Yvonne Kammerer

TL;DR: Instructed evaluation resulted in more verbal utterances of quality-related evaluation criteria, in an increased attention focus on user ratings displayed on Web pages, and in better quality of decision making, although participants in the Instructed Evaluation condition were not able to better justify their decision as compared to Participants in the Spontaneous Evaluation condition.

TL;DR: In this article, the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis) was investigated, and students showed the same performance irrespective of whether they watched the schematic visualization twice, first saw the schematic and then the realistic visualization or vice versa.

TL;DR: The design of a tag-based exploratory system allows users to utilize relevance feedback on tags to indicate their interest in various topics, enabling rapid exploration of the topic space, and an experiment shows that the system seems to provide a kind of scaffold for users to learn new topics.

TL;DR: Investigating the predictive value of epistemic beliefs about knowledge and knowing on the Web for source evaluations and post-search decisions when university students searched the Web to make an informed decision about a conflicting and unfamiliar medical issue suggested that Internet-specific certainty, source, and structure beliefs primarily play a role in source evaluation.

TL;DR: Examination of how both the interface of search engines and Internet-specific epistemic beliefs influence novices' source evaluations during Web search on a medical topic revealed that university students using the tabular interface paid less visual attention to commercial search results and selected objective search results more often and commercial ones less often than students using a list interface.