Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 234-251 |
| Number of pages | 18 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 33 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Jun 2017 |
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Keywords
- source evaluation
- web search
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Source evaluation of domain experts and novices during Web search. / Brand-Gruwel, Saskia; Kammerer, Yvonne; van Meeuwen, Ludo; van Gog, Tamara.
In: Journal of Computer Assisted Learning, Vol. 33, No. 3, 06.2017, p. 234-251.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Source evaluation of domain experts and novices during Web search
AU - Brand-Gruwel, Saskia
AU - Kammerer, Yvonne
AU - van Meeuwen, Ludo
AU - van Gog, Tamara
N1 - DS_Citation:Brand-Gruwel, S., Kammerer, Y., Van Meeuwen, L., & Van Gog (2017). Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning, 33(3), 234-251.
PY - 2017/6
Y1 - 2017/6
N2 - Nowadays, almost everyone uses the World Wide Web (WWW) to search for information of any kind. In education, students frequently use the WWW for selecting information to accomplish assignments such as writing an essay or preparing a presentation. The evaluation of sources and information is an important sub-skill in this process. But many students have not yet optimally developed this skill. On the basis of verbal reports, eye-tracking data, and navigation logs this study investigated how novices in the domain of psychology evaluate Internet sources as compared to domain experts. In addition, two different verbal reporting techniques, namely thinking aloud and cued retrospective reporting, were compared in order to examine students' evaluation behavior. Results revealed that domain expertise has an impact on individuals' evaluation behavior during Web search, such that domain experts showed a more sophisticated use of evaluation criteria to judge the reliability of sources and information and selected more reliable information than domain novices. Furthermore, the different verbal reporting techniques did not lead to different conclusions on criteria use in relation to domain expertise, although in general more utterances concerning evaluation of sources and information were expressed during cued retrospective reporting.
AB - Nowadays, almost everyone uses the World Wide Web (WWW) to search for information of any kind. In education, students frequently use the WWW for selecting information to accomplish assignments such as writing an essay or preparing a presentation. The evaluation of sources and information is an important sub-skill in this process. But many students have not yet optimally developed this skill. On the basis of verbal reports, eye-tracking data, and navigation logs this study investigated how novices in the domain of psychology evaluate Internet sources as compared to domain experts. In addition, two different verbal reporting techniques, namely thinking aloud and cued retrospective reporting, were compared in order to examine students' evaluation behavior. Results revealed that domain expertise has an impact on individuals' evaluation behavior during Web search, such that domain experts showed a more sophisticated use of evaluation criteria to judge the reliability of sources and information and selected more reliable information than domain novices. Furthermore, the different verbal reporting techniques did not lead to different conclusions on criteria use in relation to domain expertise, although in general more utterances concerning evaluation of sources and information were expressed during cued retrospective reporting.
KW - source evaluation
KW - web search
U2 - 10.1111/jcal.12162
DO - 10.1111/jcal.12162
M3 - Article
VL - 33
SP - 234
EP - 251
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 3
ER -