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Unpacking cognitive skills engaged in web-search: how can log files, eye movements, and cued-retrospective reports help? An in-depth qualitative case study

Author

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  • Esther Argelagós
  • Saskia Brand-Gruwel
  • Halszka M. Jarodzka
  • Manoli Pifarré

Abstract

Searching the internet with a specific purpose has become an important activity. Educational research informs that a better understanding of the cognitive skills involved in this activity is needed, but it is not clear which research techniques can be used for this purpose. One student performed a web-search task and was registered by three different techniques: log files, eye movements, and cued-retrospective reports. With a qualitative analysis, we attempt to provide a two-fold contribution: 1) a thorough analysis about the information retrieved from the three techniques separately; 2) developing a methodology for integrating the information captured from the three techniques. Results showed that log files and eye movements gave insight into cognitive outcomes of skills, and cued-retrospective delivered self-explanations of cognitive and regulation activities. This integration provided an overall and comprehensive picture of the cognitive skills performed and allowed building a synergism among the information captured from each technique.

Suggested Citation

  • Esther Argelagós & Saskia Brand-Gruwel & Halszka M. Jarodzka & Manoli Pifarré, 2018. "Unpacking cognitive skills engaged in web-search: how can log files, eye movements, and cued-retrospective reports help? An in-depth qualitative case study," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 24(2), pages 152-175.
    • Handle: RePEc:ids:ijilea:v:24:y:2018:i:2:p:152-175
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    Cited by:

    1. Manoli Pifarré & Esther Argelagós, 2020. "Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance," Sustainability, MDPI, vol. 12(19), pages 1-19, September.

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