The moderating effect of knowledge type on search result modality preferences in web search scenarios

Abstract

Searching information within the web for tasks differing in their knowledge dimension (e.g. conceptual or procedural) is essential for learners in the 21st century. However, little is known about how the underlying knowledge characteristics of learning tasks influence the preference for particular resource modalities (e.g., texts with pictures or videos) the web offers. Across two studies, we investigated how the preference for different resource modalities in hypothetical search scenarios is affected by the knowledge type (sensorimotor procedural, cognitive procedural, causal conceptual, and relational conceptual knowledge). Both studies found an influence of knowledge type on users' modality preferences. A significant preference for videos was found for sensorimotor procedural tasks, while texts with pictures were favoured for cognitive procedural and relational conceptual tasks. For causal conceptional tasks, no differences were found. The observed differences in modality preferences between knowledge types of the same knowledge dimensions (i.e., procedural vs conceptual knowledge) prompted us to investigate in Study 2 an additional knowledge classification, that is, the degree of spatiotemporal changes relevant to the knowledge type. Results showed that knowledge types with a low degree of spatiotemporal changes led to a preference for websites with text and pictures, regardless of their affiliation to procedural or conceptual knowledge. In contrast, videos were preferred only for tasks with a high degree of visuospatial changes and a procedural character. To conclude, the knowledge types and the degree of visuospatial changes of learning tasks seem to be promising classifications to consider regarding modality preferences in models of web-based learning.