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排序方式： 共有1258条查询结果，搜索用时 265 毫秒
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Searching online information resources using mobile devices is affected by small screens which can display only a fraction
of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user
feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach
we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing
all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance
feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ)
and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking
that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate
that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For
the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a
user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings
from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm,
coupled with the sampled display, is the most effective.
Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J.
Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.),
Springer 2005, ISBN 3-540-25295-9 相似文献
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Sue Lacey Bryant Helen Bingham Ruth Carlyle Alison Day Linda Ferguson David Stewart 《Health information and libraries journal》2018,35(1):70-77
This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety. 相似文献
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Audrey B. Wood 《English in Education》2016,50(2):130-147
This article arises from a four week study of a class of 14‐15 year old students. The study explored students’ perception of themselves as writers and the effects of a variety of teaching and learning strategies on their creative writing responses. The aim of the project was to enhance the students’ creative writing, whilst ascertaining whether there were particular activities or types of writing that would lead to students perceiving more satisfactory outcomes in their writing. It answers the research question: What do I observe, and what do my students say, about the experience of different classroom based creative writing tasks? 相似文献
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Peter Wood 《Academic Questions》2017,30(2):245-252
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