Annotate based on these instructions, tell me what to annotate and provide a comment for each annotation: Provide enough comments to indicate you read the entire article and were thoughtful about it. Feeling unsure what to say? Look over the slides from Week 1 "How to read a scientific article," and consider addressing these topics: 1) The major research question(s) explored. 2) What prior research was done? What research gaps does the author intend to fulfill? 3) What are their hypotheses? 4) How does the author address these gaps (i.e., methods)? 5) What's the main finding of each figure? 6) If you can choose, what is the ONE piece of data that was most important or directly addressing the question? 7) Do the author's interpretations match the evidence? (It's OK to disagree!) 8) Any critiques or further comments on the paper.

Web search and learning According to Turner and Rainie [21], "81 percent of Americans rely on information from the Internet 'a lot' when making important decisions,\" many of which involve leaming activities [22]. 'However, the effectiveness of web-based learning depends on more than just technical Proficiency. Successful web searching demands domain knowledge, self-regulation [23], and strategic search behaviors to optimize learning outcomes [22, 24]. For example, individuals with high domain knowledge excel in web searches because they are better equipped to discem relevant information and navigate complex topics [25]. This skill advantage is evident in 12 academic contexts, where students with deeper subject knowledge perform better on essay tasks requiring online research. Their familiarity with the domain enables them to evaluate and synthesize information more effectively, transforming a vast array of web-based data into 'coherent, meaningful insights [24]. (Despite this potential, the nonlinear and dynamic nature of web searching can overwhelm lwamers, particularly those with low domain knowledge. Such learners often struggle with cognitive overload, especially when faced with hypertext environments that demand simultaneous navigation and comprehension (Willoughby at al., 2009). The web search also places substantial demands on working memory, particularly in terms of the ability to shift attention between different pieces of information when aligning with one's learning objectives (26, 27). The \"Search as Leaming (SAL) framework sheds light on how web searches can serve as powerful educational tools when approached strategically. SAL emphasizes the \"learning aspect of exploratory search with the intent of understanding" (22). To maximize the educational potential of web searches, users must engage in iterative query formulation, critical evaluation of search results, and integration of multimodal resources while managing distractions such as unrelated information or social media notifications [28]. This requires higher-order cognitive processes, such as refining queries based on feedback and synthesizing diverse sources. SAL transforms web searching fram a simple information-gathering exercise into a dynamic process: 'of active learming and knowledge construction. However, the expectation of being able io access the same information later when using search engines diminishes the user's recall of the information itself (29). Rather, they remember where the information can be found. This reliance on external memory systems demonstrates that while access to information is abundant, using web searches may discourage deeper cognitive processing and intemal knowledge retentian [25]