View in EDS HTML Full Text PDF Full Text

Influence of task context and task complexity on students' task model quality, search behavior and search outcome.

Saved in:
Bibliographic Details
Title: Influence of task context and task complexity on students' task model quality, search behavior and search outcome.
Authors: Oger, Delphine1 (AUTHOR) mylene.sanchiz@univ-poitiers.fr, Sanchiz, Mylène1 (AUTHOR)
Source: Reading & Writing. Jan2026, Vol. 39 Issue 1, p185-213. 29p.
Subject Terms: *Information-seeking behavior, *Students, *Cognitive maps (Psychology), *Cognitive load, Searching behavior, Design
Abstract: Searching for information with a search engine requires students to develop a coherent representation of their search goal. According to the RESOLV model of purposeful reading, students can draw on clues from the task context and the task instructions. This study examined the influence of task context and task complexity on students' initial task model, and the interplay between task context and students' task models on search behavior and outcomes when using a search engine. Ninety university students searched for information for two simple and two complex search tasks, conducted in both academic and non-academic contexts. Students' initial task models were mostly composed of core topic elements and of the surface-level actions required to search for information. Planning, regulation and standards of coherence were less frequently included in students' initial task models. For simple tasks, higher standards of coherence promoted deeper navigation. For the complex tasks, the academic context and task complexity increased students' standards of coherence and source processing. The academic context also fostered more navigation during simple tasks and improved search outcomes for students who struggled to understand the core topic in complex tasks. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191377949
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Influence of task context and task complexity on students' task model quality, search behavior and search outcome.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Oger%2C+Delphine%22">Oger, Delphine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mylene.sanchiz@univ-poitiers.fr</i><br /><searchLink fieldCode="AR" term="%22Sanchiz%2C+Mylène%22">Sanchiz, Mylène</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jan2026, Vol. 39 Issue 1, p185-213. 29p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Information-seeking+behavior%22">Information-seeking behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+maps+%28Psychology%29%22">Cognitive maps (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Searching+behavior%22">Searching behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Searching for information with a search engine requires students to develop a coherent representation of their search goal. According to the RESOLV model of purposeful reading, students can draw on clues from the task context and the task instructions. This study examined the influence of task context and task complexity on students' initial task model, and the interplay between task context and students' task models on search behavior and outcomes when using a search engine. Ninety university students searched for information for two simple and two complex search tasks, conducted in both academic and non-academic contexts. Students' initial task models were mostly composed of core topic elements and of the surface-level actions required to search for information. Planning, regulation and standards of coherence were less frequently included in students' initial task models. For simple tasks, higher standards of coherence promoted deeper navigation. For the complex tasks, the academic context and task complexity increased students' standards of coherence and source processing. The academic context also fostered more navigation during simple tasks and improved search outcomes for students who struggled to understand the core topic in complex tasks. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191377949
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11145-025-10639-7
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 185
    Subjects:
      – SubjectFull: Information-seeking behavior
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Cognitive maps (Psychology)
        Type: general
      – SubjectFull: Cognitive load
        Type: general
      – SubjectFull: Searching behavior
        Type: general
      – SubjectFull: Design
        Type: general
    Titles:
      – TitleFull: Influence of task context and task complexity on students' task model quality, search behavior and search outcome.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Oger, Delphine
      – PersonEntity:
          Name:
            NameFull: Sanchiz, Mylène
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 09224777
          Numbering:
            – Type: volume
              Value: 39
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Reading & Writing
              Type: main
ResultId 1