In a large study of the answer selection criteria employed in in Yahoo Answers, Kim and Oh divided criteria into overall classes by content (accuracy, specificity, clarity, rationality, completeness and style), cognitive (novelty, understandability), utility (effectiveness, suitability), information source (use of external sources, answerer expertise), extrinsic (external verification, available alternatives, speed) and socio-emotional (agreement, emotional support, attitude, effort, taste and humour). Seen from the viewpoint of evaluation of online platforms as ideal knowledge exchange environments, there are potential problems with this use of broad-brush cues: social voting mechanisms may unfairly weight particular types of answer, or involve self-reinforcing mechanisms; online reputation may mean something very different to real-world reputation and the sheer speed on online interaction may bypass cognitive faculties designed for the critical assessment of evidence. For data analysis, prior knowledge scores where aggregated into three levels, with scores of 1 and, 2 assigned to low, 3 to medium, and 4 and 5 to high. An experimental interface for the study was created, employing data from the Stack Exchange family of Websites. Before presenting the experimental approach, I will present the theoretical connection between online knowledge exchange practice and social epistemology, for what it tells us about how learners may accommodate new evidence and how we can design and evaluate epistemic (knowledge-oriented) systems.

Over the years, communities of interest on the web have developed extremely useful knowledge exchange resources on a variety of subjects. To many social epistemologists, personal testimony is a first class source of knowledge (the non-reductionist position). There are cogent and convincing arguments as to the importance of others' testimony to our knowledge of the world beyond our immediate experience. Usage of these features may vary with knowledge level. For collaboratively edited articles non-expert users have been found to rely more on surface and source features of the content than semantic features (Lucassen and Schraagen 2011). Notably, credibility studies have traditionally tended to consider the medium and message as one and the same (Wathen and Burkell 2002), or only looked at general aspects of the interface such as usability and usefulness. These last conditions may determine the extent to which the user engages with central aspects of the message or relies on more peripheral cues (Hilligoss and Rieh, 2008). The selection and application of heuristics in perception, judgement and decision-making has been studied by social psychologists in a range of settings. Subjects were asked to rate the question in terms of the extent of their prior awareness of the topic, and to rate each answer in terms of how convincing they believed them to be (selected as proxies for prior knowledge and credibility respectively and validated with a pilot test).

Social epistemology is the branch of philosophy concerned with studying knowledge and belief in a social setting. The study involved forty-two undergraduates and eleven postgraduates on a range of courses: undergraduates in computing and information science, undergraduates in philosophy and a postgraduate programme in information management. This finding was consistent across the experimental groups, although was less marked for the postgraduates. When an entity is part of multiple groups, the expansion/selection should be done for the instance that the user is currently focused on. Part of the problem is that the debugger data is much more dynamic than the resource system, so implementation of a debug working set may need to be much different than the resource one and will need to allow for elements to be added/removed based on filters rather than on a fixed set. Students took part in the investigation voluntarily in class time, though the questions chosen for each group were of relevance to their programme of study, so that participation was made to feel a little like an in-class test.

Subjects were given unlimited time and asked to review three to five questions presented in random order. The specific instances of a given element may appear multiple times in the hierarchy, since multiple threads are likely to belong to the same target. Even in a short time window, however, the rate at which the later answers may accumulate votes, especially given a large answer pool, may be slow. However, to get the most out of the game room, you must carefully consider all of the variables. This article will help you find out how to design your game room with a billiards table. I wouldn't go too far in this direction, though, because then you'll wind up with people complaining about having to keep zooming in and out to see more and less detail. Questions were chosen that had at least three viable answers and when more than three answers were available, a high, medium and low-ranking answer were selected from those available. Answer providers, motivated by community spirit and the willingness to help, often devote hours of their time to monitoring expertise areas and answering questions from the community.

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