Children's help-seeking behaviors and effects of domain knowledge in using Google and Kids.gov: Query formulation and results evaluation stages

Abstract

Effective information seeking in IR systems is difficult for children because the designs of such systems do not reflect their needs and searching behaviors. A study of 30 8- to 10-year-old children explored help-seeking behaviors and use of help features when they formulated search queries and evaluated search results in IR systems. Data collection methods included performance-based domain knowledge quizzes as direct measurement, domain knowledge self-assessments as indirect measurement, questionnaires, think-aloud protocols, observations, and interviews. Open coding analysis, descriptive statistics and linear regression analysis were used to analyze children's help-seeking situations, types of help features used and desired, and the effect of domain knowledge on help-seeking situations and use of help features when they formulated keywords and evaluated search results in Google and Kids.gov. Findings suggest that children encountered help-seeking situations when they formulated search queries and evaluated results. Also they used help features when they formulated keywords and evaluated search results in using Google and Kids.gov and suggested help features that they would have liked to have had. Finally, children's domain knowledge affected their help-seeking situations when they formulated keywords and use of help features when they evaluated search results. This study provides valuable information to systems designers.