How Adolescents Search the Web with Keyword Interfaces:A pilot study<br />Elizabeth Foss*, Allison Druin*, Robin Brewer†, ...
The Study<br />Qualitative Study<br />In-home interviews with adolescents<br />Eleven 16-year-olds, 3 Male<br />Questions ...
Data Analysis<br />Examined the Search Task portions of the interviews for 4 aspects: <br />Flow<br />Artifact<br />Cultur...
Roles<br />Developing Searcher<br />Domain-Specific Searcher<br />Power Searcher<br />Non-Motivated Searcher<br />Distract...
Roles<br />Developing Searcher<br />Domain-Specific Searcher<br />Power Searcher<br />Visual Searcher<br />Doubting Search...
Developing Searcher<br />Difficulty when facing multi-step search task<br />Limited knowledge and use of search engine too...
Domain-Specific Searcher<br />Expertise in specific content area of interest<br />Expertise does not transfer to general s...
Visual Searcher<br />Prefer to look for information using images or video<br />Verbally discuss videos and images<br />Wid...
Non-Motivated Searcher<br />Minimally engaged during interview, limited verbal response<br />Unfocused, distracted search ...
Rule-Bound Searcher<br />Searching is dictated by a set of rigid guidelines <br />Display trust in their searching pattern...
Power Searcher<br />Confident, verbal<br />Use of search engine tools<br />Self-report advanced use at a young age<br />Mo...
Differences from younger children:<br />Natural language queries<br />	Higher overall level of expertise<br />Power Search...
Doubting Searcher<br />Asking clarifying questions<br />Rate themselves as less skilled<br />Report social use of the comp...
Social Searcher<br />Use of social networking or communication sites<br />Instigating conversations with other people on a...
Druin, et al., 2010<br />
Role Connections<br />
Conclusions<br />Some search behaviors are more permanent, while others develop later<br />Educators, parents and designer...
Future Work<br />Full study with 15 and 16-year-olds, 80 planned participants. <br />How to truly challenge more expert se...
Acknowledgements<br />Thank you to the participating families!<br />This research was made possible with a Google Universi...
References<br />Beyer, H., and Holtzblatt, K. Contextual Design: Defining Customer-Centered Systems. Morgan Kaufmann, San ...
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How Children Search the Internet with Keyword Interfaces

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A study conducted by the Human-Computer Interaction Lab researchers at the University of Maryland: https://www.cs.umd.edu/hcil/soh/symposium.shtml#kids

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  • Use triggers to excite searchConnect search interface with social networking sites to support adolescents’ social computer use and reliance on othersMake success visible to encourage confidence in all searchers
  • How Children Search the Internet with Keyword Interfaces

    1. 1. How Adolescents Search the Web with Keyword Interfaces:A pilot study<br />Elizabeth Foss*, Allison Druin*, Robin Brewer†, Phillip Lo*, Luis Sanchez†, Evan Golub†<br /> *College of Information Studies †Department of Computer Science<br />
    2. 2. The Study<br />Qualitative Study<br />In-home interviews with adolescents<br />Eleven 16-year-olds, 3 Male<br />Questions regarding general computer use and affect <br />Five search tasks, ranging in difficulty and agency<br />
    3. 3. Data Analysis<br />Examined the Search Task portions of the interviews for 4 aspects: <br />Flow<br />Artifact<br />Culture<br />Sequence<br />(Beyer and Holtzblatt, 1998)<br />
    4. 4. Roles<br />Developing Searcher<br />Domain-Specific Searcher<br />Power Searcher<br />Non-Motivated Searcher<br />Distracted Searcher<br />Visual Searcher<br />Rule-Bound Searcher<br />______________________________<br />
    5. 5. Roles<br />Developing Searcher<br />Domain-Specific Searcher<br />Power Searcher<br />Visual Searcher<br />Doubting Searcher<br />Social Searcher<br />Non-Motivated Searcher<br />Rule-Bound Searcher<br />
    6. 6. Developing Searcher<br />Difficulty when facing multi-step search task<br />Limited knowledge and use of search engine tools<br />Unplanned, wandering search paths<br />Focused on search tasks<br />Perceive themselves as advanced users<br />
    7. 7. Domain-Specific Searcher<br />Expertise in specific content area of interest<br />Expertise does not transfer to general searching ability<br />Influenced by family<br />
    8. 8. Visual Searcher<br />Prefer to look for information using images or video<br />Verbally discuss videos and images<br />Widely influenced by friends, school, and siblings<br />Broadly triggered to searching by personal interests, school, music, events, and conversations<br />
    9. 9. Non-Motivated Searcher<br />Minimally engaged during interview, limited verbal response<br />Unfocused, distracted search behaviors<br />Physically distant from the computer<br />Shortest possible, most efficient search paths<br />Only triggered to search by school<br />
    10. 10. Rule-Bound Searcher<br />Searching is dictated by a set of rigid guidelines <br />Display trust in their searching patterns<br />Double-check results<br />Rate themselves as less skilled at early ages<br />Report outside influence when describing how they learned to search; from school or by watching friends<br />
    11. 11. Power Searcher<br />Confident, verbal<br />Use of search engine tools<br />Self-report advanced use at a young age<br />More influenced by fathers than other roles<br />Some report no frustrations with the computer<br />Have programming abilities<br />
    12. 12. Differences from younger children:<br />Natural language queries<br /> Higher overall level of expertise<br />Power Searcher<br />
    13. 13. Doubting Searcher<br />Asking clarifying questions<br />Rate themselves as less skilled<br />Report social use of the computer as a favorite activity<br />All report influence from school and spend more time searching for school<br />Heavily female<br />
    14. 14. Social Searcher<br />Use of social networking or communication sites<br />Instigating conversations with other people on and offline while using the computer<br />Broadly triggered to search by images, music, conversations, personal interests, and school<br />
    15. 15. Druin, et al., 2010<br />
    16. 16. Role Connections<br />
    17. 17. Conclusions<br />Some search behaviors are more permanent, while others develop later<br />Educators, parents and designers can use search roles as guide to promote search literacy<br />Teach skills of Power Searchers to all <br />Social searching for adolescents<br />Use domains as access points to motivate search<br />
    18. 18. Future Work<br />Full study with 15 and 16-year-olds, 80 planned participants. <br />How to truly challenge more expert searchers?<br />Comparative analysis with data from younger children.<br />
    19. 19. Acknowledgements<br />Thank you to the participating families!<br />This research was made possible with a Google University Research Grant.<br />
    20. 20. References<br />Beyer, H., and Holtzblatt, K. Contextual Design: Defining Customer-Centered Systems. Morgan Kaufmann, San Francisco CA, USA, (1998). <br />Druin, A., Foss, E., Hatley, L., Golub, E., Guha, M.L., Fails, J., and Hutchinson, H. How children search the Internet with keyword interfaces. In Proc. IDC 2009, ACM Press (2009), 89-96.<br />Druin, A., Foss, E., Hutchinson, H., Golub, E., and Hatley, L. Children’s roles using keyword search interfaces at home. In Proc. of CHI 2010, ACM Press (2010), 413-422.<br />Smith, M., Milic-Frayling, N., Shneiderman, B., Mendes Rodrigues, E., Leskovec, J., Dunne, C., (2010). NodeXL: a free and open network overview, discovery and exploration add-in for Excel 2007/2010, http://nodexl.codeplex.com/ from the Social Media Research Foundation, http://www.smrfoundation.org.<br />

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