge and browsing, behaviors strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001).

Dialogue Act Modeling

2011 ◽  
pp. 162-191
Author(s):  
Ying Liang
Keyword(s):  
Information Systems ◽  
World Wide Web ◽  
Web Site ◽  
World Wide ◽  
The Internet ◽  
User Needs ◽  
Web Based ◽  
Computer Screen ◽  
The World ◽  
The Web

Web-based information systems (WBIS) aim to support e-business using IT, the World Wide Web, and the Internet. This chapter focuses on the Web site part of WBIS and argues why an easy-to-use and interactive Web site is critical to the success of WBIS. A dialogue act modeling approach is presented for capturing and specifying user needs for easy-to-use Web site of WBIS by WBIS analysis; for example, what users want to see on the computer screen and in which way they want to work with the system interactively. It calls such needs communicational requirements, in addition to functional and nonfunctional requirements, and builds a dialogue act model to specify them. The author hopes that development of the Web site of WBIS will be considered not only an issue in WBIS design but also an issue in WBIS analysis in WBIS development.

scholarly journals A Ten-Level Web Integration Continuum for Higher Education

2000 ◽  
pp. 56-77 ◽  
Author(s):  
Curtis J. Bonk ◽  
Jack A. Cummings ◽  
Norika Hara ◽  
Robert B. Fischler ◽  
Sun Myung Lee
Keyword(s):  
World Wide Web ◽  
Teaching And Learning ◽  
World Wide ◽  
Comfort Level ◽  
Web Based ◽  
Web Integration ◽  
The World ◽  
Pedagogical Choices ◽  
Based Instruction ◽  
The Web

Owston (1997, p. 27) pointed out that, “Nothing before has captured the imagination and interests of educators simultaneously around the globe more than the World Wide Web.” Other scholars claim that the Web is converging with other technologies to dramatically alter most conceptions of the teaching and learning process (Bonk & Cunningham, 1998; Duffy, Dueber, & Hawley, 1998; Harasim, Hiltz, Teles, & Turoff, 1995). From every corner of one’s instruction there lurk pedagogical opportunities—new resources, partners, courses, and markets—to employ the World Wide Web as an instructional device. Nevertheless, teaching on the Web is not a simple decision since most instructors typically lack vital information about the effects of various Web tools and approaches on student learning. Of course, the dearth of such information negatively impacts the extent faculty are willing to embed Web-based learning components in their classes. What Web-related decisions do college instructors face? Dozens. Hundreds. Perhaps thousands! There are decisions about the class size, forms of assessments, amount and type of feedback, location of students, and the particular Web courseware system used. Whereas some instructors will want to start using the Web with minor adaptations to their teaching, others will feel comfortable taking extensive risks in building entire courses or programs on the Web. Where you fall in terms of your comfort level as an instructor or student will likely shift in the next few years as Web courseware stabilizes and is more widely accepted in teaching. Of course, significant changes in the Web-based instruction will require advancements in both pedagogy and technology (Bonk & Dennen, 1999). Detailed below is a ten level Web integration continuum of the pedagogical choices faculty must consider in developing Web-based course components.

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