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Permanent link (DOI): https://doi.org/10.7939/R3W05T

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Visualizing wiki author contributions in higher education Open Access

Descriptions

Other title
Subject/Keyword
Contributions
Vizualizations
Wiki
Authomatic algorithms
Manual analysis
Higher Education
Motivation
Glyphs
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Arias Torres, Cristina G
Supervisor and department
Arazy, Ofer (School of Business)
Ruecker, Stan (English and Film Studies)
Examining committee member and department
Geoffrey Rockwell (Philosophy)
Arazy, Ofer (School of Business)
Ruecker, Stan (English and Film Studies)
Department
Humanities Computing
Specialization

Date accepted
2009-10-01T20:10:24Z
Graduation date
2009-11
Degree
Master of Arts
Degree level
Master's
Abstract
This thesis investigates how users contribute to wiki environments implemented in higher education settings. The type, extent and quality of users' edits is assessed by analyzing a student-generated wiki through a manual analysis carried by three raters. This project aims to present the relative contribution of wiki users as a way to motivate them to collaborate in a wiki-based group project. Manual as well as automatic programs are used to analyze the same set of wiki articles. Automatic algorithms are proposed to estimate users' relative contribution and ownership to the article. Suggested is the implementation of a visual representation known as a glyph (working as an add-on to the wiki) that shows statistics on participants’ contributions. Several glyph designs were tested by participants through interviews. These interviews showed that participants identified the visualization as a motivation enhancer to contribute to wikis.
Language
English
DOI
doi:10.7939/R3W05T
Rights
License granted by Cristina Arias (cga@ualberta.ca) on 2009-09-30T21:06:56Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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