How Readability Cues Affect Children's Navigation of Search Engine Result Pages
Christine Pinney (Boise State University)
Benjamin Bettencourt (Boise State University)
Jerry Alan A. Fails (Boise State University)
Casey Kennington (Boise State University)
Katherine Landau Wright (Boise State University)
Maria Soledad Pera (TU Delft - Web Information Systems)
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Abstract
Children often interact with search engines within a classroom context to complete assignments or discover new information. To successfully identify relevant resources among those presented on a search engine results page (SERP), users must first be able to comprehend the text included in SERP snippets. While this task may be straightforward for an adult user, children may encounter obstacles in terms of readability and comprehension when attempting to navigate a SERP. Previous research has demonstrated the positive impact of including visual cues on a SERP as relevance signals to guide children toward appropriate resources. In this work, we explore the effect of supplying visual cues related to readability and text difficulty on children's (ages 6-12) navigation of a SERP. Using quantitative data collected from user-interface interactions and qualitative data gathered from participant interviews, we analyze the impact of these visual cues on children's selection of results on a SERP when carrying out information discovery tasks.
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