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Photo Credit: Mikey Ottawa




Do your friends make you smarter?
  Exploring social interactions in search

      Brynn M. Evans   Supervised by: David Kirsh
i. Search as an activity
ii. Related work
iii. My previous work
iv. Theoretical orientation
v. Conclusion
Search as an activity
Search Question




What hummingbird species is this?
Photo Credit: OpenThreads
Apr 13   Apr 16   Apr 20   Apr 30   May 9




                                            Icon Credit: fasticon.com & iconaholic.com
Apr 13   Apr 16   Apr 20   Apr 30   May 9


GOOGLE




                                            Icon Credit: fasticon.com & iconaholic.com
Apr 13   Apr 16   Apr 20   Apr 30   May 9


GOOGLE   BOOK




                                            Icon Credit: fasticon.com & iconaholic.com
Apr 13   Apr 16   Apr 20    Apr 30   May 9


GOOGLE   BOOK     FRIENDS




                                             Icon Credit: fasticon.com & iconaholic.com
Apr 13   Apr 16   Apr 20        Apr 30           May 9


GOOGLE   BOOK     FRIENDS                   SOCIAL NETWORK




                     (http://watch.birds.cornell.edu)




                                                             Icon Credit: fasticon.com & iconaholic.com
Apr 13   Apr 16   Apr 20    Apr 30       May 9
                                                         Anna’s                    ✔
GOOGLE   BOOK     FRIENDS            SOCIAL NETWORK
                                                      Hummingbird!




                                                      Icon Credit: fasticon.com & iconaholic.com
search ≠ database lookup
search ≠ keyword queries




                     Photo Credit: B1gJ4k3
search ≠ database lookup
         search ≠ keyword queries




search = an activity
                              Photo Credit: B1gJ4k3
Even smaller searches are embedded in rich activities
Even smaller searches are embedded in rich activities
Even smaller searches are embedded in rich activities




                            Photo Source: Peter Voerman

                  examples from E VANS & C HI 2008
A reaction to the classic view of search
Photo Credit: David Wild
                       Photo Credit: Thomas Hawk


    classic view of search                                revised view of search

                                                   activity can involve other people (remotely or 
single‐user activity
                                                   co‐located)

query‐response mechanism                           highly dynamic, fluid process 

few keywords, short sessions                       search can last over an extended period

                                                   search takes place in a rich ecology of social and 
log files from single search engine                information resources
Photo Credit: David Wild
                       Photo Credit: Thomas Hawk


    classic view of search                                revised view of search

                                                   activity can involve other people (remotely or 
single‐user activity
                                                   co‐located)

query‐response mechanism                           highly dynamic, fluid process 

few keywords, short sessions                       search can last over an extended period

                                                   search takes place in a rich ecology of social and 
log files from single search engine                information resources
Photo Credit: David Wild
                       Photo Credit: Thomas Hawk


    classic view of search                                revised view of search

                                                   activity can involve other people (remotely or 
single‐user activity
                                                   co‐located)

query‐response mechanism                           highly dynamic, fluid process 

few keywords, short sessions                       search can last over an extended period

                                                   search takes place in a rich ecology of social and 
log files from single search engine                information resources
With a revised notion of search...
             ...comes a revised method of study

Searches are composed of:


   Activities
        Goals
       Operators
With a revised notion of search...
             ...comes a revised method of study

Searches are composed of:
                            Log files reveal operators

   Activities
        Goals
       Operators
With a revised notion of search...
             ...comes a revised method of study

Searches are composed of:
                            Observations reveal activities

   Activities
        Goals
       Operators
Related work
SEARCH LOCATION
                  SEARCH GOAL
SEARCH LOCATION
                  SEARCH GOAL
Information seeking in physical contexts




                                                  Photo Credit: Rachael Lovinger




                  A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
Information seeking in physical contexts




                                                  Photo Credit: Rachael Lovinger




                  A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
Information seeking in physical contexts




                                                      Photo Credit: Rachael Lovinger


       HIERARCHY (STATUS)     PROXIMITY          SOCIAL OBLIGATIONS

                      A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
(Joint) collaborative search online
   M ORRIS 2008; P ICKENS ET AL . 2008; P AUL & M ORRIS 2009; S HAH 2008.




  SEARCH TOGETHER                                          CO-SENSE
(Joint) collaborative search online
   M ORRIS 2008; P ICKENS ET AL . 2008; P AUL & M ORRIS 2009; S HAH 2008.




  SEARCH TOGETHER                                          CO-SENSE
SEARCH LOCATION
                  SEARCH GOAL
SEARCH LOCATION
                  SEARCH GOAL
Research Questions



Empirical question: How do social interacTons help 
                  with individual search tasks?


  Design question: How can we improve search with 
                  social networking technologies?
My previous work
study one    survey: everyday searches

 study two    survey: difficult or failed searches

study three   observaTons: cogniTve benefits of 
              social interacTons during search
Characterization studies of social search
                           (studies one and two)




                          E VANS & C HI 2008; E VANS & C HI 2009
Large scale characterization studies


      SEARCH STUDY                              N=

 generic or “everyday”                          150

 difficult or failed                            150



                                                      Mechanical Turk



Photo Credit: egoldviet (USED WITHOUT PERMISSION)
Large scale characterization studies


   SEARCH STUDY                   N=

generic or “everyday”            150

difficult or failed              150



                INFORMATIONAL

               searching for informaTon 
               assumed to be present, but 
               otherwise unknown
Large scale characterization studies


   SEARCH STUDY                   N=         INFORMATIONAL

generic or “everyday”            150             59%

difficult or failed              150             87%



                INFORMATIONAL

               searching for informaTon 
               assumed to be present, but 
               otherwise unknown
Large scale characterization studies


   SEARCH STUDY           N=         INFORMATIONAL

generic or “everyday”     150               59%

difficult or failed       150               87%


     BEFORE                  DURING                          AFTER
                                                        • reflecTon, synthesis
• search preparaTon     • search execuTon
                                                        • feedback, iteraTon
• problem formulaTon    • lookup, foraging, re‐finding
                                                        • sensemaking
Large scale characterization studies


   SEARCH STUDY           N=         INFORMATIONAL         SOCIAL INTERACTIONS

generic or “everyday”     150               59%                      40%

difficult or failed       150               87%                      61%


     BEFORE                  DURING                          AFTER
                                                        • reflecTon, synthesis
• search preparaTon     • search execuTon
                                                        • feedback, iteraTon
• problem formulaTon    • lookup, foraging, re‐finding
                                                        • sensemaking
SEARCH LOCATION
                  SEARCH GOAL
SEARCH LOCATION
                  SEARCH GOAL
Cognitive benefits of social searching
                                               (study three)




               E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
Recruiting subjects


                  PRE-TEST SURVEY                               PARTICIPANTS (N=8)




                 • knowledge of energy policies
                 • computer and internet use
                 • search experTse
                 • social acTviTes




Icon Credit: Iconaholic.com, dryicon.com          E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
Recruiting subjects


                  PRE-TEST SURVEY                               PARTICIPANTS (N=8)




                 • knowledge of energy policies
                 • computer and internet use
                 • search experTse
                 • social acTviTes




Icon Credit: Iconaholic.com, dryicon.com          E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
Two task questions




    Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
Two task questions




          55 mph

“If we lowered the speed limit 
nationally to 55 mph, how many 
fewer barrels of oil would the 
U.S. consume every year?”




                          Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
Two task questions




          55 mph                                              Pyrolytic oil

“If we lowered the speed limit                    “What role does pyrolytic oil (or 
nationally to 55 mph, how many                    pyrolysis) play in the debate over 
fewer barrels of oil would the                    carbon emissions?”
U.S. consume every year?”




                          Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
Two search conditions

         SOCIAL                                        NON-SOCIAL




                               Talk-aloud protocol
• friends                                            • search engines
    (email, phone, IM, etc.)                             (Google, Yahoo)
• social networks                                    • Wikipedia
• blogs
• QuesTon‐Answer sites 




                                                     Icon Credit: fasticon.com, deleket.com, sykonist.deviantart.com
Two search conditions

         SOCIAL                                        NON-SOCIAL




                               Talk-aloud protocol
• friends                                            • search engines
    (email, phone, IM, etc.)                             (Google, Yahoo)
• social networks                                    • Wikipedia
• blogs
• QuesTon‐Answer sites 




                                                     Icon Credit: fasticon.com, deleket.com, sykonist.deviantart.com
Protocol

 SOCIAL         INTERVIEW          NON-SOCIAL                         INTERVIEW




                         Block duration
12:00 - 35:00    5:00 - 40:00       5:00 - 20:00                       5:00 - 18:00

                                     Icon Credit: mugenb16.deviantart.com, bombiadesign.com, dryicon.com
Protocol

 SOCIAL         INTERVIEW          NON-SOCIAL                         INTERVIEW




                         Block duration
12:00 - 35:00    5:00 - 40:00       5:00 - 20:00                       5:00 - 18:00

                                     Icon Credit: mugenb16.deviantart.com, bombiadesign.com, dryicon.com
Three social tactics


  SEARCHING



NETWORK ASKING



TARGETED ASKING



                                Icon Credit: fasticon.com, deleket.com, walrick.deviantart.com
Coding of activities




SS03
       !,!!,!!quot;   !,!),#$quot;        !,#&,$"   !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;
       !quot;
       !,!!,!!quot;   !,!),#$quot;        !,#&,$"    !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

       #quot;
                               TIME
       $quot;

       %quot;

       "

       'quot;

LEGEND
     (quot;


SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK
      )quot;
Coding of activities
       SEARCHING




SS03

        !quot;
             [
        !,!!,!!quot;
                          ]
                   !,!),#$quot;        !,#&,$"   !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        !,!!,!!quot;   !,!),#$quot;        !,#&,$"    !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        #quot;
                                TIME
        $quot;

        %quot;

        "

        'quot;

LEGEND
     (quot;


SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK
      )quot;
Coding of activities
       SEARCHING
                   NETWORK ASKING




SS03
        !,!!,!!quot;
        !quot;
                   !,!),#$quot;
                              [     !,#&,$"
                                               ]   !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        !,!!,!!quot;   !,!),#$quot;          !,#&,$"       !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        #quot;
                                  TIME
        $quot;

        %quot;

        "

        'quot;

LEGEND
     (quot;


SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK
      )quot;
Coding of activities
       SEARCHING
                   NETWORK ASKING                       TARGETED ASKING




SS03
        !,!!,!!quot;
        !quot;
                   !,!),#$quot;        !,#&,$"
                                              [   !,$#,%(quot;
                                                                ]
                                                              !,$*,&*quot;    !,%(,!!quot;

        !,!!,!!quot;   !,!),#$quot;        !,#&,$"        !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        #quot;
                                TIME
        $quot;

        %quot;

        "

        'quot;

LEGEND
     (quot;


SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK
      )quot;
Coding of activities
       SEARCHING
                   NETWORK ASKING                         TARGETED ASKING




SS03
        !,!!,!!quot;    !,!),#$quot;        !,#&,$"        !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;
        !quot;
        !,!!,!!quot;    !,!),#$quot;        !,#&,$"         !,$#,%(quot;    !,$*,&*quot;    !,%(,!!quot;

        #quot;
                                 TIME
        $quot;

        %quot;
                                                CHECKING         THINKING
        "
                   OFF-TASK                    FOR REPLIES
        'quot;

LEGEND
     (quot;


SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK
      )quot;
Depth of processing

       SCORE             DESCRIPTION


         1     identified or perceives facts, data, or info

               understands the meaning of info; 
         2
               presents a translaTon of info

         3     integrates and synthesizes learned info



                        TIME
Ex. of learning of
one fact over time

             SCORE      1      2       3
Depth of processing

       SCORE             DESCRIPTION


         1     identified or perceives facts, data, or info

               understands the meaning of info; 
         2
               presents a translaTon of info

         3     integrates and synthesizes learned info



                        TIME
Ex. of learning of
one fact over time
                                                          (FINAL)
             SCORE      1      2       3
                                                   SCORE FOR FACT   #1
Coding of activities
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$"               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
SS03                   !quot;
                       !,!!,!!quot;     !,!),#$quot;                  !,#&,$"               !,$#,%(quot;                 !,$*,&*quot;     !,%(,!!quot;
                       !,!!,!!quot;
                       #quot;           !,!),#$quot;                 !,#&,$"               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       !quot;
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$"                !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       $quot;
                       #quot;
                        %quot;
                        $quot;
                        "
each line = one fact




                        %quot;
                        'quot;
                        "

                        (quot;
                        'quot;

                        )quot;
                        (quot;

                        *quot;
                        )quot;

                        +quot;
                        *quot;

                       #!quot;
                        +quot;

                       ##quot;
                       #!quot;

                       #$quot;
                       ##quot;

                       #%quot;
                       #$quot;
                             TIME              -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
                       #%quot;

                                               -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
Coding of activities
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
SS03                   !quot;
                       !,!!,!!quot;     !,!),#$quot;                  !,#&,$&quot;               !,$#,%(quot;                 !,$*,&*quot;     !,%(,!!quot;
                       !,!!,!!quot;
                       #quot;           !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       !quot;
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;                !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       $quot;
                       #quot;
                        %quot;
                        $quot;
                        &quot;
each line = one fact




                        %quot;
                        'quot;
                        &quot;

                        (quot;
                        'quot;

                        )quot;
                        (quot;

                        *quot;
                        )quot;

                        +quot;
                        *quot;
                             the U.S. enacted a 55mph speed limit in 1974
                       #!quot;
                        +quot;

                       ##quot;
                       #!quot;

                       #$quot;
                       ##quot;

                       #%quot;
                       #$quot;
                             TIME              -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
                       #%quot;

                                               -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
Coding of activities
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
SS03                   !quot;
                       !,!!,!!quot;     !,!),#$quot;                  !,#&,$&quot;               !,$#,%(quot;                 !,$*,&*quot;     !,%(,!!quot;
                       !,!!,!!quot;
                       #quot;           !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       !quot;
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;                !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       $quot;
                       #quot;
                        %quot;
                        $quot;
                        &quot;
each line = one fact




                        %quot;
                        'quot;
                        &quot;

                        (quot;
                        'quot;

                        )quot;
                        (quot;

                        *quot;
                        )quot;

                        +quot;
                        *quot;

                       #!quot;
                        +quot;

                       ##quot;
                       #!quot;

                       #$quot;
                       ##quot;

                       #%quot;
                       #$quot;
                             TIME              -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
                       #%quot;

                                               -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
Coding of activities
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
SS03                   !quot;
                       !,!!,!!quot;     !,!),#$quot;                  !,#&,$&quot;               !,$#,%(quot;                 !,$*,&*quot;     !,%(,!!quot;
                       !,!!,!!quot;
                       #quot;
                       !quot;
                                    !,!),#$quot;                 !,#&,$&quot;               !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                                                                                                                                      1
                                                                                                                                      2
                       !,!!,!!quot;     !,!),#$quot;                 !,#&,$&quot;                !,$#,%(quot;                !,$*,&*quot;     !,%(,!!quot;
                       $quot;
                       #quot;
                        %quot;
                        $quot;
                                                                                                                                      3
                        &quot;                                                                                                            3
each line = one fact




                        %quot;
                        'quot;
                        &quot;                                                                                                            2
                        (quot;
                        'quot;                                                                                                            3
                        )quot;
                        (quot;

                        *quot;
                        )quot;

                        +quot;
                        *quot;

                       #!quot;
                        +quot;

                       ##quot;
                       #!quot;                                                                                                            2
                       #$quot;
                       ##quot;                                                                                                            1
                       #%quot;
                                                                                                                               +
                       #$quot;
                             TIME              -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
                       #%quot;                                                         PERFORMANCE SCORE                                17
                                               -./012quot;345quot;   607/18quot;9:;<=quot;   607/18quot;9:/.>=quot;     ?8.@5.@Aquot;
More social tactics leads to better performance


              #social   Performance
       ID
              tactics      score

       S04      1            1
       S07      1            3
       S02      1            6
       S06      2            2
       S05      2            9
       S08      3            7
       S01      3            9
       S03      3           17


             Spearman R: 0.77
More social tactics leads to better performance


              #social   Performance
       ID
              tactics      score        SOCIAL TACTICS
       S04      1            1
       S07      1            3
       S02      1            6             SEARCHING
       S06      2            2
       S05      2            9
       S08      3            7
                                        NETWORK ASKING
       S01      3            9
       S03      3           17


             Spearman R: 0.77           TARGETED ASKING
Number of social tactics is more 
predictive of task performance than...
Number of social tactics is more 
predictive of task performance than... ...social network size
Number of social tactics is more 
predictive of task performance than... ...social network size
                                     ...how much knowledge is in 
                                     the network
Number of social tactics is more 
predictive of task performance than... ...social network size
                                     ...how much knowledge is in 
                                     the network
                                     ...the user’s:
                                       • background knowledge 
                                       • and interest in energy policy
Are there complimentary benefits to
      different social tactics?
Results




NETWORK ASKING




TARGETED ASKING
Results


                  Thinking before    Thinking a'er
                  posTng quesTon    receiving replies


NETWORK ASKING




TARGETED ASKING
Results


                  Thinking before    Thinking a'er
                  posTng quesTon    receiving replies

                  60% OF USERS       0% OF USERS
NETWORK ASKING                                          TIME




                  29% OF USERS      100% OF USERS
TARGETED ASKING                                         TIME
Results


                  Thinking before     Thinking a'er
                  posTng quesTon     receiving replies

                   60% OF USERS       0% OF USERS
NETWORK ASKING                                           TIME




                   29% OF USERS      100% OF USERS
TARGETED ASKING                                          TIME




            More thinking before posting
         questions on social networking sites
Results


                  Thinking before      Thinking a'er
                  posTng quesTon      receiving replies

                   60% OF USERS        0% OF USERS
NETWORK ASKING                                            TIME




                   29% OF USERS       100% OF USERS
TARGETED ASKING                                           TIME




         More thinking after receiving replies
             sent from targeted friends
Social networking sites: Thinking before posting to many
Social networking sites: Thinking before posting to many



“Now, what could I say?”
                                             “Is this better phrased
                                             as two questions?”

                “Let’s see...what do I
                really want to be asking?”
Targeting friends: Thinking after getting replies from few
Targeting friends: Thinking after getting replies from few




                                    Pyro means...


                instant
               messenger
                                    Long reply...



                 email
Targeting friends: Thinking after getting replies from few

“What are people’s
average driving speeds
anyway?”

                                             “Given that, then I need
                                             to also know...”
            “If ‘pyro’ means fire, then
            this might be a process
            to...”



                                          Pyro means...


                  instant
                 messenger
                                          Long reply...



                   email
Nature of Replies

    NETWORK ASKING                      TARGETED ASKING


• short, conversa2onal              • long, detailed
• funny, not relevant               • focused, relevant 
Nature of Replies

      NETWORK ASKING                      TARGETED ASKING


  • short, conversa2onal              • long, detailed
  • funny, not relevant               • focused, relevant 


“Because no one drives the
speed limit”


“Lots more waste sitting idly
in traffic”

“Isn’t that something I rub
on my [body]? Are you still
in San Francisco?”
Nature of Replies

      NETWORK ASKING                       TARGETED ASKING


  • short, conversa2onal               • long, detailed
  • funny, not relevant                • focused, relevant 


“Because no one drives the         “15-25% savings. But if
speed limit”                       those cars were electric, we’d
                                   have all those barrels left to
                                   use for something else.”
“Lots more waste sitting idly
in traffic”
                                   “There’s no one national speed
                                   limit, there are two: 55 miles
“Isn’t that something I rub
                                   per hour in general, 65 miles
on my [body]? Are you still
                                   per hour for certain roads.”
in San Francisco?”
Network prediction
Network prediction
                                                    PREDICTED

                   100

                    80

 probability of     60
  at least one
(relevant) reply    40

                    20

                     0
                         1   ...   ... 450 ...   ... 700 ...   ... 1000

                                       NETWORK SIZE
Network prediction
                                   OBSERVED          PREDICTED

                   100

                    80

 probability of     60
  at least one
(relevant) reply    40

                    20

                     0
                         1   ...    ... 450 ...   ... 700 ...   ... 1000

                                        NETWORK SIZE
Network prediction
                                   OBSERVED          PREDICTED

                   100

                    80

 probability of     60
  at least one
(relevant) reply    40

                    20

                     0
                         1   ...    ... 450 ...   ... 700 ...   ... 1000

                                        NETWORK SIZE


TARGETED ASKING                                                 NETWORK ASKING
Research Question




Design question: How can we improve search with 
               social networking technologies?
Theoretical orientation
“Inhabitedness”
“Inhabitedness”




                  Photo Credit: Niall Kennedy
Social Presence Theory

                                            “A communicator’s sense of awareness of
                                            the presence of an interaction partner”
                                                                Short, Williams, & Christie 1976




Photo Credit: Carlo Nicora; George Duncan
Social Presence Theory

                                            “A communicator’s sense of awareness of
                                            the presence of an interaction partner”
                                                                Short, Williams, & Christie 1976




Photo Credit: Carlo Nicora; George Duncan
Social Presence Theory

                                            “A communicator’s sense of awareness of
                                            the presence of an interaction partner”
                                                                Short, Williams, & Christie 1976




Photo Credit: Carlo Nicora; George Duncan
Do your friends make you smarter? Exploring social interactions in search
??




R OBERT & D ENNIS 2005
Inhabitedness




Photo Credit: Carlo Nicora; George Duncan,
Sebastian Tauchmann,Guennadi Ivanov-Kuhn
Inhabitedness

Social Presence




Photo Credit: Carlo Nicora; George Duncan,
Sebastian Tauchmann,Guennadi Ivanov-Kuhn
Inhabitedness

Social Presence                                   Structure of the Space




                                             +
Photo Credit: Carlo Nicora; George Duncan,
Sebastian Tauchmann,Guennadi Ivanov-Kuhn
Structure of the space




Banks of the Seine, Paris   A street cafe in Manchester, UK



                                         C ARMONA , H EATH , O C , & T IESDELL 2003
Structure of the space




                 Banks of the Seine, Paris
Structure of the space




A street cafe in Manchester, UK
Structure of the space




A street cafe in Manchester, UK
Structure of the space




A street cafe in Manchester, UK
Structure of the space




A street cafe in Manchester, UK
Inhabitedness


Social Presence
                                           +   Structure of the Space

nature of the relaTonship                      features of the channel
!e strength (e.g., strong !es, weak !es)       mul!media content

relaTve group membership                       the acTviTes supported
social network size                            “social objects”

apparent idenTty
pseudonym vs. real name

visibility
frequency of updates
Next Steps...


     Analytical   • operaTonalize the model
                  • develop hypotheses about how 
                    inhabitedness predicts behaviors



Methodological    • test our predicTons experimentally
Conclusion
Photo Credit: David Wild
NETWORK ASKING




TARGETED ASKING
SEARCH STUDY         SOCIAL INTERACTIONS

generic or “everyday”          40%

difficult or failed            61%
Observed            Predicted
100

80

60
                                                         old models ??
40

20

  0
      1   ...     ... 450 ...   ... 700 ...   ... 1000
“Inhabitedness”




                  Photo Credit: Niall Kennedy
Thank you!!

Third year class           Supervisor        Third year advisor
 Kaya de Barbaro           David Kirsh          Andrea Chiba
 Matthew Leonard
 Josh Lewis
 Anne Marie Piper

     Outside Collaborators                   Friend Helpers!
     Ed H. Chi             PARC               Chris Messina
     Peter Pirolli         PARC               Sharoda Paul
     Sanjay Kairam         PARC               Michael Bernstein
     Michael Muller        IBM Research
     Elizabeth Churchill   Yahoo! Research
Discussion

Search as an ac2vity: 
• Searches are embedded in rich acTviTes that benefit from social 
  interacTons with others, and from social communiTes online

Research Findings: 
• More thinking before asking quesTons to large social networks;
• More thinking amer genng replies from targeted friends


Towards a theory: 
• Social presence theory alone doesn’t explain most social search 
  behaviors
• Inhabitedness may explain some of these behaviors



•   This is a rich area for future design work
                                                           Photo Credit: Peter Lee

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Do your friends make you smarter? Exploring social interactions in search

  • 1. Photo Credit: Mikey Ottawa Do your friends make you smarter? Exploring social interactions in search Brynn M. Evans Supervised by: David Kirsh
  • 2. i. Search as an activity ii. Related work iii. My previous work iv. Theoretical orientation v. Conclusion
  • 3. Search as an activity
  • 6. Apr 13 Apr 16 Apr 20 Apr 30 May 9 Icon Credit: fasticon.com & iconaholic.com
  • 7. Apr 13 Apr 16 Apr 20 Apr 30 May 9 GOOGLE Icon Credit: fasticon.com & iconaholic.com
  • 8. Apr 13 Apr 16 Apr 20 Apr 30 May 9 GOOGLE BOOK Icon Credit: fasticon.com & iconaholic.com
  • 9. Apr 13 Apr 16 Apr 20 Apr 30 May 9 GOOGLE BOOK FRIENDS Icon Credit: fasticon.com & iconaholic.com
  • 10. Apr 13 Apr 16 Apr 20 Apr 30 May 9 GOOGLE BOOK FRIENDS SOCIAL NETWORK (http://watch.birds.cornell.edu) Icon Credit: fasticon.com & iconaholic.com
  • 11. Apr 13 Apr 16 Apr 20 Apr 30 May 9 Anna’s ✔ GOOGLE BOOK FRIENDS SOCIAL NETWORK Hummingbird! Icon Credit: fasticon.com & iconaholic.com
  • 12. search ≠ database lookup search ≠ keyword queries Photo Credit: B1gJ4k3
  • 13. search ≠ database lookup search ≠ keyword queries search = an activity Photo Credit: B1gJ4k3
  • 14. Even smaller searches are embedded in rich activities
  • 15. Even smaller searches are embedded in rich activities
  • 16. Even smaller searches are embedded in rich activities Photo Source: Peter Voerman examples from E VANS & C HI 2008
  • 17. A reaction to the classic view of search
  • 18. Photo Credit: David Wild Photo Credit: Thomas Hawk classic view of search revised view of search activity can involve other people (remotely or  single‐user activity co‐located) query‐response mechanism highly dynamic, fluid process  few keywords, short sessions search can last over an extended period search takes place in a rich ecology of social and  log files from single search engine  information resources
  • 19. Photo Credit: David Wild Photo Credit: Thomas Hawk classic view of search revised view of search activity can involve other people (remotely or  single‐user activity co‐located) query‐response mechanism highly dynamic, fluid process  few keywords, short sessions search can last over an extended period search takes place in a rich ecology of social and  log files from single search engine  information resources
  • 20. Photo Credit: David Wild Photo Credit: Thomas Hawk classic view of search revised view of search activity can involve other people (remotely or  single‐user activity co‐located) query‐response mechanism highly dynamic, fluid process  few keywords, short sessions search can last over an extended period search takes place in a rich ecology of social and  log files from single search engine  information resources
  • 21. With a revised notion of search... ...comes a revised method of study Searches are composed of: Activities Goals Operators
  • 22. With a revised notion of search... ...comes a revised method of study Searches are composed of: Log files reveal operators Activities Goals Operators
  • 23. With a revised notion of search... ...comes a revised method of study Searches are composed of: Observations reveal activities Activities Goals Operators
  • 25. SEARCH LOCATION SEARCH GOAL
  • 26. SEARCH LOCATION SEARCH GOAL
  • 27. Information seeking in physical contexts Photo Credit: Rachael Lovinger A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
  • 28. Information seeking in physical contexts Photo Credit: Rachael Lovinger A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
  • 29. Information seeking in physical contexts Photo Credit: Rachael Lovinger HIERARCHY (STATUS) PROXIMITY SOCIAL OBLIGATIONS A LLEN 1977; C ROSS ET AL 2001; C ROSS & S PROULL 2004; B ORGATTI & C ROSS 2003
  • 30. (Joint) collaborative search online M ORRIS 2008; P ICKENS ET AL . 2008; P AUL & M ORRIS 2009; S HAH 2008. SEARCH TOGETHER CO-SENSE
  • 31. (Joint) collaborative search online M ORRIS 2008; P ICKENS ET AL . 2008; P AUL & M ORRIS 2009; S HAH 2008. SEARCH TOGETHER CO-SENSE
  • 32. SEARCH LOCATION SEARCH GOAL
  • 33. SEARCH LOCATION SEARCH GOAL
  • 34. Research Questions Empirical question: How do social interacTons help  with individual search tasks? Design question: How can we improve search with  social networking technologies?
  • 36. study one survey: everyday searches study two survey: difficult or failed searches study three observaTons: cogniTve benefits of  social interacTons during search
  • 37. Characterization studies of social search (studies one and two) E VANS & C HI 2008; E VANS & C HI 2009
  • 38. Large scale characterization studies SEARCH STUDY N= generic or “everyday” 150 difficult or failed 150 Mechanical Turk Photo Credit: egoldviet (USED WITHOUT PERMISSION)
  • 39. Large scale characterization studies SEARCH STUDY N= generic or “everyday” 150 difficult or failed 150 INFORMATIONAL searching for informaTon  assumed to be present, but  otherwise unknown
  • 40. Large scale characterization studies SEARCH STUDY N= INFORMATIONAL generic or “everyday” 150 59% difficult or failed 150 87% INFORMATIONAL searching for informaTon  assumed to be present, but  otherwise unknown
  • 41. Large scale characterization studies SEARCH STUDY N= INFORMATIONAL generic or “everyday” 150 59% difficult or failed 150 87% BEFORE DURING AFTER • reflecTon, synthesis • search preparaTon • search execuTon • feedback, iteraTon • problem formulaTon • lookup, foraging, re‐finding • sensemaking
  • 42. Large scale characterization studies SEARCH STUDY N= INFORMATIONAL SOCIAL INTERACTIONS generic or “everyday” 150 59% 40% difficult or failed 150 87% 61% BEFORE DURING AFTER • reflecTon, synthesis • search preparaTon • search execuTon • feedback, iteraTon • problem formulaTon • lookup, foraging, re‐finding • sensemaking
  • 43. SEARCH LOCATION SEARCH GOAL
  • 44. SEARCH LOCATION SEARCH GOAL
  • 45. Cognitive benefits of social searching (study three) E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
  • 46. Recruiting subjects PRE-TEST SURVEY PARTICIPANTS (N=8) • knowledge of energy policies • computer and internet use • search experTse • social acTviTes Icon Credit: Iconaholic.com, dryicon.com E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
  • 47. Recruiting subjects PRE-TEST SURVEY PARTICIPANTS (N=8) • knowledge of energy policies • computer and internet use • search experTse • social acTviTes Icon Credit: Iconaholic.com, dryicon.com E VANS , K AIRAM , P IROLLI 2009; E VANS , K AIRAM , P IROLLI 2009
  • 48. Two task questions Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
  • 49. Two task questions 55 mph “If we lowered the speed limit  nationally to 55 mph, how many  fewer barrels of oil would the  U.S. consume every year?” Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
  • 50. Two task questions 55 mph Pyrolytic oil “If we lowered the speed limit  “What role does pyrolytic oil (or  nationally to 55 mph, how many  pyrolysis) play in the debate over  fewer barrels of oil would the  carbon emissions?” U.S. consume every year?” Icon Credit: iconfactory.com, http://ecotechdaily.com/wp-content/uploads/2008/05/oil_drums_450.jpg
  • 51. Two search conditions SOCIAL NON-SOCIAL Talk-aloud protocol • friends  • search engines   (email, phone, IM, etc.)   (Google, Yahoo) • social networks • Wikipedia • blogs • QuesTon‐Answer sites  Icon Credit: fasticon.com, deleket.com, sykonist.deviantart.com
  • 52. Two search conditions SOCIAL NON-SOCIAL Talk-aloud protocol • friends  • search engines   (email, phone, IM, etc.)   (Google, Yahoo) • social networks • Wikipedia • blogs • QuesTon‐Answer sites  Icon Credit: fasticon.com, deleket.com, sykonist.deviantart.com
  • 53. Protocol SOCIAL INTERVIEW NON-SOCIAL INTERVIEW Block duration 12:00 - 35:00 5:00 - 40:00 5:00 - 20:00 5:00 - 18:00 Icon Credit: mugenb16.deviantart.com, bombiadesign.com, dryicon.com
  • 54. Protocol SOCIAL INTERVIEW NON-SOCIAL INTERVIEW Block duration 12:00 - 35:00 5:00 - 40:00 5:00 - 20:00 5:00 - 18:00 Icon Credit: mugenb16.deviantart.com, bombiadesign.com, dryicon.com
  • 55. Three social tactics SEARCHING NETWORK ASKING TARGETED ASKING Icon Credit: fasticon.com, deleket.com, walrick.deviantart.com
  • 56. Coding of activities SS03 !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; #quot; TIME $quot; %quot; &quot; 'quot; LEGEND (quot; SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK )quot;
  • 57. Coding of activities SEARCHING SS03 !quot; [ !,!!,!!quot; ] !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; #quot; TIME $quot; %quot; &quot; 'quot; LEGEND (quot; SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK )quot;
  • 58. Coding of activities SEARCHING NETWORK ASKING SS03 !,!!,!!quot; !quot; !,!),#$quot; [ !,#&,$&quot; ] !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; #quot; TIME $quot; %quot; &quot; 'quot; LEGEND (quot; SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK )quot;
  • 59. Coding of activities SEARCHING NETWORK ASKING TARGETED ASKING SS03 !,!!,!!quot; !quot; !,!),#$quot; !,#&,$&quot; [ !,$#,%(quot; ] !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; #quot; TIME $quot; %quot; &quot; 'quot; LEGEND (quot; SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK )quot;
  • 60. Coding of activities SEARCHING NETWORK ASKING TARGETED ASKING SS03 !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; #quot; TIME $quot; %quot; CHECKING THINKING &quot; OFF-TASK FOR REPLIES 'quot; LEGEND (quot; SEARCHING NETW. ASKING TARGETED ASKING CHECKING THINKING OFF-TASK )quot;
  • 61. Depth of processing SCORE DESCRIPTION 1 identified or perceives facts, data, or info understands the meaning of info;  2 presents a translaTon of info 3 integrates and synthesizes learned info TIME Ex. of learning of one fact over time SCORE 1 2 3
  • 62. Depth of processing SCORE DESCRIPTION 1 identified or perceives facts, data, or info understands the meaning of info;  2 presents a translaTon of info 3 integrates and synthesizes learned info TIME Ex. of learning of one fact over time (FINAL) SCORE 1 2 3 SCORE FOR FACT #1
  • 63. Coding of activities !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; SS03 !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; #quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; $quot; #quot; %quot; $quot; &quot; each line = one fact %quot; 'quot; &quot; (quot; 'quot; )quot; (quot; *quot; )quot; +quot; *quot; #!quot; +quot; ##quot; #!quot; #$quot; ##quot; #%quot; #$quot; TIME -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot; #%quot; -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot;
  • 64. Coding of activities !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; SS03 !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; #quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; $quot; #quot; %quot; $quot; &quot; each line = one fact %quot; 'quot; &quot; (quot; 'quot; )quot; (quot; *quot; )quot; +quot; *quot; the U.S. enacted a 55mph speed limit in 1974 #!quot; +quot; ##quot; #!quot; #$quot; ##quot; #%quot; #$quot; TIME -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot; #%quot; -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot;
  • 65. Coding of activities !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; SS03 !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; #quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; $quot; #quot; %quot; $quot; &quot; each line = one fact %quot; 'quot; &quot; (quot; 'quot; )quot; (quot; *quot; )quot; +quot; *quot; #!quot; +quot; ##quot; #!quot; #$quot; ##quot; #%quot; #$quot; TIME -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot; #%quot; -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot;
  • 66. Coding of activities !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; SS03 !quot; !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; !,!!,!!quot; #quot; !quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; 1 2 !,!!,!!quot; !,!),#$quot; !,#&,$&quot; !,$#,%(quot; !,$*,&*quot; !,%(,!!quot; $quot; #quot; %quot; $quot; 3 &quot; 3 each line = one fact %quot; 'quot; &quot; 2 (quot; 'quot; 3 )quot; (quot; *quot; )quot; +quot; *quot; #!quot; +quot; ##quot; #!quot; 2 #$quot; ##quot; 1 #%quot; + #$quot; TIME -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot; #%quot; PERFORMANCE SCORE 17 -./012quot;345quot; 607/18quot;9:;<=quot; 607/18quot;9:/.>=quot; ?8.@5.@Aquot;
  • 67. More social tactics leads to better performance #social Performance ID tactics score S04 1 1 S07 1 3 S02 1 6 S06 2 2 S05 2 9 S08 3 7 S01 3 9 S03 3 17 Spearman R: 0.77
  • 68. More social tactics leads to better performance #social Performance ID tactics score SOCIAL TACTICS S04 1 1 S07 1 3 S02 1 6 SEARCHING S06 2 2 S05 2 9 S08 3 7 NETWORK ASKING S01 3 9 S03 3 17 Spearman R: 0.77 TARGETED ASKING
  • 72. Number of social tactics is more  predictive of task performance than... ...social network size ...how much knowledge is in  the network ...the user’s: • background knowledge  • and interest in energy policy
  • 73. Are there complimentary benefits to different social tactics?
  • 75. Results Thinking before Thinking a'er posTng quesTon receiving replies NETWORK ASKING TARGETED ASKING
  • 76. Results Thinking before Thinking a'er posTng quesTon receiving replies 60% OF USERS 0% OF USERS NETWORK ASKING TIME 29% OF USERS 100% OF USERS TARGETED ASKING TIME
  • 77. Results Thinking before Thinking a'er posTng quesTon receiving replies 60% OF USERS 0% OF USERS NETWORK ASKING TIME 29% OF USERS 100% OF USERS TARGETED ASKING TIME More thinking before posting questions on social networking sites
  • 78. Results Thinking before Thinking a'er posTng quesTon receiving replies 60% OF USERS 0% OF USERS NETWORK ASKING TIME 29% OF USERS 100% OF USERS TARGETED ASKING TIME More thinking after receiving replies sent from targeted friends
  • 79. Social networking sites: Thinking before posting to many
  • 80. Social networking sites: Thinking before posting to many “Now, what could I say?” “Is this better phrased as two questions?” “Let’s see...what do I really want to be asking?”
  • 81. Targeting friends: Thinking after getting replies from few
  • 82. Targeting friends: Thinking after getting replies from few Pyro means... instant messenger Long reply... email
  • 83. Targeting friends: Thinking after getting replies from few “What are people’s average driving speeds anyway?” “Given that, then I need to also know...” “If ‘pyro’ means fire, then this might be a process to...” Pyro means... instant messenger Long reply... email
  • 84. Nature of Replies NETWORK ASKING TARGETED ASKING • short, conversa2onal • long, detailed • funny, not relevant • focused, relevant 
  • 85. Nature of Replies NETWORK ASKING TARGETED ASKING • short, conversa2onal • long, detailed • funny, not relevant • focused, relevant  “Because no one drives the speed limit” “Lots more waste sitting idly in traffic” “Isn’t that something I rub on my [body]? Are you still in San Francisco?”
  • 86. Nature of Replies NETWORK ASKING TARGETED ASKING • short, conversa2onal • long, detailed • funny, not relevant • focused, relevant  “Because no one drives the “15-25% savings. But if speed limit” those cars were electric, we’d have all those barrels left to use for something else.” “Lots more waste sitting idly in traffic” “There’s no one national speed limit, there are two: 55 miles “Isn’t that something I rub per hour in general, 65 miles on my [body]? Are you still per hour for certain roads.” in San Francisco?”
  • 88. Network prediction PREDICTED 100 80 probability of 60 at least one (relevant) reply 40 20 0 1 ... ... 450 ... ... 700 ... ... 1000 NETWORK SIZE
  • 89. Network prediction OBSERVED PREDICTED 100 80 probability of 60 at least one (relevant) reply 40 20 0 1 ... ... 450 ... ... 700 ... ... 1000 NETWORK SIZE
  • 90. Network prediction OBSERVED PREDICTED 100 80 probability of 60 at least one (relevant) reply 40 20 0 1 ... ... 450 ... ... 700 ... ... 1000 NETWORK SIZE TARGETED ASKING NETWORK ASKING
  • 94. “Inhabitedness” Photo Credit: Niall Kennedy
  • 95. Social Presence Theory “A communicator’s sense of awareness of the presence of an interaction partner” Short, Williams, & Christie 1976 Photo Credit: Carlo Nicora; George Duncan
  • 96. Social Presence Theory “A communicator’s sense of awareness of the presence of an interaction partner” Short, Williams, & Christie 1976 Photo Credit: Carlo Nicora; George Duncan
  • 97. Social Presence Theory “A communicator’s sense of awareness of the presence of an interaction partner” Short, Williams, & Christie 1976 Photo Credit: Carlo Nicora; George Duncan
  • 99. ?? R OBERT & D ENNIS 2005
  • 100. Inhabitedness Photo Credit: Carlo Nicora; George Duncan, Sebastian Tauchmann,Guennadi Ivanov-Kuhn
  • 101. Inhabitedness Social Presence Photo Credit: Carlo Nicora; George Duncan, Sebastian Tauchmann,Guennadi Ivanov-Kuhn
  • 102. Inhabitedness Social Presence Structure of the Space + Photo Credit: Carlo Nicora; George Duncan, Sebastian Tauchmann,Guennadi Ivanov-Kuhn
  • 103. Structure of the space Banks of the Seine, Paris A street cafe in Manchester, UK C ARMONA , H EATH , O C , & T IESDELL 2003
  • 104. Structure of the space Banks of the Seine, Paris
  • 105. Structure of the space A street cafe in Manchester, UK
  • 106. Structure of the space A street cafe in Manchester, UK
  • 107. Structure of the space A street cafe in Manchester, UK
  • 108. Structure of the space A street cafe in Manchester, UK
  • 109. Inhabitedness Social Presence + Structure of the Space nature of the relaTonship features of the channel !e strength (e.g., strong !es, weak !es) mul!media content relaTve group membership the acTviTes supported social network size “social objects” apparent idenTty pseudonym vs. real name visibility frequency of updates
  • 110. Next Steps... Analytical • operaTonalize the model • develop hypotheses about how  inhabitedness predicts behaviors Methodological • test our predicTons experimentally
  • 114. SEARCH STUDY SOCIAL INTERACTIONS generic or “everyday” 40% difficult or failed 61%
  • 115. Observed Predicted 100 80 60 old models ?? 40 20 0 1 ... ... 450 ... ... 700 ... ... 1000
  • 116. “Inhabitedness” Photo Credit: Niall Kennedy
  • 117. Thank you!! Third year class Supervisor Third year advisor Kaya de Barbaro David Kirsh Andrea Chiba Matthew Leonard Josh Lewis Anne Marie Piper Outside Collaborators Friend Helpers! Ed H. Chi PARC Chris Messina Peter Pirolli PARC Sharoda Paul Sanjay Kairam PARC Michael Bernstein Michael Muller IBM Research Elizabeth Churchill Yahoo! Research
  • 118. Discussion Search as an ac2vity:  • Searches are embedded in rich acTviTes that benefit from social  interacTons with others, and from social communiTes online Research Findings:  • More thinking before asking quesTons to large social networks; • More thinking amer genng replies from targeted friends Towards a theory:  • Social presence theory alone doesn’t explain most social search  behaviors • Inhabitedness may explain some of these behaviors • This is a rich area for future design work Photo Credit: Peter Lee