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

Authors: Esther Argelagós; Saskia Brand-Gruwel; Halszka M. Jarodzka; Manoli Pifarré

Addresses: Faculty of Education and Psychology, Universitat de Girona, Plaça Sant Domènec, 9. 17071, Girona, Spain ' Faculty Psychology and Educational Sciences, Open University of the Netherlands, Valkenburgerweg 177 6419 AT, Heerlen, The Netherlands ' Welten Institute, Open University of the Netherlands, Valkenburgerweg 177 6419 AT, Heerlen, The Netherlands ' Department f Pedagogy and Pshychology, Universitat de Lleida, Av. Estudi General, 4. 25001, Lleida, Spain

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.

Keywords: web-search; information-problem solving; log files; eye movements; cued-retrospective reports; unpacking cognitive skills; internet; in-depth case study; qualitative; techniques; synergism; innovation; learning.

DOI: 10.1504/IJIL.2018.094069

International Journal of Innovation and Learning, 2018 Vol.24 No.2, pp.152 - 175

Received: 04 Apr 2017
Accepted: 12 Sep 2017
Published online: 14 Aug 2018 *

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