Amy Bruckman

Psychological research online: report of Board of Scientific Affairs' Advisory Group on the Conduct of Research on the Internet.

As the Internet has changed communication, commerce, and the distribution of information, so too it is changing psychological research. Psychologists can observe new or rare phenomena online and can do research on traditional psychological topics more efficiently, enabling them to expand the scale and scope of their research. Yet these opportunities entail risk both to research quality and to human subjects. Internet research is inherently no more risky than traditional observational, survey, or experimental methods. Yet the risks and safeguards against them will differ from those characterizing traditional research and will themselves change over time. This article describes some benefits and challenges of conducting psychological research via the Internet and offers recommendations to both researchers and institutional review boards for dealing with them. ((c) 2004 APA, all rights reserved)

Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia

Traditional activities change in surprising ways when computer-mediated communication becomes a component of the activity system. In this descriptive study, we leverage two perspectives on social activity to understand the experiences of individuals who became active collaborators in Wikipedia, a prolific, cooperatively-authored online encyclopedia. Legitimate peripheral participation provides a lens for understanding participation in a community as an adaptable process that evolves over time. We use ideas from activity theory as a framework to describe our results. Finally, we describe how activity on the Wikipedia stands in striking contrast to traditional publishing and suggests a new paradigm for collaborative systems.

Community Support for Constructionist Learning

MOOSE Crossing is a text-based virtual reality environment (or “MUD”) designed to be a constructionist learning environment for children ages eight to thirteen. The constructionist philosophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told. Children on MOOSE Crossing learn computer programming and improve their reading and writing by working on self-selected projects in a self-motivated, peer-supported fashion. In experience with over 180 children and 90 adults using the system since October 1995, we have found that the community provides essential support for the childrens learning experiences. The community provides role models; situated, ubiquitous project models; emotional support to overcome technophobia; technical support; and an appreciative audience for completed work. This paper examines the nature of that support in detail, and argues that community support for learning is an essential element in collaborative work and learning on the Internet.

The MediaMOO Project Constructionism and Professional Community

MediaMOO is a text-based, networked, virtual reality environment designed to enhance professional community among media researchers. MediaMOO officially opened on 20 January 1993 and as of December 1994 has more than 1000 members from 29 countries. An application is required to join, and only those actively engaged in media research are admitted

“Go Away”: Participant Objections to Being Studied and the Ethics of Chatroom Research

In this article we present an empirical study aimed at better understanding the potential for harm when conducting research in chatrooms. For this study, we entered IRC chatrooms on the ICQ network and posted one of three messages to tell participants that we were recording them: a recording message, an opt-in message, or an opt-out message. In the fourth condition, we entered the chatroom but did not post a message. We recorded and analyzed how subjects responded to being studied. Results of a regression analysis indicate significantly more hostility in the three conditions where we said something than in the control condition. We were kicked out of 63.3% of the chatrooms we entered in the three message conditions compared with 29% of the chatrooms in the control condition. There were no significant differences between any of these three conditions. Notably, when given a chance to opt in, only 4 of 766 potential subjects chose to do so. Results also indicate significant effects for both size and the number of moderators. For every 13 additional people in a chatroom, the likelihood getting kicked out was cut in half. While legal and ethical concerns are distinct, we conclude by arguing that studying chatrooms constitutes human subjects research under U.S. law, but that a waiver of consent is appropriate in most cases as obtaining consent is impracticable.

Constructing text:: Wiki as a toolkit for (collaborative?) learning

Writing a book from which others can learn is itself a powerful learning experience. Based on this proposition, we have launched Science Online, a wiki to support learning in high school science classrooms through the collaborative production of an online science resource. Our approach to designing educational uses of technology is based on an approach to education called constructionism, which advocates learning by working on personally meaningful projects. Our research examines the ways that constructionism connects to collective models of knowledge production and learning such as Knowledge Building. In this paper, we explore ways that collaboration using wiki tools fits into the constructionist approach, we examine learning goals for youth growing up in a read-write culture, and we discuss preliminary findings in an ongoing year-long study of Science Online in the classroom. Despite the radically open collaboration afforded by wiki, we observe that many factors conspired to stymie collaborative writing on the site. We expected to find cultural barriers to wiki adoption in schools. Unexpectedly, we are also finding that the design of the wiki tool itself contributed barriers to collaborative writing in the classroom.

The future of e-learning communities

The learning potential of Internet technology can come from the most familiar sources---peers and elders.

What is computing?: bridging the gap between teenagers' perceptions and graduate students' experiences

Studies show that teenagers perceive computing to be boring, antisocial, and irrelevant to their lives. We interviewed 13 teenagers from local Atlanta schools and observed over 40 teenagers in after-school technology programs to learn more about their perceptions of computing. We then interviewed 22 graduate students in the Human-Centered Computing and Human-Computer Interaction programs at Georgia Tech in order to learn about the factors that motivated them to pursue degrees in computing. We found that teenagers perceived computing to be boring, solitary, and lacking real-world context, yet graduate students described their research as exciting, social, and having a direct and meaningful impact on the world around them. Our results suggest that there is an opportunity to increase interest in computing among teenagers by bridging the gap between their perceptions of computing and the actual opportunities that are offered in computing disciplines. In this paper, we first describe our interview results. We then discuss our findings and propose a design-based curriculum to teach teenagers core computing principles. The goal of this curriculum is to prepare and motivate them for careers in todays expanding, Internet-based, global economy. We suggest that by portraying computing as an innovative, creative, and challenging field with authentic, real-world applications, we may be able to motivate teenagers to become more excited to pursue careers in computing.

Domestic violence and information communication technologies

Physical violence against women is pervasive through out the world and domestic violence has been a longstanding issue in feminist activism and research. Yet, these experiences are often not represented in technological research or design. In the move to consider HCI at the margins, in this paper, we ask: how have ICTs affected the experiences of domestic violence survivors? We interviewed female survivors living in a domestic violence shelter about their experiences with technology. Participants reported that they were harassed with mobile phones, experienced additional harassment (but also support) via social networking sites, and tried to resist using their knowledge of security and privacy.

IRC Francais: The Creation of an Internet-Based SLA Community

Research into text-based chat environments for foreign language learning has shown that discussions online have a significantly different character from those in the classroom. In this paper, we begin with a brief design history of one of these environments: IRC Français. Our experience both illustrates the challenges involved in moving these chat environments from the language lab to the Internet and offers insight into some of the causes of these changes in conversation. The initial challenges we encountered ranged from ethical difficulties in doing research in Internet-based chat environments to bootstrapping a synchronous community. After exploring these challenges, we present a study taking a closer look at the interactions online and in the classroom over the course of a semester. During this semester, classroom interaction was largely teacher-oriented, despite the best efforts of the teachers involved. Even though teachers initiated online conversations in the same way, however, online interaction was student-driven and significantly more interactive. These observations lend credibility to the language ego permeability theory and its emphasis on inhibition. Quantitative findings of this study mirror a number of other studies. Qualitative findings suggest that important features of the medium lead students to feel more comfortable in the online environment. In particular, the “almost realtime” nature of this medium seems to offer a blend of benefits that arise in both face-to-face conversation and asynchronous interaction. In doing so, however, some new challenges are introduced. We conclude with some suggestions for new research directions into both these challenges and more general issues in second language acquisition in online environments.