The emerging research field Search as Learning (SAL) investigates how the Web facilitates learning through modern information retrieval systems. SAL research requires significant amounts of data that capture both search behavior of users and their acquired knowledge in order to obtain conclusive insights or train supervised machine learning models. However, the creation of such datasets is costly and requires interdisciplinary efforts in order to design studies and capture a wide range of features. In this paper, we address this issue and introduce an extensive dataset based on a user study, in which 114 participants were asked to learn about the formation of lightning and thunder. Participants’ knowledge states were measured before and after Web search through multiple-choice questionnaires and essay-based free recall tasks. To enable future research in SAL-related tasks we recorded a plethora of features and person-related attributes. Besides the screen recordings, visited Web pages, and detailed browsing histories, a large number of behavioral features and resource features were monitored. We underline the usefulness of the dataset by describing three, already published, use cases.

The present paper reports on a Searching as Learning (SAL) study, with 115 university students learning about the formation of thunderstorms and lightning by searching the web. Participants' knowledge on the topic was measured before (t1) and after the learning phase (t2) with a free essay task. During the web search, the time participants spent on different information resources was measured, differentiating between text-dominated websites and videos. Furthermore, to examine the role of learners' cognitive abilities, their working memory capacity (WMC) and reading comprehension ability (RCA) were assessed. Results of a hierarchical linear regression analysis showed that after controlling for prior knowledge, WMC and RCA positively predicted students' learning outcome, as measured by the number of correct concepts included in essays composed after search. Moreover, the time spent on text-dominated websites was also associated with better learning outcomes. In contrast, the time spent watching videos was not beneficial. To conclude, our findings provide preliminary evidence that the time leaners spend on text-dominated websites and on videos might not contribute equally to the acquisition of conceptual knowledge in SAL tasks.

Web search is frequently used by people to acquire new knowledge and to satisfy learning-related objectives, but little is known about how a user»s knowledge evolves through the course of a search session. We present a study addressing the knowledge gain of users in informational search sessions. Using crowdsourcing, we recruited 500 distinct users and orchestrated real-world search sessions spanning 10 different topics and information needs. By using scientifically formulated knowledge tests we calibrated the knowledge of users before and after their search sessions, quantifying their knowledge gain. We investigated the impact of information needs on the search behavior and knowledge gain of users, revealing a significant effect of information need on user queries and navigational patterns, but no direct effect on the knowledge gain. Users on average exhibited a higher knowledge gain through search sessions pertaining to topics they were less familiar with.

Web search is frequently used by people to acquire new knowledge and to satisfy learning-related objectives. In this context, informational search missions with an intention to obtain knowledge pertaining to a topic are prominent. The importance of learning as an outcome of web search has been recognized. Yet, there is a lack of understanding of the impact of web search on a user's knowledge state. Predicting the knowledge gain of users can be an important step forward if web search engines that are currently optimized for relevance can be molded to serve learning outcomes. In this paper, we introduce a supervised model to predict a user's knowledge state and knowledge gain from features captured during the search sessions. To measure and predict the knowledge gain of users in informational search sessions, we recruited 468 distinct users using crowdsourcing and orchestrated real-world search sessions spanning 11 different topics and information needs. By using scientifically formulated knowledge tests, we calibrated the knowledge of users before and after their search sessions, quantifying their knowledge gain. Our supervised models utilise and derive a comprehensive set of features from the current state of the art and compare performance of a range of feature sets and feature selection strategies. Through our results, we demonstrate the ability to predict and classify the knowledge state and gain using features obtained during search sessions, exhibiting superior performance to an existing baseline in the knowledge state prediction task.