Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases
Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases
复制标题
提高贡献的质量和数量：利用共享数据库促进知识交流的两种模式
DOI：
10.1016/j.compedu.2005.10.003
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
F. Hesse
中科院分区：
文献类型：
--
作者：
U. Cress;B. Barquero;S. Schwan;F. Hesse
共享数据库用于小组内的知识交流。一个人是否愿意将知识贡献给共享数据库呈现出一个社会困境：每个组成员通过不将任何信息贡献给数据库并且仅使用数据库来检索由其他人贡献的信息来节省时间和精力。但是如果所有人都使用这种策略，那么数据库将是空的，因此对每个组成员都没有用。基于理论方法，提出了两种促进数据库用户信息共享行为的模型。一个用于提高数据库内容的质量，另一个用于提高这些内容的数量。该模型考虑了以下因素：参与者获得的贡献信息的奖励，与此贡献相关的个人成本，关于自己的信息对他人的重要性的前瞻性元知识，以及关于他人对数据库的贡献和检索的回顾性元知识。这些因素提高了数据库内容的数量和质量。一个高度控制的实验设置测试模型。三个实验的结果支持一些预期来自模型。他们的组织和教育环境的影响进行了讨论。
Shared databases are used for knowledge exchange in groups. Whether a person is willing to contribute knowledge to a shared database presents a social dilemma: Each group member saves time and energy by not contributing any information to the database and by using the database only to retrieve information which was contributed by others. But if all people use this strategy, then the database will be empty and, hence, useless for every group member. Based on theoretical approaches, two models for fostering the information-sharing behavior of database users are presented. One for enhancing the quality of database contents, and one for enhancing the quantity of those contents. The models take into account the following factors: the kinds of rewards the participants obtain for contributing information, the individual costs associated with this contribution, the prospective metaknowledge about the importance of one’s own information to the others, and the retrospective metaknowledge about how much others contributed to and retrieved from the database. These factors enhance the quantity of database contents as well as their quality. A highly controlled experimental setting for testing the models is presented. Results of three experiments support some expectations derived from the models. Their implications for organizational and educational settings are discussed.