把搜索系统当老师，教用户如何更好查信息。
From Tool to Teacher: Rethinking Search Systems as Instructive Interfaces
- 用教育学理论重构搜索系统，使其成为教学接口
- 实验证明设计影响用户批判性思维与策略迁移能力
- 适合关注信息素养、AI交互设计的研究者
信息获取系统如搜索引擎和生成式AI，是人们寻求、评估和理解信息的核心工具。然而，大多数系统侧重于检索优化，而非帮助用户发展更好的搜索策略或批判意识。本文提出一种教学视角，将搜索与对话系统视为可指导、支持学习的教育接口。基于教育学与行为科学的七个教学框架，分析现有及新兴功能（如查询建议、来源标签、对话式或代理型AI）对用户学习的支持或限制作用。通过两个典型搜索任务，展示不同设计选择如何促进批判性评估、元认知反思与策略迁移等能力。论文贡献了一个评估信息获取系统教学价值的概念框架，并为培养更高效、反思性强且具韧性信息使用者的技术设计提供指导。
原文摘要 · Abstract (English)
Information access systems such as search engines and generative AI are central to how people seek, evaluate, and interpret information. Yet most systems are designed to optimise retrieval rather than to help users develop better search strategies or critical awareness. This paper introduces a pedagogical perspective on information access, conceptualising search and conversational systems as instructive interfaces that can teach, guide, and scaffold users' learning. We draw on seven didactic frameworks from education and behavioural science to analyse how existing and emerging system features, including query suggestions, source labels, and conversational or agentic AI, support or limit user learning. Using two illustrative search tasks, we demonstrate how different design choices promote skills such as critical evaluation, metacognitive reflection, and strategy transfer. The paper contributes a conceptual lens for evaluating the instructional value of information access systems and outlines design implications for technologies that foster more effective, reflective, and resilient information seekers.
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