A diary study of work-related reading: design implications for digital reading devices
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Patterns of experience in text editing
CHI '83 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
ScentTrails: Integrating browsing and searching on the Web
ACM Transactions on Computer-Human Interaction (TOCHI)
Tuning and testing scrolling interfaces that automatically zoom
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Improving skim reading for document triage
Proceedings of the second international symposium on Information interaction in context
Allocating time across multiple texts: sampling and satisficing
Human-Computer Interaction
SNIF-ACT: a cognitive model of user navigation on the world wide web
Human-Computer Interaction
Journal of the American Society for Information Science and Technology
Skim reading by satisficing: evidence from eye tracking
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Investigating document triage on paper and electronic media
ECDL'07 Proceedings of the 11th European conference on Research and Advanced Technology for Digital Libraries
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Two experiments explored how learners allocate limited time across a set of relevant on-line texts, in order to determine the extent to which time allocation is sensitive to local task demands. The first experiment supported the idea that learners will spend more of their time reading easier texts when reading time is more limited; the second experiment showed that readers shift preference towards harder texts when their learning goals are more demanding. These phenomena evince an impressive capability of readers. Further, the experiments reveal that the most common method of time allocation is a version of satisficing (Reader and Payne, 2007) in which preference for texts emerges without any explicit comparison of the texts (the longest time spent reading each text is on the first time that text is encountered). These experiments therefore offer further empirical confirmation for a method of time allocation that relies on monitoring on-line texts as they are read, and which is sensitive to learning goals, available time and text difficulty.