Value Perception of Information Sources in the Context of Learning

Daphne Ruth Raban, Yonit Rusho

Research output: Contribution to journalArticlepeer-review


Information sources require consumers to use them in order to evaluate their quality, meaning that they are experience goods. The value perceived before acquisition and use may be different from the value obtained by actual use. Understanding the value perception gap is likely to inform more efficient selection of information sources. The current research studies the value gap in a learning situation. We examine information value perceptions before and after experiencing information in an experiment with 113 software engineers engaged in a problem-based learning task while using and evaluating three types of information sources: supportive, reflective and reciprocal. The results indicate that before using an information source, the subjective value for supportive information is lower than for reflective information. In addition, 55% of the participants preferred to obtain information when presented with a choice. After using an information source no correlation was observed between perceived value of information before and after the use of information source (value gap); participants assigned a higher user experience (UX) value to reflective and reciprocal information than to supportive information; positive correlation between UX value and revealed information value; positive correlation between learning achievement and revealed information value; Reciprocal information is associated with higher learning achievement than reflective and supportive; use of information led to higher learning achievement than avoidance of information. Reciprocal information supports high achievement in software engineering informal learning. Reflective information is valued higher than supportive information sources.

Original languageAmerican English
Pages (from-to)83-101
Number of pages19
JournalOpen Information Science
Issue number1
StatePublished - 1 Jul 2018


  • Experiential learning
  • Experimental research
  • Informal learning
  • Problem based learning
  • Value of information
  • reflective and reciprocal information sources
  • supportive

All Science Journal Classification (ASJC) codes

  • Library and Information Sciences


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