This paper reports the results of a study comparing the relative influence of location and shared identity in partially distributed work. Using an experimental task called Shape Factory, groups of eight participants were configured such that in the baseline 'strangers' condition only the location-based faultline was present while in the experimental 'intergroup' condition, participants from two different shared identity groups engaged in distributed collaboration, creating an additional, cross-cutting faultline. The results showed that participants in the intergroup condition, with both location-based and shared identity faultlines, performed at a higher level than participants in the strangers condition, with only the location-based faultline. In the intergroup condition, the performance effects of location and shared identity were roughly equal and did not affect each other differentially in combination.

Previous research on partially distributed teams has revealed a cluster of problems, including difficulty coordinating, 'ingroup' formation among members in different locations, and lower trust in teammates across distance. But these prior studies involved groups of strangers; would pre-existing groups have the same problems? We recruited groups from the same fraternity or sorority to test groups with a pre-existing shared identity. We found that these groups did indeed coordinate work better, cooperated more, and were more willing and able to take on larger scale projects. However, even within these high-performing shared identity groups, there were significant differences between collocated and remote members in performance, group efficacy, and sense of group identity.

Under what circumstances might a group member be better off as a long-distance participant rather than collocated? We ran a set of experiments to study how partially-distributed groups collaborate when skill sets are unequally distributed. Partially distributed groups are those where some collaborators work together in the same space (collocated) and some work remotely using computer-mediated communications. Previous experiments had shown that these groups tend to form semi-autonomous 'in-groups'. In this set of experiments the configuration was changed so that some player skills were located only in the collocated space, and some were located only remotely, creating local surplus of some skills and local scarcity of others in the collocated room. Players whose skills were locally in surplus performed significantly worse. They experienced 'collocation blindness' and failed to pay enough attention to collaborators outside of the room. In contrast, the remote players whose skills were scarce inside the collocated room did particularly well because they charged a high price for their skills.

Modern workplaces often bring together virtual teams where some members are collocated, and some participate remotely. We are using a simulation game to study collaborations of 10-person groups, with five collocated members and five isolates (simulated 'telecommuters'). Individual players in this game buy and sell 'shapes' from each other in order to form strings of shapes, where strings represent joint projects, and each individual players' shapes represent their unique skills. We found that the collocated people formed an in-group, excluding the isolates. But, surprisingly, the isolates also formed an in-group, mainly because the collocated people ignored them and they responded to each other.

When virtual teams need to establish trust at a distance, it is advantageous for them to use rich media to communicate. We studied the emergence of trust in a social dilemma game in four different communication situations: face-to-face, video, audio, and text chat. All three of the richer conditions were significant improvements over text chat. Video and audio conferencing groups were nearly as good as face-to-face, but both did show some evidence of what we term delayed trust (slower progress toward full cooperation) and fragile trust (vulnerability to opportunistic behavior)

Computer-mediated communication (CMC) is thought to be inadequate when one needs to establish trust. If, however, people meet before using CMC, they trust each other, trust being established through touch. Here we show that if participants do not meet beforehand but rather engage in various getting-acquainted activities over a network, trust is much higher than if they do nothing beforehand, nearly as good as a prior meeting. Using text-chat to get acquainted is nearly as good as meeting, and even just seeing a picture is better than nothing

Article ARTEMIS: learner-centered design of an information seeking environment for K-12 education Share on Authors: Raven Wallace University of Michigan, School of Education, 610 East University, Ann Arbor, MI University of Michigan, School of Education, 610 East University, Ann Arbor, MIView Profile , Elliot Soloway University of Michigan, School of Information, 550 East University, Ann Arbor, MI University of Michigan, School of Information, 550 East University, Ann Arbor, MIView Profile , Joseph Krajcik University of Michigan University of MichiganView Profile , Nathan Bos University of Michigan University of MichiganView Profile , Joseph Hoffman University of Michigan University of MichiganView Profile , Heather Eccleston Hunter University of Michigan University of MichiganView Profile , Dan Kiskis University of Michigan University of MichiganView Profile , Elisabeth Klann University of Michigan University of MichiganView Profile , Greg Peters University of Michigan University of MichiganView Profile , David Richardson University of Michigan University of MichiganView Profile , Ofer Ronen University of Michigan University of MichiganView Profile Authors Info & Claims CHI '98: Proceedings of the SIGCHI Conference on Human Factors in Computing SystemsJanuary 1998 Pages 195–202https://doi.org/10.1145/274644.274673Online:01 January 1998Publication History 27citation726DownloadsMetricsTotal Citations27Total Downloads726Last 12 Months13Last 6 weeks2 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access