[AISWorld] Volume 7 Issue 4 of AIS Transactions on Human-Computer Interaction
galletta at katz.pitt.edu
Thu Dec 31 00:16:04 EST 2015
As we close our 7th year, we look forward to beginning our 8th year with AIS Transactions on HCI (THCI) in just a few days. We're happy to provide a rich December 2015 issue of THCI, presenting three papers outlined below.
At the moment, no snowflakes are falling on either of the Editors in Chief. Here in the Eastern US, we still only see rain, and we all know what Joe sees when he looks skyward during the day in Tucson even at this time of year! Managing Editor Jeff Jenkins likely sees both from his office in Provo, Utah: the blue skies of Arizona, and the snow that's usually here in Pittsburgh by now.
THCI is one of the journals in the AIS (Association for Information Systems) e-library at http://aisel.aisnet.org/thci. To increase awareness and readership, THCI is still freely available to everyone during its initial years of publishing. You can find information related to all aspects of THCI at its website (http://aisel.aisnet.org/), including how to submit. We would like to thank AIS <http://home.aisnet.org/> Council for its continued support of the journal. And, as always, we are happy to announce that we have published the journal on time for all 28 issues.
You are welcome to download the papers from this issue and other issues by visiting the AIS E-Library.
In this issue
"The Impact of Sentiment-driven Feedback on Knowledge Reuse in Online Communities"
Mihai Grigore from ETH Zurich
Christoph Rosenkranz from University of Cologne, Cologne, Germany
Juliana Sutanto from Lancaster University
Knowledge reuse is of increasing importance for organizations. Despite the extant research, we still do not adequately understand the ways peers are motivated to reuse knowledge with the help of wiki technologies. In this paper, we study the motivation for knowledge reuse in a prominent instance of online social production: Wikipedia. Studying knowledge reuse in Wikipedia is important since Wikipedia has been able to leverage the benefits of efficient knowledge reuse to produce knowledge goods of relatively high quality. Specifically, we explore: 1) how Wikipedia editors (any peer who contributes to developing articles in Wikipedia) communicate their feedback toward each other's work in peer conversations and 2) to what extent sentiment-driven feedback impacts the level of knowledge reuse in Wikipedia. The results show that displaying sentiment-driven feedback positively influenced the level of knowledge reuse. Our study further shows a significant difference in the level of knowledge reuse between editors who shared mainly positive or mainly negative sentiments. Specifically, displaying mainly positive feedback corresponded to a superior level of knowledge reuse than displaying mainly negative feedback. We contribute to the extant literature of online social production communities in general and Wikipedia in particular by providing a first building block for research on peer feedback's role in developing and sustaining wiki-based knowledge reuse. We discuss our findings' implications for theory and practice.
"Instructor versus Peer Attention Guidance in Online Learning Conversations"
Evren Eryilmaz from Bloomsburg University
Brian Thomas from California State University Channel Islands
Justin Mary from IDA Science and Technology Policy Institute
Rosemary Kim from Loyola Marymount
Jakko van der Pol from University of Amsterdam
This paper reports a theory-driven experimental study for designing and evaluating two different forms of attention-guidance functionalities integrated into an anchored-discussion system. Using social constructivism as a motivating theory, we constructed a theoretical framework that emphasizes the importance of students' attention allocation in online learning conversations and its influence on message quality and interaction patterns. The development of the functionalities, named faded instructor-led and peer-oriented attention guidance, aimed to direct students' attention toward instructional materials' central domain principles while offering them an open learning environment in which they could choose their own topics and express their own ideas. We evaluated the functionalities with heat map analysis, repeated measures general linear model analysis, and sequence analysis to assess the utility of the developed functionalities. Results show that attention guidance helped students more properly allocate their attention in online learning conversations. Furthermore, we found that the improved attention allocation led to better quality of students' online learning conversations. We discuss implications for researchers and practitioners who wish to promote more fruitful online discussions.
"Unraveling the Mystery of New Technology Use: An Investigation into the Interplay of Desire for Control, Computer Self-efficacy, and Personal Innovativeness"
Sharen Bakke Cleveland State University
Raymond Henry from Cleveland State University
In this paper, we examine how intrinsically motivated competence and autonomy (two basic psychological needs derived from self-determination theory) in concert with personal innovativeness in IT motivate individuals to try new information technologies. In a study with 202 participants we found 1) competence, operationalized as general computer self-efficacy (GCSE), and 2) autonomy, operationalized as desire for control over information technology (DCIT), to positively influence individuals' intention to use new or unfamiliar technologies. Further, we hypothesize and find evidence of an interaction effect that suggests there may be a tradeoff between these constructs. That is, individuals may be inclined to use new technologies because they perceive themselves as having high levels of ability or because they have high levels of desire; they are either competence-driven or desire-driven users. Therefore, correctly identifying potential users into the appropriate user category and providing the necessary training or control mechanisms will likely increase an individual's intention to try new and innovative IT products.
Call for Papers
THCI is a high-quality peer-reviewed international scholarly journal on Human-Computer Interaction. As an AIS journal, THCI is oriented to the Information Systems community, emphasizing applications in business, managerial, organizational, and cultural contexts. However, it is open to all related communities that share intellectual interests in HCI phenomena and issues. The editorial objective is to enhance and communicate knowledge about the interplay among humans, information, technologies, and tasks in order to guide the development and use of human-centered Information and Communication Technologies (ICT) and services for individuals, groups, organizations, and communities.
Topics of interest to THCI include but are not limited to the following:
* The behavioral, cognitive, motivational and affective aspects of human and technology interaction
* User task analysis and modeling; fit between representations and task types
* Digital documents/genres; human information seeking and web navigation behaviors; human information interaction; information visualization
* Social media; social computing; virtual communities
* Behavioral information security and information assurance; privacy and trust in human technology interaction
* User interface design and evaluation for various applications in business, managerial, organizational, educational, social, cultural, non-work, and other domains
* Integrated and/or innovative approaches, guidelines, and standards or metrics for human centered analysis, design, construction, evaluation, and use of interactive devices and information systems
* Information systems usability engineering; universal usability
* The impact of interfaces/information technology on people's attitude, behavior, performance, perception, and productivity
* Implications and consequences of technological change on individuals, groups, society, and socio-technical units
* Software learning and training issues such as perceptual, cognitive, and motivational aspects of learning
* Gender and information technology
* The elderly, the young, and special needs populations for new applications, modalities, and multimedia interaction
* Issues in HCI education
The language for the journal is English. The audience includes international scholars and practitioners who conduct research on issues related to the objectives of the journal. The publication frequency is quarterly: 4 issues per year to be published in March, June, September, and December. The AIS Special Interest Group on Human-Computer Interaction (SIGHCI, http://sigs.aisnet.org/SIGHCI/) is the official sponsor of THCI.
Please visit the links above or the links from our AIS THCI page (http://aisel.aisnet.org/thci/) for details on any current or emerging special issue calls that will be announced in the future. Please keep checking our home page to see what is brewing! If you have an idea for a special issue, please drop us a line any time.
Dennis Galletta and Joe Valacich, co-Editors in Chief
Jeff Jenkins, Managing Editor
Dennis F. Galletta Professor of Business Administration
University of Pittsburgh and Director, Katz Doctoral Program
282a Mervis Hall Katz Graduate School of Business
Phone +1 412-648-1699 Pittsburgh, PA 15260
E-mail: galletta @ Fax +1 412-624-3633
katz.pitt.edu homepage: www.pitt.edu/~galletta<http://www.pitt.edu/~galletta>
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