The Effects of Learning Objectives on Searchers' Perceptions and Behaviors

In recent years, the "search as learning" community has argued that search systems should be designed to support learning. We report on a lab study in which we manipulated the learning objectives associated with search tasks assigned to participants. We manipulated learning objectives by leveraging Anderson and Krathwohl's taxonomy of learning (A&K's taxonomy)[2], which situates learning objectives at the intersection of two orthogonal dimensions: the cognitive process and the knowledge type dimension. Participants in our study completed tasks with learning objectives that varied across three cognitive processes (apply, evaluate, and create) and three knowledge types (factual, conceptual, and procedural knowledge). We focus on the effects of the tasks cognitive process and knowledge type on participants' pre-/post-task perceptions and search behaviors. Our results found that the three knowledge types considered in our study had a greater effect than the three cognitive processes. Specifically, conceptual knowledge tasks were perceived to be more difficult and required more search activity. We discuss implications for designing search systems that support learning.