Allocating Time Across Multiple Texts: Sampling and Satisficing

Abstract

We report two studies investigating readers' ability to allocate limited time adaptively across online texts of varying difficulty. In both studies participants were asked to learn about the human heart and were free to allocate time to 4 separate online texts about the heart but did not have enough time to read them all thoroughly. Of particular interest was whether readers attempted to select the best text for them (by sampling the texts before reading) or to monitor texts while reading them and continue reading any text judged good enough (a satisficing strategy). We argue that both strategies can be considered adaptive, depending on properties of readers, texts, and tasks. Experiment 1 tested readers with a range of background knowledge and allowed them either 7 or 15 min study time. It showed that participants were adaptive in how they allocated their time in that more knowledgeable readers spent more time reading more difficult texts. Satisficing was a much more common strategy than sampling. Experiment 2 showed that providing outline overviews of each text dramatically increased the number of participants using a sampling strategy so that it became the modal strategy. However, this change in strategy had no effect on learning. Outline overviews presumably changed readers' perception of the ease with which relevant dimensions of text quality can be judged.

Notes

Acknowledgments . We to thank Mike Wolfe in particular and the LSA Research Group in general for allowing us to use their experimental materials. We also thank Wyn Evans for his contributions to the empirical work presented in this article.

Support . This research was funded by the Engineering and Physical Sciences Research Council of the UK under grant GR/M43302/01 awarded to S. J. Payne.

Authors' Present Addresses . Will Reader, Faculty of Development and Society, Sheffield Hallam University, United Kingdom. E-mail: [email protected]. Stephen Payne, Manchester Business School, University of Manchester, United Kingdom. E-mail: [email protected].

HCI Editorial Record . First manuscript received August 18, 2004. Revision received December 19, 2005. Accepted by Susan Dumais. Final manuscript received July 5, 2006.—Editor