Shifting forms of Engagement: Volunteer Learning in Online Citizen Science
Shifting forms of Engagement: Volunteer Learning in Online Citizen Science
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转变参与形式：在线公民科学中的志愿者学习
DOI：
10.1145/3392841
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发表时间：
2020
影响因子：
--
通讯作者：
L. Trouille
中科院分区：
文献类型：
--
作者：
C. Jackson;Carsten S. Østerlund;Kevin Crowston;Mahboobeh Harandi;L. Trouille
对等生产项目让人们参与许多任务，从编辑文章到分析数据集。为了促进对这些实践的掌握，项目提供了许多学习资源，从项目定义的常见问题解答到面向个人的搜索工具以及公共讨论板。然而，尚不清楚哪些项目资源在总体上以及在参与的不同阶段最能支持参与者的学习。我们借鉴索伦森的存在形式框架，区分了与学习资源的三种参与类型：权威型、以主体为中心型和公共型。我们将来自“引力间谍”公民科学项目的资源归入这三类，并使用以志愿者表现作为结果变量的混合效应逻辑回归分析了记录与资源交互的跟踪数据。研究结果表明，与权威型资源（例如由项目组织者构建的资源）的互动在最初有助于表现。然而，随着任务变得更加困难，志愿者寻求并受益于与他们自己的以主体为中心的资源以及社区生成的资源的互动。这些发现为对等生产的学习资源设计提供了更广泛的范围。
Peer production projects involve people in many tasks, from editing articles to analyzing datasets. To facilitate mastery of these practices, projects offer a number of learning resources, ranging from project-defined FAQsto individually-oriented search tools and communal discussion boards. However, it is not clear which project resources best support participant learning, overall and at different stages of engagement. We draw onSørensen's framework of forms of presence to distinguish three types of engagement with learning resources:authoritative, agent-centered and communal. We assigned resources from the Gravity Spy citizen-science into these three categories and analyzed trace data recording interactions with resources using a mixed-effects logistic regression with volunteer performance as an outcome variable. The findings suggest that engagement with authoritative resources (e.g., those constructed by project organizers) facilitates performance initially. However, as tasks become more difficult, volunteers seek and benefit from engagement with their own agent-centered resources and community-generated resources. These findings suggest a broader scope for the design of learning resources for peer production