The rapid development of artificial intelligence (AI) is reshaping how people seek, access, and use information, with significant implications for researchers, educators, and students. Increasingly, academic search engines, bibliographic databases, and digital libraries are integrating AI features, including generated and synthesized content, conversational interfaces, and intelligent recommendation. These tools promise to support discovery, synthesis, and learning, yet they also raise critical questions about search integrity, fairness, accountability, transparency, and ethics (FATE). In academic contexts, where reliability and credibility are paramount, the design and use of AI-mediated search systems require novel ideas and approaches. Building on previous work in interactive information retrieval (IIR), search as learning, and search user interface design, this workshop invites the CHIIR community to examine opportunities and challenges in developing and using AI-powered academic search systems for research and higher education.

University students engage in a substantial amount of multitasking in online classes despite being aware of its negative impacts on their learning. Depending on the learner’s goals, in-class multitasking can be a positive strategic behavior to increase productivity. In a formative pilot study (N=10), we established the structure and scope for our design by exploring students’ motivations, perceptions, and challenges in in-class multitasking and identified several promising design elements. Our design facilitates multitasking in online synchronous classes by providing a novel bichronous (blending of synchronous and asynchronous) learning environment manifested in Time-Turner that enables asynchronous guided accelerated viewing of past content during synchronous classes. A summative evaluation of our prototype showed significant improvement in learning outcomes when multitasking (N=20). Furthermore, 95% of users found Time-Turner helpful and expressed interest in having it in their online classes. Our findings show the great potential of supporting positive multitasking in synchronous online classes.

Exposure to diverse perspectives is helpful for bursting the filter bubble in online public video platforms. The recent advancement of Large Language Models (LLMs) illuminates the potential of creating a debate chatbot that prompts users to critically examine their stances on a topic formed by watching videos. However, whether the viewer is influenced by the chatbot may depend on its persona. In this paper, we investigated the effect of two relevant persona attributes - social identity and rhetorical styles - on critical thinking. In a mixed-methods study (n=36), we found that chatbots with outgroup (vs. ingroup) identity (t(33)=-2.33, p=0.03) and persuasive (vs. eristic) rhetoric (t(44)=1.98, p=0.05) induced critical thinking most effectively, making participants re-examine their arguments. However, participants’ stances remain largely unaffected, likely due to the chatbot’s lack of contextual knowledge and human touch. Our paper provides empirical groundwork for designing chatbot persona for remedying filter bubbles in online communities.

Abstract This paper presents a study that explores the genres, tasks, and the relationship between them in the context of undergraduate engineering education. We build upon previous research on the information behaviors of engineers, by focusing on undergraduates' self‐reported information use in order to understand how they interact with genres and perform tasks. We compiled and validated genre and task repertoires using an online questionnaire with 103 undergraduates. To analyze the responses, we employed exploratory data analysis techniques, including correspondence analysis and cluster analysis. We interpreted three latent dimensions of the genre–task relationship: disciplinary versus education (Dimension 1); classroom versus independent coursework (Dimension 2); and conceptual versus procedural knowledge (Dimension 3). The distinction between the educational function of genres and tasks that support teaching and learning and those that support the socialization of students into the discipline and profession accounted for the majority of the variance in the dataset. The use of genres across tasks revealed that respondents prefer proximal and accessible information, and that personal and less formal genres are central to the learning experience. Findings provide insights into how undergraduates navigate complex information environments and interact with genres and tasks in their coursework.

Abstract Contemporary research and innovation policies and advocates of data‐intensive research paradigms continue to urge increased sharing of research data. Such paradigms are underpinned by a pro‐data, normative data culture that has become dominant in the contemporary discourse. Earlier research on research data sharing has directed little attention to its alternatives as more than a deficit. The present study aims to provide insights into researchers' perspectives, rationales and practices of (non‐)sharing of research data in relation to their research practices. We address two research questions, (RQ1) what underpinning patterns can be identified in researchers' (non‐)sharing of research data, and (RQ2) how are attitudes and data‐sharing linked to researchers' general practices of conducting their research. We identify and describe data‐decentered culture and non‐data culture as alternatives and parallels to the data‐driven culture, and describe researchers de‐inscriptions of how they resist and appropriate predominant notions of data in their data practices by problematizing the notion of data, asserting exceptions to the general case of data sharing, and resisting or opting out from data sharing.

Videos are convenient resources for asynchronous learning, but they lack interpersonal interactions found in synchronous classrooms. Due to missed social connectedness, the isolated video-based learners experience low emotional, behavioral, and cognitive engagement. This work presents "Scripted Vicarious Dialogues" (SVD), a technique for engaging students in a pseudo-social experience of witnessing scripted dialogues between virtual characters (teaching assistants and students) around a video. We conducted a participatory design study to derive design guidelines for SVD. The findings indicate the need to distinguish the virtual components and to give students control of the dialogue’s pace. We then implemented an interactive prototype of SVD and evaluated it (N=40) against a non-social, direct-learning baseline. The results show that the preference for SVD versus the baseline is polarized (25 of 40 preferred SVD; no neutral preferences), and those who preferred SVD had significantly higher emotional and behavioral engagement with SVD compared to the baseline.

This study investigated the effect of video abstract (VA) presentation style (slideshow versus animation) on viewer comprehension and user engagement. Video abstracts, short video presentations of journal articles, were selected and used in a randomized between-subjects experiment (N = 290) with Amazon Mechanical Turk (MTurk) participants. The Cognitive Theory of Multimedia Learning (CTML) informed the selection of VAs. Barrett’s Taxonomy of Cognitive and Affective Dimensions of Reading Comprehension (Barrett’s Taxonomy) was used to develop comprehension measures focused on recall and summarization, and user engagement was measured using a questionnaire. The study found that: 1) comprehension outcomes did not vary between slideshow and animation style VAs, 2) animation VAs were perceived to be more engaging than slideshow VAs, and 3) user engagement was weakly negatively correlated with comprehension scores. In other words, animation VAs attracted viewers with their content, but did not lead to increased comprehension. In fact, viewers in the study who reported higher levels of engagement had slightly lower comprehension outcomes.

Interest characterizes a cognitive-emotional relationship between people and information and is a key construct in human information interaction. As a motivational variable, interest has been widely studied in psychology and education, but has received less consistent and theory-driven attention in the field of interactive information retrieval (IIR). In this perspective paper we examine the role of interest and review how it has been studied and operationalized in IIR research. We draw upon a survey of 58 research studies that have manipulated, controlled or measured searcher interest in some way. The intent of the paper is to raise the profile of interest as a user-centred variable in IIR and to advocate for more conceptual and methodological consistency in future studies to better evaluate the impact of interest in information search.

Share on Workshop on Barriers to Interactive IR Resources Re-use (BIIRRR 2019) Authors: Toine Bogers Aalborg University Copenhagen, Copenhagen, Denmark Aalborg University Copenhagen, Copenhagen, DenmarkView Profile , Samuel Dodson University of British Columbia, Vancouver, Canada University of British Columbia, Vancouver, CanadaView Profile , Luanne Freund University of British Columbia, Vancouver, Canada University of British Columbia, Vancouver, CanadaView Profile , Maria Gäde Humboldt-Universität zu Berlin, Berlin, Germany Humboldt-Universität zu Berlin, Berlin, GermanyView Profile , Mark Hall Martin-Luther-Universität Halle-Wittenberg, Halle, Germany Martin-Luther-Universität Halle-Wittenberg, Halle, GermanyView Profile , Marijn Koolen Royal Netherlands Academy of Arts and Sciences, Amsterdam, Netherlands Royal Netherlands Academy of Arts and Sciences, Amsterdam, NetherlandsView Profile , Vivien Petras Humboldt-Universität zu Berlin, Berlin, Germany Humboldt-Universität zu Berlin, Berlin, GermanyView Profile , Nils Pharo Oslo Metropolitan University, Oslo, Norway Oslo Metropolitan University, Oslo, NorwayView Profile , Mette Skov Aalborg University, Aalborg, Denmark Aalborg University, Aalborg, DenmarkView Profile Authors Info & Claims CHIIR '19: Proceedings of the 2019 Conference on Human Information Interaction and RetrievalMarch 2019 Pages 389–392https://doi.org/10.1145/3295750.3298965Published:08 March 2019Publication History 1citation75DownloadsMetricsTotal Citations1Total Downloads75Last 12 Months8Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

The goal of this workshop is to serve as a starting point for a community-driven effort to design and implement a platform for the collection, organization, maintenance, and sharing of resources for IIR experimentation. As in all scientific endeavors, progress in IIR research is contingent on the ability to build on previous ideas, approaches, and resources. However, we believe there to be a number of barriers to reproducibility and re-use of resources in IIR research: the fragmentary nature of how the community»s resources are organized, the lack of awareness of their existence, documentation and organization of the resources, the nature of the typical research publication cycle, and the effort required to make such resources available. We believe that an online platform dedicated to the collection and organization of IIR resources could be a promising way of overcoming these barriers. The workshop therefore aims to serve both as a brainstorming opportunity about the shape this iRepository should take, as well as a way of building support in the community for its implementation.

A largely unquestioned assumption in social reading is that publicly shared annotations improve reading outcomes. In this study, we explore the specific assumption that relevant and irrelevant passive highlighting affects comprehension. Participants were divided by cognitive style based on their degree of Field Dependence-Independence [20]. We found that irrelevant highlights had significant negative effects on reading comprehension for Field Independents (FIs), but not Field Dependents (FDs). This is a surprising result because FDs typically rely on external cues to structure and help process information, whereas FIs use internal cues. This suggests that highlighting cues information but does not structure it.

User engagement is recognized as an important component of the user experience, but relatively little is known about the effect of engagement on the learning outcomes of such interactions. This experimental user study examines the relationship between user engagement (UE) and comprehension in varied academic reading environments. Forty-one university students interacted with one of two sets of texts presented in 4 conditions in the context of preparing for a class assignment. Employing the User Engagement Scale (UES), we found evidence of a relationship between students' comprehension of the texts and their degree of engagement with them. However, this association was confined to one of the UES subscales and was not consistent across levels of engagement. An examination of additional variables found little evidence that system and content characteristics influenced engagement; however, we noted that all students' reported increased knowledge, but topical interest for non-engaged students declined. Results contribute to existing literature by adding further evidence that the relationship between engagement and comprehension is complex and mediated.

This research aimed to gain a detailed understanding of how genealogists and historians interact with, and make use of, finding aids in print and digital form. The study uses the lens of human information interaction to investigate finding aid use. Data were collected through a lab‐based study of 32 experienced archives' users who completed two tasks with each of two finding aids. Participants were able to carry out the tasks, but they were somewhat challenged by the structure of the finding aid and employed various techniques to cope. Their patterns of interaction differed by task type and they reported higher rates of satisfaction, ease of use, and clarity for the assessment task than the known‐item task. Four common patterns of interaction were identified: top‐down, bottom‐up, interrogative, and opportunistic. Results show how users interact with findings aids and identify features that support and hinder use. This research examines process and performance in addition to outcomes. Results contribute to the archival science literature and also suggest ways to extend models of human information interaction.

The unrelenting rise in online user diversification has generated tremendous new challenges for search system providers. Among these, the need to address multiple user language abilities and preferences is paramount. The majority of research on multilingual search has so far focused on improving retrieval and translation techniques in cross-language information retrieval. However, less research has focused on the human-computer interaction aspects of multilingual search, particularly in terms of multilingual result display interfaces. To address this research gap, this paper presents a comparison of 5 different search interface designs for multilingual search. We analyze and evaluate these interfaces through a crowd-based experiment involving 885 participants. Our results show that the common approach of interleaving multilingual results is in fact the least preferred, whereas single-page displays with clear language separation are most preferred. In addition, we show that user proficiency and search content type play an important role in user preferences, and that different interfaces elicit different user behaviors.

Information seeking in the workplace can vary substantially from one search to the next due to changes in the context of the search. Modeling these dynamic contextual effects is an important challenge facing the research community because it has the potential to lead to more responsive search systems. With this motivation, a study of software engineers was conducted to understand the role that contextual factors play in shaping their information‐seeking behavior. Research was conducted in the field in a large technology company and comprised six unstructured interviews, a focus group, and 13 in‐depth, semistructured interviews. Qualitative analysis revealed a set of contextual factors and related information behaviors. Results are formalized in the contextual model of source selection, the main contributions of which are the identification of two types of conditioning variables (requirements and constraints) that mediate between the contextual factors and source‐selection decisions, and the articulation of dominant source‐selection patterns. The study has implications for the design of context‐sensitive search systems in this domain and may inform contextual approaches to information seeking in other professional domains.

The SIGIR 2013 Workshop on Modeling User Behavior for Information Retrieval Evaluation (MUBE 2013) brings together people to discuss existing and new approaches, ways to collaborate, and other ideas and issues involved in improving information retrieval evaluation through the modeling of user behavior.

The analysis of search transaction logs often characterizes a search session but rarely looks at the end point. When do users stop, and what cues are present suggesting that stopping is eminent? In this preliminary analysis of the logs of 288 search sessions conducted in a laboratory setting, we identified the activity performed by participants as well as search transitions that were invoked over the course of a search session. The 4331 search transitions (15 per task on average) contained a total of 9295 actions. We isolated the final transition in each search session for detailed analysis. As hypothesized some behaviours are predictable, and suggestive of stopping behavior, with the potential for modeling.

Professionals in the workplace need high-precision search tools capable of retrieving information that is useful and appropriate to the task at hand. One approach to identifying content, which is not only relevant but also useful, is to make use of the task context of the search. We present X-Site, an enterprise search engine for the software engineering domain that exploits relationships between user's tasks and document genres in the collection to improve retrieval precision.

Technical professionals spend ~25% of their time at work searching for information, and have specialized information needs that are not well-served by generic enterprise search tools. In this study, we investigated how a group of software engineers use a workplace search system. We identify patterns of search behaviour specific to this group and distinct from general web and intranet search patterns, and make design recommendations for search systems that will better serve the needs of this group.

Context influences the search process, but to date research has not definitively identified which aspects of context are the most influential for information retrieval, and thus are worthy of integration in today's retrieval systems. In this research, we isolated for examination two aspects of context: task and document genre and examined the relationship between them within a software engineering work domain. In this domain, the nature of the task has an impact on decisions of relevance and usefulness, and the document collection contains a distinctive set of genre. Our data set was a document repository created and used by our target population. The document surrogates were meta-tagged by purpose and document type. Correspondence analysis of this categorical data identified some specific relationships between genres and tasks, as well as four broad dimensions of variability underlying these relationships. These results have the potential to inform the design of a contextual retrieval system by refining search results for this domain.