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How Do Active Reading Strategies Affect Learning Outcomes in Web Search?

机译：主动阅读策略如何影响网络搜索中的学习结果？

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Prior work in education research has shown that various active reading strategies, notably highlighting and note-taking, benefit learning outcomes. Most of these findings are based on observational studies where learners learn from a single document. In a Search as Learning (SAL) context where learners have to iteratively scan and explore a large number of documents to address their learning objective, the effect of these active reading strategies is largely unexplored. To address this research gap, we carried out a crowd-sourced user study, and explored the effects of different highlighting and note-taking strategies on learning during a complex, learning-oriented search task. Out of five hypotheses derived from the education literature we could confirm three in the SAL context. Our findings have important design implications on aiding learning through search. Learners can benefit from search interfaces equipped with active reading tools-but some learning strategies employing these tools are more effective than others.
机译：教育研究中的事先工作表明，各种积极的阅读策略，显着突出显示和注意，有利于学习结果。这些发现的大多数都是基于观察研究，学习者从单一文件中学到。在搜索作为学习（SAL）背景下，学习者必须迭代扫描并探索大量文档来解决他们的学习目标，这些活动阅读策略的效果在很大程度上是未开发的。为了解决这一研究差距，我们开展了一项人群资源的用户学习，并探讨了在复杂的学习型搜索任务期间不同突出和注意事项策略对学习的影响。从教育文学中获得的五个假设，我们可以在SAR背景下确认三个。我们的调查结果具有重要的设计含义，以通过搜索辅助学习。学习者可以从配备有效阅读工具的搜索接口中受益 - 但是采用这些工具的一些学习策略比其他工具更有效。

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