In order to design information retrieval (IR) learning environments and instruction, it is important to explore available pedagogical solutions and their impact on learning experiences and performance in learning situations. The particular focus of this study is the demonstration of how pedagogical solutions like scaffolding and anchored instruction can be implemented in IR instruction and what effects it has on learning experiences and performance compared to a more traditional learning environment and instruction. The study of these solutions is a novel approach in information science. The 65 participants of an introductory course on IR were selected for this study, and the analysis illustrates their learning experiences and performance. The method for empathy-based stories (MEBS) as well as course feedback questionnaire and log files of search exercises were used to collect data. The results indicated that anchoring and scaffolding are promising strategies to make learning experiences meaningful and create learners' ownership of one's learning. Performance analysis indicates that scaffolding with an instructional tool, the IR Game, with performance feedback and scaffolding and anchoring by tutors, enables students to construct more effective queries. Results of the study, in terms of the benefits of anchoring and scaffolding, are not categorical because of the range of intervening variables; and the difficulty of setting up a field experiment which tried to be naturalistic, but at the same time tried to focus on a specific aspect.
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