Session 3, Week 1: Motivating Content Contributions

As I began my activities on Answerbag, I related this assignment to the article by Ling et al. (2005), Using Social Psychology to Motivate Contributions to Online Communities. While the title is self explanatory, I saw that many motivation strategies in Dr. Gazan’s assignment were paralleled in this article. For example, both Dr. Gazan and Ling et al. had mechanisms in place to ensure that the participants believed that one's contributions are unique and that they benefit the group. Both had a rating system in place so the participant can see if their contribution helped others and both included persuasive messages or other manipulations (in Dr. Gazan’s case, a graded assignment) that would encourage participation. Ling et al. noted that participants who believe that their contributions are redundant with those of other group members find little reason to contribute, because their contributions have little likelihood of influencing the group. Conversely, if they think they are unique, they should be more motivated to contribute, because their contributions are more likely to influence the group. The Answerbag site had a control to eliminate duplicate questions, which should increase participation. By assigning the students in this class to act as participants we all believe we are similar in some ways with the rest of the group. Ling et al. stated that people will contribute more to online communities when they believe that they are similar rather than dissimilar to others in the group

Ling described Karau and Williams' (1993) collective-effort model, which claims that people work hard when they think their efforts will help them achieve outcomes they value. In the case of this assignment, the outcome that first motivated me was completing the assignment. In the beginning, I tried to mimic questions that were highly rated on the site and worked really hard to reach the specified level of performance created by Dr. Gazan. As I got more interested in this site my motivation changed. Soon, I realized that I was personally enriched by answers to the questions I posed and I began to put more value in the outcome of learning from other participants than by trying to “play the game”. Unfortunately for my grade in this class, this decreased the likelihood that I would reach the goal.
Besides doing it for an assignment, why do people join virtual communities? Ridings and Gefen (2004) stated that major reasons include both entertainment and searching for friendship as motivational forces. In their research study, they asked the question, “Why did you join?”, then categorized answers based upon the reasons suggested in the literature. Their study indicated that most sought either friendship or exchange of information, and a markedly lower percent sought social support or recreation. They also found that the reasons participants disclosed they joined a site were significantly dependent on the grouping of the communities into types. In all the community types, information exchange was the most popular reason for joining. Thereafter, however, the reason varied depending on community type. Social support was the second most popular reason for members in communities with health/wellness and professional/occupational topics, but friendship was the second most popular reason among members in communities dealing with personal interests/hobbies, pets, or recreation. My interest in Answerbag is consistent with the research cited in Ridings and Gefen’s (2004) article. The motivating feature for me was to quickly access information. Answerbag provided member generated content, which I liked, as opposed to other internet information which is typically provided by the site provider. Ridings and Gefen note that virtual communities must have compelling content, and that they might fail if they do not have good standards for this content. On Answerbag, there was a link that assisted participants in crafting a good answer and a disclaimer that was in essence, be discerning in analyzing the information you receive.
On Answerbag, there are multiple information categories, so that users self select areas that were of interest to them. The questions posed and answers provided are relatively short, and in this way, may be interpreted as a form of microblogging, as defined by Java et al. (2007). Microblogging, according to Java et al., typically involves short responses where the participants describe their current status in short posts. Answerbag’s participants may be considered microbloggers as there is a low time requirement and typically a low thought investment for content generation (although some answers provided are quite in-depth including references and website links, it appears that this is not the norm). In addition, Answerbag, provides the opportunity to post several questions and answers in each session. For me, the wide variations of topics available and the relatively quickness of posting questions and getting an answer in reply was reinforcing.
Ridings and Gefen (2004) reported that knowledge and information are, in general, a valuable currency and a social resource in virtual communities. This is certainly true from my experience on Answerbag. It was an ideal place to ask relative strangers about information. The focus was on specific topics generated by a participant with relationships among members established by information exchange about those topics. On Answerbag, the messages expressed views, requested and provided information, expressed feelings, and suggested solutions, consistent with information provided by Ridings and Gefen. This is consistent with two factors motivating participation described in the Java et al. (2007) research. On the Answerbag site sharing information is a major attraction of this site and it is also a good site for a participant interested in becoming an information source for others or information seekers.


In Java’s (2007) article, motivation for blogging was discussed and establishing or maintaining social relationships was the most frequent motivator. In AnswerBag, forming or maintaining social relationships would not be a major motivating factor, although it appears that some individuals who regularly participate in this site may form relationships with each other – when I was lurking, I stumbled upon a conversation where one participant offered the use of their condominium to another participant. Apparently they were socially connected in real life and through this site. Java summarized studies by Lento et al. who determined that a user’s retention and interest in blogging could be predicted by the comments received and continued relationship with other active members of the community. In my experience in AnswerBag, I received some very helpful answers from participants, ranging from the mundane “how can I clean coffee stains off of my enamel sink” (the answer worked really well by the way) to more thoughtful and philosophical discussions.
Schrock’s (2009) article looked at personality descriptors as predictors of the types of people who would engage in social networking sites. In examining my motivation to engage in AnswerBag and other social networking sites, I analyzed my own personality using Schrock’s parameters. First, he described extroverts, defined as sociable, lively, active, assertive, care–free, dominant, venturesome and sensation–seeking. Costa and McRae (1988) described extroverts as having, “needs for social contact, attention, and fun.” Extroverts are concerned with their appearance to the outside world and how others interpret them. Therefore, Schrock concludes, extroverts may be more likely to be interested in activities that involve interacting and being around others, such as social network sites, writing on a blog, and sharing digital pictures. The second parameter was self–disclosure, an act Schrock states is required by most interpersonal relationships, generally defined as “the act of revealing personal information to others.” I would rate myself high on both of these personality traits. In view of these two personality traits, Schrock’s research correctly predicted that I would enthusiastically engage in social networking sites. Two other areas discussed by Schrock include computer anxiety, defined as the negative, affective response of some individuals to computer technology ( from Barbeite and Weiss, 2004) and self–efficacy, a cognitive ability defined as the belief in one’s capability to organize and execute a particular course of action (from Bandura, 1997). Schrock stated that as it concerns the Internet, computer self–efficacy is defined as the “belief in one’s actions on the computer”. In other words, individuals who have a high degree of computer self–efficacy find computers to be useful to achieve their goals. Computer self–efficacy also has a negative correlation with computer anxiety. Barbeite and Weiss (2004) developed scales of self–efficacy and anxiety specifically for computer use, and found that computer self–efficacy measures were the best predictor of Internet use. For myself, I perceive myself to be high in self-efficacy yet rather inexperienced in using computers and as a participant in social networking sites. Since I perceive myself as efficacious, I jumped into this graduate level class with some trepidation, certainly, but with the expectation that if I worked hard enough, I could learn a lot and keep up with the content. As I gain experience exploring different social networking sites I am becoming more comfortable and my anxiety decreases daily.
Regarding my week’s experience with Answerbag, here is the URL from my profile: http://www.answerbag.com/profile/
For me, I had somewhat of a difficult time with the pseudonym. I didn’t really like being anonymous and didn’t want to take on another personality or persona, so I decided to sign on as OC1Paddler. The OC1 stands for an Outrigger Canoe that is paddled by one person. I have a really nice Hurricane OC1 racing canoe and enjoy paddling for recreation and racing. I’m out in the water at least 6 days a week now. It’s great fun! Among my friends here on Maui, most of us are outrigger canoe paddlers. When we’re not paddling, my friends and I are talking about paddling (or studying for a class in my case), so my first strategy was to attract other paddlers – this is Hawaii after all – and to engage in high point conversations about paddling. This didn’t work at all.
My next strategy was to engage other people about the other interests I have. I’m beginning to do some longer distance recreational bike riding (long for me anyway) so I wanted to talk with people about bicycle touring. Somehow this last week I got the notion in my head that my husband and I could do a month long bicycle tour and asked for suggestions for routes. I got almost no points for this but I did get some fabulous information about trips, so this was totally worth it. There is one, route verte, in Quebec Canada that we just may try out this summer.
Along the way I posed some questions that I thought might get some high ratings, but soon didn’t bother and instead focused on information sharing that was truly interesting to me. The topics varied; basically I asked whatever popped into my head. I was trying to decide what to make for dinner, so I asked, “What is your favorite vegetarian meal?” and got some good ideas. I got some great information on organic gardening, an activity that I’m just beginning. Currently, as I write this, I’m communicating with a woman (?) in New York who is giving me some ideas on why the bugs eat my tomatoes before the fruit gets ripe.
Some of the information was just too overwhelming for me to take in. I’m in a book club, so I decided to participate in information sharing about literature. I read suggestions on people’s favorite books and other book related questions and answers, but chose not to participate in these discussions – there was so much there already!
Interestingly, as I’ve tried to complete this assignment, I’ve checked on Answerbag several times. Each time I’ve gotten side-tracked by information coming or going so it’s taken me a ridiculous amount of time to complete this paper! In conclusion, then, in my experience, Answerbag was a very valuable site, one which I will continue to access even without going there as part of a class assignment.


RESOURCES:
Ridings, Catherine and David Gefen (2004). Virtual Community Attraction: Why People Hang Out Online. Journal of Computer-Mediated Communication 10(1). http://jcmc.indiana.edu/vol10/issue1/ridings_gefen.html

Ling, K., G. Beenen, P. Ludford, X. Wang, K. Chang, X. Li, D. Cosley, D. Frankowski, L. Terveen, A.M. Rashid, P. Resnick and R. Kraut (2005). Using Social Psychology to Motivate Contributions to Online Communities. Journal of Computer-Mediated Communication, 10(4), article 10. http://jcmc.indiana.edu/vol10/issue4/ling.html

Tedjamulia, Steven J.J., David R. Olsen, Douglas L. Dean, Conan C. Albrecht (2005). Motivating Content Contributions to Online Communities: Toward a More Comprehensive Theory. Proceedings of the 38th Hawaii International Conference on System Sciences.

Schrock, Andrew (2009). Examining Social Media Usage: Technology Clusters and Social Network Site Membership. First Monday 14(1). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2242/2066

Java, Akshay, Xiaodan Song, Tim Finin and Belle Tseng (2007). Why We Twitter: Understanding the Microblogging Effect in User Intentions and Communities. Joint 9th WEBKDD and 1st SNA-KDD Workshop, 12 August 2007, San Jose, California.
http://workshops.socialnetworkanalysis.info/websnakdd2007/papers/submission_21.pdf