Project-7

Project-7: A Framework for “What Motivates People to Participate?”

Human beings are, and always have been, diversely motivated beings. We act instrumentally, but also noninstrumentally. We act for material gain, but also for psychological well-being and gratification, and for social connectedness. ? e.g.: “Is there an Ikea Effect that we Overvalue what we make?” (see the book by Ariely)

In environments characterized by user-generated content, there exist three layers:

• the availability of hard- and software and access to the environment
• the knowledge of how to participate and contribute (e.g.: learning SketchUp, learning the Wiki substrate for Wikipedia)
• the interest, willingness, motivation to contribute

Explore all dimensions which are relevant to understand the last layer, including:

• different reward structures (including recognition by the community and featuring your work)
• social capital, gift cultures, altruism
• reputation economy
• in relationship to the Figure in Project 6:
• How do we encourage individuals to make the initial contribution?
• How do we encourage first-time contributors to contribute again?
• what motivates people to migrate from the left to the right (to the more demanding roles)?
• in general there is a big funnel effect migrating from left to right? is this a necessity, a desirable effect? if not: how can it be reduced?
• claims:
• “crowd-contributing works because the tasks are broken down to small enough pieces so that the cost is low enough for individuals to move from consumers to contributors”
• peer production in culture of participation begins to offer a rich texture in which to study the much more varied and multifarious nature of human motivation and effective human action.

relevant literature:

1. Malone, T.W. & Lepper, M.R.  Making learning fun: A taxonomy of intrinsic motivations for learning.  In R.E. Snow and M.J. Farr (Eds.), Aptitude, Learning and Instruction III: Conative and Affective Process Analyses.  Hillsdale, N.J.: Erlbaum, 1987.
2. Hidi, S., & Renninger, K. A. (2006) "The Four-Phase Model of Interest Development," Educational Psychologist, 41(2),
3. Benkler, Y., & Nissenbaum, H. (2006) "Commons-Based Peer Production and Virtue," Political Philosophy, 14(4), pp. 394-419.
4. Ariely, D. (2010) The Upside of Irrationality — the Unexpected Benefits of Defying Logic at Work and at Home, HarperCollins, New York, N.Y.

worthwhile movies to watch

• 
  
  • the Piano Stairs http://www.youtube.com/watch?v=2lXh2n0aPyw&feature=player_embedded#
  • Bootle Recycling: http://www.autoblog.com/2009/10/19/fun-theory-part-3-vws-bottle-bank-arcade-finds-plenty-video/
  • Why create 3D models for Google Earth? http://www.youtube.com/watch?v=RSynol0bQzE

Sponsor: Gerhard Fischer