Do Dugg Diggers Digg Diligently
Feedback as motivation in collaborative moderation systems
Bibliographic Data
| ID | 20509129 |
|---|---|
| Authors | Alexander Halavais (0000-0002-7164-9208, Quinnipiac University, Interactive Communication, corresponding author) |
| Year | 2009 |
| Volume | 12 |
| Issue | 3 |
| Pages | 444-459 |
| Publication date | 2009-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Information Communication & Society (JOURNAL) |
| Journal identifiers | ISSN: 1369-118X • E-ISSN: 1468-4462 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13691180802660636 |
| OpenAlex | W1510768288 |
| Language | EN |
| Citations received | 9 |
| References cited | 21 |
The commenting patterns of a sample of 6,468 users on Digg.com demonstrate that feedback from other users affects participation in three ways. First, the more explicit feedback a user receives, in the form of moderation votes on their comment or responses to their comment, the sooner they contribute again. Second, commenters generally become more able to generate feedback as they become more experienced contributors to the site. Third, there are some common features of comments that receive more feedback, and the feedback system reinforces these standards. By making the process of community feedback relatively accessible and measurable, Digg provides an opportunity to observe the process of socialization into a community and inculcation of community standards
Human–computer interaction · Moderation · Socialization · Chemistry · Computer Science · Digital Games and Media · Psychology · Social Media and Politics · Social Psychology · Wikis in Education and Collaboration
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| Citations per year | 0.64 |
|---|---|
| Citation span | 2012 - 2022 (11) |
| Highly cited | No |