Wiki source code of Project Initial Presentation

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  1: 1.1 First Presentation
  2: 
  3: 1.1.1 Umbrella Project: Motivations
  4: 
  5: 1.1.1 Description
  6: 
  7: Our "Umbrella" Project looks to examine, compare, and contrast motivations for contribution in two different environments.  
  8: 
  9: ~~Storytelling in social networks~~
 10: 
 11: We want to study what motivates individuals to actively participate in
 12: social networks, possibly by studying participation on YouTube and/or
 13: Facebook. By actively we mean that individuals not only browse content
 14: but actively respond and maintain interest for at least a short period
 15: of time. We want to examine existing participation activities and then
 16: seed discussions, varying both context and framing, and measuring the
 17: differences between contributions.
 18: \\
 19: 
 20: ~~Game Creation in a Classroom Environment with a Public Wiki~~ 
 21: 
 22: We will explore the factors motivating students in classroom with the ideas 
 23: of 'open designed classroom'. The course, game programming for education 
 24: purpose offered by Dr. Lewis and Dr. Repenning would be used for this class 
 25: project. Unlike traditional classroom, students can share their assignments, 
 26: feedback, and rate each other in this course. Similarly to other web 2.0 sites, 
 27: students collaborate actively or at least passively for their assignments. 
 28: We want to observe which factor encourages students to engage and/or contribute 
 29: in the class actively and collaborate each other.
 30: \\
 31: 
 32: The main goal of our project is to gain a better understanding of what
 33: motivates people to actively participate both in online, social
 34: networking environments and in the classroom. In the social networking
 35: environment we define "active" as either the creation of new content,
 36: the reuse of existing content, or a response to existing content.
 37: Within the classroom, "active" participation is defined as the sharing
 38: and reuse of existing work. Although these projects are quite
 39: different our goal is to study these environments in parallel analyze
 40: them with similar techniques, and draw conclusions that universal to
 41: motivation and also those distinct to the individual domains.
 42: 
 43: A significant overlap between both projects will be
 44: determining systems to analyze the flow of contributions. In the social
 45: networking environment, these contributions will build on each other,
 46: creating an artifact or a series of artifacts. In the class programming
 47: environment, each student has the ability to see the contributions of
 48: other students and to borrow and reuse their code. In both environments
 49: there is a flow of knowledge and creation. We will have to develop a
 50: mechanism or mechanisms to locate and analyze this creativity flow.
 51: 
 52: 1.1.1 Objectives
 53: 
 54: - We hope to find out the best factors or good factors which motivate people to contribute actively to systems/platforms based on Web 2.0.
 55: 
 56: 1.1.1 Rationale
 57: 
 58: &#91;Kate&#93; - My current research centers around the idea of creating a
 59: collaborative programming environment linked through an online social
 60: network. This work lies at the intersection of these two projects. Two
 61: areas of both projects that are of particular interest to me are the
 62: motivation to participate and the mechanism for measuring and analyzing
 63: contributions.
 64: 
 65: &#91;Jane&#93; - I am particularly interested in the storytelling
 66: project but would like to see how motivations for active participation
 67: vary across the board and can possibly be fostered in different
 68: domains. The storytelling piece of this project provides an opportunity
 69: for us to study participation in existing social networks and
 70: communities, seed discussions, and analyze the differences in our
 71: findings.
 72: 
 73: &#91;Walter&#93; - I'm interested in the two-dimensional (story-telling and
 74: code-building) results that this project will provide, mainly from a
 75: business angle. Motivation for participation can be translated into
 76: page-views, which is the most important metric for generating
 77: advertisement dollars. If the name of the game is Web 2.0, then this
 78: project should provide good insight - or a good starting point - for
 79: companies who are looking to gain market share. 
 80: 
 81: &#91;Kyuhan&#93; - I think it would be interesting to see how each student 
 82: influences other students to do better in the class. What kinds of factors 
 83: can motivate students to contribute more in class with the similar condition to web 2.0 sites?
 84: 
 85: &#91;Olga&#93; - For me, this project is of particular interest because it explores how people are motivated and how they react to particular aspects that are supposed to motivate them (seeding, challenge, award).
 86: It has always been a goal for me to find that out because it is the most basic and important concept of participation and contribution.
 87: When one is thinking about participation, one tends to think about how to implement more helpful functionality or how to create a simple design etc., ~~assuming that people will be motivated enough to participate~~. Now we might learn how to make this assumption true.
 88: 
 89: &#91;Jeff&#93; - Users can now choose between an incredible number of communication methods using web technologies.  Although many of these methods are very similar on a technical level, they each carry specific differences in social etiquette, expectations, and intent.  Understanding why users contribute, and how they choose to do so, is essential to improving and encouraging such behavior.  Researching how users will contribute to story-telling and game-development both provide an opportunity to see what technical modalities are used for various purposes and will hopefully reveal how best to cater to user goals in future contributions. 
 90: 
 91: &#91;Antonio&#93; - Both projects look for the motivations of users to participate in such environments, each one having different kinds and levels of users, so if we can come up with an hypothesis correlating both areas, maybe we will be able to extrapolate it to a wider range of environments and with this establish a good-basic list of motivation points for Web 2.0 sites. In particular, I really will like to see how and why people reuse code and why people makes something as simple as the "25 things about me" so popular over the Internet.
 92: 
 93: &#91;Mikel&#93; I am interested in this project from the perspective of
 94: motivating users to participate. I think this project ties in very
 95: interesting questions about social and psychological reasoning behind
 96: motivation. I also think motivation of users is a very interesting
 97: subject from a business point of view. Facebook has become a phenomenon
 98: that is unrivaled. It will be interesting to see what the driving force
 99: was behind such a project/product. 
100: 
101: 1.1.1 Possible Challenges
102: 
103: - Coordinating so many people
104: - Drawing meaningful parallels between the two projects
105: - Generating (the motivation for) contributions to our storytelling artifact
106: - Fully determining and understanding the motivation of end-users on a theoretical and practical level. Accurate data may not be available from simply analyzing the by-products and may require surveys, questionnaires, and/or simple interviews.
107: 
108: 1.1.1 Relationship to the class topics
109: 
110: - New media (i.e web 2.0) brings different ways to increase the creativity of end-users. Now end-users are not merely consumers, but producers. Their role was just consuming the product produced by domain experts, but now they spread seeds with domain experts and re-distribute the seeds by themselves. This project allows us to examine the cycle,evolutionary growth, closely.
111: 
112: 1.1.1 References
113: 
114: Bryant, Susan L., Andrea Forte, and Amy Bruckman. 2005. "Becoming
115: Wikipedian: transformation of participation in a collaborative online
116: encyclopedia." Pp. 1-10 in {style:type=span}Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work{style}. Sanibel Island, Florida, USA.
117: 
118: Joinson, Adam N. 2008. "Looking at, looking up or keeping up with people?: motives and use of facebook." Pp. 1027-1036 in {style:type=span}Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems{style}. Florence, Italy.
119: 
120: Walter, Sarah E., Karin Forssell, Brigid Barron, and Caitlin Martin.
121: 2007. "Continuing motivation for game design." Pp. 2735-2740 in {style:type=span}CHI '07 extended abstracts on Human factors in computing systems{style}. San Jose, CA, USA.
122: 
123: Wang, Youcheng, and D. R. Fesenmaier. 2003. "Assessing Motivation of
124: Contribution in Online Communities: An Empirical Investigation of an
125: Online Travel Community." {style:type=span}Electronic Markets{style} &#49;3:33.
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