The advancement of wearable intelligent systems presents a unique opportunity to transform how humans interact with digital content. This workshop explores the design of Interactive Multimodal Information Retrieval and Access systems specifically tailored for Heads-Up Computing environments. By leveraging multimodal inputs, such as voice, gaze, and gesture, these systems enable real-time, hands-free access to digital information, facilitating seamless and efficient interaction. The goal is to support tasks requiring rapid information access in dynamic environments while ensuring users remain "heads-up" and engaged with the real world. This half-day workshop will share research outcomes and best practices, foster community building, and facilitate discussions on key challenges. By bringing together researchers and practitioners, it aims to drive further advancements in both research and practical applications within this rapidly evolving field.

Autonomous learning regards students as the center and orientation rather than teachers’ guidance. During autonomous learning, information seeking is not only a process of interactions with systems and stakeholders, but also a process of learning and cognitive transformation from low-level to high-level activities. This study investigated users’ cognitive process and cognitive paths, as well as the creation strategies for independent topic selection during the information seeking process. We conducted a longitudinal study through tracking interviews with eight university students who planned to select a topic for their theses or independent study. The interviews were conducted weekly to collect data of their cognitive process and seeking behaviors. It is found that: (1) four lower levels of cognitive process (understanding, applying, analyzing and evaluating) often occur during the stages before formulation, while creating occurs in the formulation stage; (2) three cognitive paths for topic selection were identified: "understand - apply - create", "understand - analyze - create" and "understand - analyze - evaluate - create", and (3) two creation strategies for topic selection according to the duration of creation stages were identified: Incubation and Verification. These results shed light on the design of search systems that could better assist the autonomous learning process and for users to accomplish creative learning tasks.

More and more social Q&A platforms are launching a new business model to monetize online knowledge. This monetizing process introduces a more complicated cost and benefit tradeoff to users, especially for askers' concerns. Much of the previous research was conducted in the context of free‐based Q&A platform, which hardly explains the triggers that motivate askers' pay intention. Based on the theories of social exchange and social capital, this study aims to identify and examine the antecedents of askers' pay intention from the perspective of benefit and cost. We empirically test our predictions based on survey data collected from 322 actual askers in a well‐known trilateral payment‐based social Q&A platform in China. The results by partial least squares (PLS) analysis indicate that besides noneconomic benefits including self‐enhancement, social support, and entertainment, financial factors such as cost and benefit have significant influences on the perceived value of using trilateral payment‐based Q&A platforms. More important, we further identify that the effect of financial benefit is moderated by perceived reciprocity belief, and the effect of perceived value is moderated by perceived trust in answerers. Our findings contribute to the previous literature by proposing a theoretical model that explains askers' behavioral intention, and the practical implications for payment‐based Q&A service providers and participants.

This paper describes conceptual, technological and information environmental terrain across which scholarship in the inter-related disciplines of information and learning sciences occurs. The aim is to encourage researchers across these fields to find one another's work, as we engage in ongoing theory-building around inquiry and learning phenomena, to enrich scholarship and pragmatic design of learning innovations across both domains.

The "Search as Learning" (SAL) workshop is focused on an area within the information retrieval field that is only beginning to emerge: supporting users in their learning whilst interacting with information content.

A proposal summary for the EuroHCIR workshop at SIGIR2013.

Abstract Today information‐intensive work tasks in professional settings involve highly dynamic information utilization in which information seeking and searching tasks are taking a more central role. This article considers the concept of task in the context of information studies in order to provide a definitional clarity for task‐based information seeking and retrieval studies. We identify (1) the central task levels as well as (2) the kinds of dimensions connected to the levels from the perspective of information studies. The analysis is aimed to serve as a conceptual starting point for empirical studies in the research area. The focus is on some central aspects of tasks that are recognized within information studies as well as related research areas (e.g., organizational studies). We define two levels of information‐related subtasks: information seeking tasks and information search tasks. Information retrieval tasks are explicitly considered as a specific type of information search task. We describe differences and connections between these task levels. Finally, the implications of the proposed conceptual framework for information studies are discussed.

Abstract This report presents a case study of the development of an interface for a novel and complex form of document retrieval: searching for texts written in foreign languages based on native language queries. Although the underlying technology for achieving such a search is relatively well understood, the appropriate interface design is not. A study involving users from the beginning of the design process is described, and it covers initial examination of user needs and tasks, preliminary design and testing of interface components, building, testing, and refining the interface, and, finally, conducting usability tests of the system. Lessons are learned at every stage of the process, leading to a much more informed view of how such an interface should be built.

This paper reports on the user-centered design methodology and techniques used for the elicitation of user requirements and how these requirements informed the first phase of the user interface design for a Cross-Language Information Retrieval System. We describe a set of factors involved in analysis of the data collected and, finally discuss the implications for user interface design based on the findings.