[논문]Collaborative Information Seeking in Digital Libraries, Learning Styles, Users' Experience, and Task Complexity

Sangari, Mahmood; Zerehsaz, Mohammad

doi:10.1633/jistap.2020.8.4.5

Collaborative Information Seeking in Digital Libraries, Learning Styles, Users' Experience, and Task Complexity 원문보기

Journal of information science theory and practice : JISTaP, v.8 no.4, 2020년, pp.55 - 66

Sangari, Mahmood (Department of Library and Information Science, Faculty of Psychology and Educational Sciences, Kharazmi University) , Zerehsaz, Mohammad (Department of Library and Information Science, Faculty of Psychology and Educational Sciences, Kharazmi University)

Abstract ▼ AI-Helper

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.

주제어

표/그림 (7)

표 Table 1. Frequency distribution of respondents based on learning style
표 Table 2. Collaborative information seeking variables by task
표 Table 3. Correlation between learning styles and main variables of CIS in the easy task
표 Table 4. Correlation between learning styles and main variables of CIS in the difcult task
표 Table 5. Correlation between learning styles and main variables of CIS in all tasks
표 Table 6. Frequency distribution of respondents based on user experience
표 Table 7. Correlation between user experience and the main variables of CIS

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문제 정의

It seems that the collaborative information-seeking behavior of users in the digital library is influenced by these underlying factors, and knowing them can help remove barriers to effective participation in this area. Also, it is useful to study the field of personalization of help resources, providing appropriate guidelines and recommendations to solve problems and challenges of users when seeking information on recommending systems in the digital library, according to the different characteristics of learning styles and the level of user experience, which was also examined in this study. Also, it should be noted that this research was conducted in a specific digital library environment with students for two specific tasks in a lab setting.
, 2012; Saleh, 2012) in information seeking behaviour in the digital environment, there is a lack of knowledge about how these factors might influence users' behaviour in CIS activities in a digital environment. Therefore, this study aims to look at the relationship between users' experience and learning styles and CIS in a digital library environment. More specifically, the study aims to answer the following questions:
users' experience in the context of CIS. This study aims to contribute to bridging this gap.
This study has some implications for the design of digital libraries and the work of information professionals. Information professionals should be trained for managing the interactive environment of digital libraries.
This study looked at the relationship of learning styles and users' experience with CIS in a digital library setting and found some relationships between some aspects of CIS with learning styles and users' experience. Not many studies in the past have investigated learning styles and CIS.

가설 설정

. Does task complexity make a difference in the CIS and its relationship with learning styles and users' experience?

제안 방법

After performing the tasks, participants completed another short questionnaire about the usefulness of their interaction with the digital library, their collaboration with their partner and with the librarian, and the tools and resources. The questionnaire had eight questions with a 5-point Likert scale that indicated low level to high level of usefulness.
The questionnaire's face validity was confirmed by four information system experts. The questionnaire had 20 questions with Likert scales measuring users' familiarity with the Internet and information system technologies, web search systems, searching techniques, and the use of digital libraries. Cronbach alpha was calculated to be 0.
librarian, and the tools and resources. The questionnaire had eight questions with a 5-point Likert scale that indicated low level to high level of usefulness.
The variables in the study included learning style, user experience, duration of interaction, number of requests, number of interactions with librarian, number of interactions with partner, number of interactions as a giver, number of interactions as a receiver, perceived usefulness of interaction, duration of interaction with partner, duration of interaction with librarian, duration of being a giver, duration of being a receiver, number of instrumental requests, and number of executive requests.
To measure users' experience, a questionnaire was designed by the researchers. The questionnaire's face validity was confirmed by four information system experts.

대상 데이터

researchers. The questionnaire's face validity was confirmed by four information system experts. The questionnaire had 20 questions with Likert scales measuring users' familiarity with the Internet and information system technologies, web search systems, searching techniques, and the use of digital libraries.
We recruited 60 participants in 30 pairs from graduate students of Kharazmi University (Iran). Recruitment notes were posted on the campus bulletin boards and students who were interested filled in a short form that was used for choosing the participants.

성능/효과

In the analysis, all variables related to CIS (e.g., number or duration of interactions and collaborations) were considered as dependent variables, and learning styles, experience, and task difficulty were considered as independent variables.
Therefore, to engage in collaboration and help seeking through digital communication, some level of experience is needed. Overall, the results showed that experience might result in a reduction in the length of the period of interaction and an increase in satisfaction from the CIS.
Our research confirms their finding in that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks.

후속연구

Finally, for future research it is suggested that the role of cognitive characteristics and cultural components affecting the CIS behavior of users in the digital library environment be studied and analyzed. It seems that the collaborative information-seeking behavior of users in the digital library is influenced by these underlying factors, and knowing them can help remove barriers to effective participation in this area.

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