Patterns of Participation and Motivation in Folding@home: The Contribution of Hardware Enthusiasts and Overclockers

Folding@home is a distributed computing project in which participants run protein folding simulations on their computers. Participants complete work units and are awarded points for their contribution. An investigation into motivations to participate and patterns of participation revealed the significant contribution of a sub-community composed of individuals who custom-build computers to maximise their processing power. These individuals, known as “overclockers” or “hardware enthusiasts,” use distributed computing projects such as Folding@home to benchmark their modified computers and to compete with one another to see who can process the greatest number of project work units. Many are initially drawn to the project to learn about computer hardware from other overclockers and to compete for points. However, once they learn more about the scientific outputs of Folding@home, some participants become more motivated by the desire to contribute to scientific research. Overclockers form numerous online communities where members collaborate and help each other maximise their computing output. They invest heavily in their computers and process the majority of Folding@home’s simulations, thus providing an invaluable (and free) resource

Citizen science in information systems research: Evidence from a systematic literature review

Citizen science refers to partnerships between scientists and the public in scientific research. Citizen science is considered as an emerging approach for conducting research in the field of information systems (IS). However, there is a fragmented understanding of citizen science in the IS community. As a result, we conducted a systematic literature review on citizen science in IS field aiming at understanding what and how IS scholars view and conduct their research related to citizen science. We searched papers from the database of the basket of eight senior journals, 47 SIG recommended journals by the Association for Information Systems, and the proceedings of five major conferences in IS including ICIS, ECIS, HICSS, PACIS, and AMCIS. Our findings provide the current status of citizen science research in IS field, such as how scholars view about citizen science, how to set up a citizen science project, or how citizen science is adopted in IS community. This research also contributes to the field by laying out suggestions for the future research of citizen science

Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy

Participation in online citizen science is increasingly popular, yet studies that examine the impact on participants’ learning are limited. The aims of this paper are to identify the learning impact on volunteers who participate in online citizen science projects and to explore the methods used to study the impact. The ten empirical studies, examined in this systematic review, report learning impacts on citizens’ attitudes towards science, on their understanding of the nature of science, on topic-specific knowledge, on science knowledge, and on generic knowledge. These impacts were measured using self-reports, content analysis of contributed data and of forum posts, accuracy checks of contributed data, science and project-specific quizzes, and instruments for measuring scientific attitudes and beliefs. The findings highlight that certain technological affordances in online citizen science projects can cultivate citizens’ knowledge and skills, and they point to unexplored areas, including the lack of experimental and long-term studies, and studies in formal education settings

Online citizen science projects: an exploration of motivation, contribution and participation

The number of online citizen science projects has increased significantly over the past decade, yet some aspects of participation are poorly understood as is the motivation behind the involvement of the scientists who set up these projects, and the citizen scientists who take part. This thesis explores three different online citizen science projects (Foldit, Folding@home and Planet Hunters) using a case study approach and data collected through online surveys, interviews and participant observation. It explores the motivations that initiate and sustain participation, and it examines the various ways individuals can contribute to these projects. It also investigates how participants (both professional scientists and citizen scientists) interact online. A number of theoretical models of motivation and participation are considered. While many individuals register to take part in these projects, only a small proportion become active participants. These active citizen scientist volunteers are motivated to participate because they want to make a contribution to science or have a background interest in science. Scientists set up these projects in order to get help analysing large volumes of data, particularly those that require human pattern recognition or problem-solving skills. The complexity of the project task and the presence of certain technological features can affect how participants interact with each other, and how they contribute. Tasks that are complex are more likely to present opportunities for cooperation and collaboration, and may foster the development of online communities of practice. The findings of this research suggest that online citizen science projects have been important in making scientific research more open for a number of distributed volunteers. These individuals have responded to the challenges presented by these projects, increasing their scientific and technical understanding, and self-organising into various roles and teams in order to produce new knowledge

Characterizing Novelty as a Motivator in Online Citizen Science

Citizen science projects rely on the voluntary contribution of nonscientists to take part in scientific research projects. Projects taking place exclusively over the Internet face significant challenges, chief among them is the attracting and keeping the critical mass of volunteers needed to conduct the work outlined by the science team. The extent to which platforms can design experiences that positively influence volunteers’ motivation can help address the contribution challenges. Consequently, project organizers need to develop strategies to attract new participants and keep existing ones. One strategy to encourage participation is implementing features, which re-enforce motives known to change people’s attitudes towards contributing positively. The literature in psychology noted that novelty is an attribute of objects and environments that occasion curiosity in humans leading to exploratory behaviors, e.g., prolonged engagement with the object or environment. This dissertation described the design, implementation, and evaluation of an experiment conducted in three online citizen science projects. Volunteers received novelty cues when they classified data objects that no other volunteer had previously seen. The hypothesis was that exposure to novelty cues while classifying data positively influences motivational attitudes leading to increased engagement in the classification task and increased retention. The experiments resulted in mixed results. In some projects, novelty cues were universally salient, and in other projects, novelty cues had no significant impact on volunteers’ contribution behaviors. The results, while mixed, are promising since differences in the observed behaviors arise because of individual personality differences and the unique attributes found in each project setting. This research contributes to empirically grounded studies on motivation in citizen science with analyses that produce new insights and questions into the functioning of novelty and its impact on volunteers’ behaviors

Making digital history: The impact of digitality on public participation and scholarly practices in historical research

This thesis investigates tow key questions: firstly, how do two broad groups - academic, family and local historians, and the public - evaluate, use, and contribute to digital history resources? And consequently, what impact have digital technologies had on public participation and scholarly practices in historical research? Analysing the impact of design on participant experiences and the reception of digital historiography by demonstrating the value of methods drawn from human-computer interaction, including heuristic evaluation, trace ethnography and semi-structured interviews. This thesis also investigates the relationship between heritage crowdsourcing projects (which ask the public to help with meaningful, inherently rewarding tasks that contribute to a shared, significant goal or research interest related to cultural heritage collections or knowledge) and the development of historical skills and interests. It situates crowdsourcing and citizen history within the broader field of participatory digital history and then focuses on the impact of digitality on the research practices of faculty and community historians. Chapter 1 provides an overview of over 400 digital history projects aimed at engaging the public or collecting, creating or enhancing records about historical materials for scholarly and general audiences. Chapter 2 discusses design factors that may influence the success of crowdsourcing projects. Following this, Chapter 3 explores the ways in which some crowdsourcing projects encourage deeper engagement with history or science, and the role of communities of practice in citizen history. Chapter 4 shifts our focus from public participation to scholarly practices in historical research, presenting the results of interviews conducted with 29 faculty and community historians. Finally, the Conclusion draws together the threads that link public participation and scholarly practices, teasing out the ways in which the practices of discovering, gathering, creating and sharing historical materials and knowledge have been affected by digital methods, tools and resources

"Every small action helps towards the greater cause" : online communities scaling up online community-led citizen science in addressing litter challenges in Scotland

Social media is now a new means of engagement and a catalyst for citizen science; still, less attention has been paid to understanding the influence of online communities on community-led citizen science projects. This study used the Fife Street Champions public Facebook group as a case study to explore how online community-led citizen science projects generate citizen science data to understand littering challenges in Scotland and to examine the impact of the group’s activities and the challenges they face. Data driven-content analysis was used to analyse Facebook user-generated data of 337 posts with comments and images to identify key themes that emerge in the data. Results indicate that group members develop their own data collection tools, share, analyse and present their litter-picking activities to understand the magnitude of littering and the impact of their litter-picking activities. However, the findings highlight inconsistencies in how group members collect and record data from their litter-picking activities. The group also provides informational support, environmental awareness and advocacy, and environmental citizenship. Members also share concerns about eco-anxiety. Lastly, safety and health concerns, COVID-19, and seagulls are challenges experienced by online-based litter pickers. The results contribute to our understanding of the opportunity that social media platforms can provide to build more robust online community-driven citizen science projects that can inform further research. Key stakeholders need to collaborate with such communities to improve on collecting scientifically meaningful data.Publisher PDFPeer reviewe

Motivations, Learning and Creativity in Online Citizen Sceince Charlene Jennett, Laure Kloetzer, Daniel Schneider, Ioanna Iacovides, Anna L. Cox, Margaret Gold, Brian Fuchs, Alexandra Eveleigh, Kathleen Mathieu, Zoya Ajani and Yasmin Talsi

Online citizen science projects have demonstrated their usefulness for research, however little is known about the potential benefits for volunteers. We conducted 39 interviews (28 volunteers, 11 researchers) to gain a greater understanding of volunteers' motivations, learning and creativity (MLC). In our MLC model we explain that participating and progressing in a project community provides volunteers with many indirect opportunities for learning and creativity. The more aspects that volunteers are involved in, the more likely they are to sustain their participation in the project. These results have implications for the design and management of online citizen science projects. It is important to provide users with tools to communicate in order to supporting social learning, community building and sharing.This article is licensed under the terms of the Creative Commons Attribution - NonCommercial - NoDerivativeWorks 4.0 License. The article attached is the publisher's pdf

Teaching With Citizen Science: An Exploratory Study of Teachers\u27 Motivations & Perceptions

With the continued emphasis in the United States on science teaching reform as a way to increase science learning and the scientific literacy of all, the integration of informal science learning activities like citizen science is emerging as a possible way to enhance formal science teaching and learning. There is a limited but growing number of studies indicating that the general public is learning science content and process from participating in citizen science, but research in this area is just beginning and the use of citizen science projects by teachers in formal classroom settings has barely been examined at all. This qualitative study examined three research questions: 1) What motivates experienced middle school science teachers to use citizen science programs in their classrooms? 2) What do experienced middle school science teachers perceive to be the impact on their students as a result of using citizen science in their classrooms? and 3) What do experienced middle school science teachers perceive as the challenges in using citizen science in their classrooms? Twenty-two middle school teachers from across the United States were interviewed about their motivations and expectations regarding their use of citizen science projects in their classrooms. Using a basic thematic analysis, responses from these semi-structured interviews were coded and themes were developed. Findings indicated that teachers use citizen science to engage their students in authentic science experiences that make a contribution to science and society. Also, teachers perceive that citizen science activities broaden students’ perspectives and build their agency to make a difference in their environment. Teachers perceived two main challenges with citizen science: making the task meaningful and ensuring that students experience the whole scientific process. This study makes a start at understanding why teachers use citizen science and how they perceive it to impact their students