This research examines the pattern of Web information seeking in four groups of nurses with different combinations of domain expertise and Web expertise. Protocols were gathered as the nurses carried out information-seeking tasks in the domain of osteoporosis. Domain and Web novices searched breadth-first and did little or no evaluation of the results. Domain expert/Web novices also searched breadth-first but evaluated information more thoroughly using osteoporosis knowledge. Domain novice/Web experts searched in a mixed, breadth-first/depth-first pattern and attempted to evaluate information using general criteria. Domain expert/Web experts carried out depth-first searches, following deep trails of information and evaluated information based on the most varied and sophisticated criteria. The results suggest that there are distinct differences in searching patterns related to expertise. Implications of these findings and suggestions for future research are provided.

Search engines are very popular tools for collecting information from distributed resources. They provide not only search facilities, but they also offer directories for users to browse content divided into groups. In this paper, we’ve adopted an individual differences approach to explore user’s attitudes towards various interface features provided by existing Web directories. Among a variety of individual differences, cognitive style is a particularly important characteristic that influences the effectiveness of information seeking. Empirical results indicate that users ’ cognitive styles influence their reactions to the organization of subject categories, presentation of the results, and screen layout. We developed a set of design guidelines on the basis of these results, and propose a flexible interface that adopts these guidelines to accommodate the preferences of different cognitive style groups.

Digital Libraries have become one of the most important web services for information seeking. One of their main drawbacks is their global approach: in general, there is just one interface for all users. One of the key elements in improving user satisfaction in digital libraries is personalization. When considering personalizing factors, cognitive styles have been proved to be one of the relevant parameters that affect the way in which a user interacts with an interface. This justifies the introduction of cognitive style as one of the parameters of a web personalized service. Nevertheless, this approach has one major drawback: each user has to run a time-consuming test that determines his/her cognitive style. In this paper we present a study of how different classification systems can be used to automatically identify the cognitive style of a user using the set of interactions with a digital library. These classification systems can be used to automatically personalize, from a cognitive-style point of view, the interaction of the digital library and each one of its users.

In the past ten years the Web has attracted many educators for purposes of teaching and learning. The main advantage of the Web lies in its non-linear interaction. That is, students can have more control over their learning paths. However, this freedom of control may cause, for some students problems such as disorientation, cognitive overload and control problems. To investigate these problems researchers have shifted there focus towards finding how is web-based learning used by learners with different characteristics and styles. In this paper, we outline the findings of some research on individual differences in the context of web-based learning. We also address how webbased learning systems can be adapted to learners ’ needs and styles. And then we suggest an adaptive web-based learning model, based on the analysis of findings obtained from these studies. Individual differences, web-based learning, instructional strategies, education computer, learners ’ needs, learning style

Cognitive style is an influential factor in users ’ information seeking. The study presented in this paper examines how users ’ cognitive styles affect their behavior and perception in digital libraries. Fifty participants took part in this study. Two dimensions of cognitive styles were considered: (a) Field Dependence/Independence; (2) Verbalizer/Imager. The results showed that Intermediate users and Verbalizers have not only more positive perception, but they also complete the tasks in effective ways. Implications for the design of personalized digital libraries are also discussed.

Implementing personalisation in Web Directories depends not only on developing appropriate architectures and equipping Web Directories with adaptation techniques, but also on incorporating human factors considerations at an early design stage. Among a range of human factors this paper explores cognitive styles and their influence on users' preferences. Preferences with respect to the organisation and presentation of the content, and the navigation paths are identified through a small-scale study. The findings are analysed and used to implement a prototype Web Directory Browser, gearing interface features to cognitive stylerelated preferences.

This study investigates how users ’ cognitive and affective characteristics influence the navigational and search behaviors on the Web among experienced Web users. Sixty-seven undergraduate students participated in the study. Two standardized tests and a questionnaire were used to collect information on the participants’ cognitive style, problem-solving style, and demographics. Factor analysis was performed on the scores from the two standardized tests (Group Embedded Figures Test and Problem Solving Inventory), and extracted two user factors (Focus Control and Emotion Control). The Focus Control factor seemed to influence users’ navigational behaviors, such as the use of links and back buttons, whereas the Emotion Control factor affected search behaviors including keyword searching, and also search performance measured by precision and recall.

To deliver effective personalization for digital library users, it is necessary to identify which human factors are most relevant in determining the behavior and perception of these users. This paper examines three key human factors: cognitive styles, levels of expertise and gender differences, and utilizes three individual clustering techniques: k-means, hierarchical clustering and fuzzy clustering to understand user behavior and perception. Moreover, robust clustering, capable of correcting the bias of individual clustering techniques, is used to obtain a deeper understanding. The robust clustering approach produced results that highlighted the relevance of cognitive style for user behavior, i.e., cognitive style dominates and justifies each of the robust clusters created. We also found that perception was mainly determined by the level of expertise of a user. We conclude that robust clustering is an effective technique to analyze user behavior and perception.

Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard’s (1998) landmark review in an attempt to analyze and draw conclusions from this diverse and extensive literature.

Abstract:- Individual differences play an important role in the way users develop different strategies for information seeking. Nevertheless, in general, the different information seeking environments do not consider these individual differences in their interface and functionalities. Previous studies have proven the importance of matching the interface with individual user preferences. Among the different environments for information seeking, digital Libraries are one of the most common ones. In this context, in order to provide an efficient service, it is essential to study how individual differences affect the interaction between users and the interface and functionalities provided by digital libraries. We present a study using Brunel Library catalogue as environment and according to three individual differences: (1) Cognitive Style, (2) Gender and (3) Level of Expertise. The results from this study provide the guidance to identify which areas of a digital library interface need to be improved and for which users. Key-Words:- Digital Libraries, Individual Differences, User Satisfaction, Cognitive Styles 1