Using the user's mental model to guide the integration of information space into information need

  • Authors:

  • Charles Cole;John E. Leide

  • Affiliations:

  • Graduate School of Library and Information Studies, McGill University, 3459 McTavish Street, Montreal, Quebec, Canada H3A 1Y1;Graduate School of Library and Information Studies, McGill University, 3459 McTavish Street, Montreal, Quebec, Canada H3A 1Y1

  • Venue:
  • Journal of the American Society for Information Science and Technology
  • Year:
  • 2003

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Abstract

The study reported here tested the efficacy of an information retrieval system output summary and visualization scheme for undergraduates taking a Vietnam War history who were in Kuhlthau's Stage 3 of researching a history essay. The visualization scheme consisted of (a) the undergraduate's own visualization of his or her essay topic, drawn by the student on the bottom half of a sheet of paper, and (b) a visualization of the information space (determined by index term counting) on the top-half of the same page. To test the visualization scheme, students enrolled in a Vietnam War history course were randomly assigned to either the visualization scheme group, who received a high recall search output, or the nonvisualization group, who received a high precision search output. The dependent variable was the mark awarded the essay by the course instructor. There was no significant difference between the mean marks for the two groups. We were pleasantly surprised with this result given the bad reputation of high recall as a practical search strategy. We hypothesize that a more proactive visualization system is needed that takes the student through the process of using the visualization scheme, including steps that induce student cognition about task-subject objectives.