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Citizen science projects face a dilemma in relying on contributions from volunteers to achieve their scientific goals: providing volunteers with explicit training might increase the quality of contributions, but at the cost of losing the work done by newcomers during the training period, which for many is the only work they will contribute to the project. Based on research in cognitive science on how humans learn to classify images, we have designed an approach to use machine learning to guide the presentation of tasks to newcomers that help them more quickly learn how to do the image classification task while still contributing to the work of the project. A Bayesian model for tracking volunteer learning is presented.
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This content will become publicly available on October 18, 2026
Leveling Up or Dropping Out: Searching for Learning Routines in Crowdsourced Environments
We explore patterns of interaction with different learning resources (e.g., forums) to predict learning outcomes in an online citizen science project called Gravity Spy. To explore how volunteers engage with and benefit from these resources, we categorize them based on Sørensen's three forms of presence in learning environments: authority-subject, agent-centered, and communal presence. Methodologically, we apply sequence analysis to traces of volunteer interactions with the project to identify engagement patterns with these resources that predict learning. Our interpretation of these patterns is augmented by insights gleaned from interviews with volunteers about their work and use of learning resources. We find that early in the project, volunteers have only a simple task to learn, and completing that task is most predictive of their learning. At more advanced levels, when tasks become more complex, discussions with other volunteers become increasingly important, and interaction patterns become more varied. Viewing learning as a series of routines allows us to articulate precisely how and in what context learning occurs. We conclude by discussing the implications of these findings for designing citizen science projects that promote learning.
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- Award ID(s):
- 2106882
- PAR ID:
- 10652381
- Publisher / Repository:
- Association for Computing Machinery
- Date Published:
- Journal Name:
- Proceedings of the ACM on Human-Computer Interaction
- Volume:
- 9
- Issue:
- 7
- ISSN:
- 2573-0142
- Page Range / eLocation ID:
- 1 to 27
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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