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Exploring Students’ Search Behavior and the Effect of Epistemological Beliefs on Contradictory Issues

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HCI in Business, Government and Organizations (HCII 2020)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12204))

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Abstract

The internet is awash with misinformation and disinformation. It is challenging to educate students in critical thinking and proper searching strategies. This study explored the relationship among epistemological beliefs, cognitive style, media multitasking, and information searching behaviors when students encounter contradictory scientific information. Pre-experimental design, interviews, questionnaires, observation, and search log analysis were adopted in this study. A total of 94 students were recruited to participant this study. The result has shown that science and technology (S&T) students did hold higher scientific literacy; however, there was no significant difference between S&T and non-S&T students regarding epistemological beliefs, cognitive style, and media multitasking. Nonetheless, this study found that there is significant relationship between media multitasking and cognitive style and between media multitasking and web navigation style. All students’ epistemological beliefs changed significantly from their pretest to posttest, indicating that students possess higher-order knowledge and thinking disposition.

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Author information

Authors and Affiliations

  1. Department of Library and Information Science, Fu Jen Catholic University, New Taipei, Taiwan

    Yuan-Ho Huang

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  1. Yuan-Ho Huang
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Correspondence to Yuan-Ho Huang .

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Editors and Affiliations

  1. Missouri University of Science and Technology, Rolla, MO, USA

    Fiona Fui-Hoon Nah

  2. Missouri University of Science and Technology, Rolla, MO, USA

    Keng Siau

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Huang, YH. (2020). Exploring Students’ Search Behavior and the Effect of Epistemological Beliefs on Contradictory Issues. In: Nah, FH., Siau, K. (eds) HCI in Business, Government and Organizations. HCII 2020. Lecture Notes in Computer Science(), vol 12204. Springer, Cham. https://doi.org/10.1007/978-3-030-50341-3_5

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  • DOI: https://doi.org/10.1007/978-3-030-50341-3_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-50340-6

  • Online ISBN: 978-3-030-50341-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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