In prior work we reported on the design of a social
annotation system, SparTag.us, for use in sensemaking
activities such as work-group reading and report writing.
Previous studies of note-taking systems have demonstrated
behavioral differences in social annotation practices, but are
not clear in the actual performance gains provided by social
features. This paper presents a laboratory study aimed at
evaluating the learning effect of social features in
SparTag.us. We found significant learning gains, and
consider implications for design and for understanding the
underlying mechanisms in play when people use social
annotation systems.
%0 Conference Paper
%1 nelson_2009
%A Nelson, Les
%A Held, Christoph
%A Pirolli, Peter
%A Hong, Lichan
%A Schiano, Diane
%A Chi, Ed H.
%B Proceedings of CHI 2009
%D 2009
%K cognitive_models experiment tagging
%P 1795-1798
%T With a Little Help from My Friends: Examining the Impact of Social Annotations in Sensemaking Tasks
%U http://www-users.cs.umn.edu/~echi/papers/2009-CHI2009/p1795.pdf
%X In prior work we reported on the design of a social
annotation system, SparTag.us, for use in sensemaking
activities such as work-group reading and report writing.
Previous studies of note-taking systems have demonstrated
behavioral differences in social annotation practices, but are
not clear in the actual performance gains provided by social
features. This paper presents a laboratory study aimed at
evaluating the learning effect of social features in
SparTag.us. We found significant learning gains, and
consider implications for design and for understanding the
underlying mechanisms in play when people use social
annotation systems.
@inproceedings{nelson_2009,
abstract = {In prior work we reported on the design of a social
annotation system, SparTag.us, for use in sensemaking
activities such as work-group reading and report writing.
Previous studies of note-taking systems have demonstrated
behavioral differences in social annotation practices, but are
not clear in the actual performance gains provided by social
features. This paper presents a laboratory study aimed at
evaluating the learning effect of social features in
SparTag.us. We found significant learning gains, and
consider implications for design and for understanding the
underlying mechanisms in play when people use social
annotation systems.},
added-at = {2009-10-16T13:18:19.000+0200},
author = {Nelson, Les and Held, Christoph and Pirolli, Peter and Hong, Lichan and Schiano, Diane and Chi, Ed H.},
biburl = {https://www.bibsonomy.org/bibtex/23c157d4b5f3a394adf73516b9bd05203/pseiti},
booktitle = {Proceedings of CHI 2009},
interhash = {3972b6e1bfd84c728d7d527c666747aa},
intrahash = {3c157d4b5f3a394adf73516b9bd05203},
keywords = {cognitive_models experiment tagging},
pages = {1795-1798},
timestamp = {2010-02-11T22:23:37.000+0100},
title = {With a Little Help from My Friends: Examining the Impact of Social Annotations in Sensemaking Tasks},
url = {http://www-users.cs.umn.edu/~echi/papers/2009-CHI2009/p1795.pdf},
year = 2009
}