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The number of Web users whose first language is not English continues to grow, as does the amount of content provided in languages other than English. This poses new challenges for actors on the Web, such as in which language(s) content should be offered, how search tools should deal with mono- and multilingual content, and how users can make the best use of navigation and search options, suited to their individual linguistic skills. How should these challenges be dealt with? Technological approaches to non-English (or in general, cross-language) Web search have made large progress; however, translation remains a hard problem. This precludes a low-cost but high-quality blanket all-language coverage of the whole Web. In this paper, we propose a user-centric approach to answering questions of where to best concentrate efforts and investments. Drawing on linguistic research, we describe data on the availability of content and access to it in first and second languages across the Web. We then present three studies that investigated the impact of the availability (or not) of first-language content and access forms on user behaviour and attitudes. The results indicate that non-English languages are under-represented on the Web and that this is partly due to content-creation, link-setting and link-following behaviour. They also show that user satisfaction is influenced both by the cognitive effort of searching and the availability of alternative information in that language. These findings suggest that more cross-language tools are desirable. However, they also indicate that context (such as user groups’ domain expertise or site type) should be considered when tradeoffs between information quality and multilinguality need to be taken into account. 相似文献
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Judith Stanja Wolfgang Gritz Johannes Krugel Anett Hoppe Sarah Dannemann 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):58-75
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.
Practitioner notes
What is already known about this topic- Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
- Assessment tools have been developed in different educational domains for teaching practice.
- Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.
- Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
- Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
- Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.
- Learning analytics can enhance the eliciting of students' conceptions.
- Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.
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