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to firms abroad in the face of commercial competition and scarcity of skilled resources at home
(Taylor 2006).
We still know little, however, how digital socialization is affecting the performance of the
virtual engineering design teams. There is also a scarcity of validation methodologies to guide the
development and evaluation of new engineering design methods and tools (Frey and Dym 2006).
Validation is the “confirmation by examination and provision of objective evidence that the
particular requirements for on intended use are fulfilled” (IEEE 1998). The development of new
validation processes is deemed essential ‘for the continuing advancement of both design theory
and the professional practice of engineering’ (Frey and Dym 2006). The research presented in this
paper addresses this call.
We first develop a conceptual framework to guide the development of new digital socialization
systems, underpinned on the principles of Computer-Supported Collaborative Work (CSCW). We
then implement this framework in a Rich Internet Application which we term IDRAK. We task a
number of teams to use IDRAK for playing the Delta design exercise, an abstraction of the
engineering design process (Bucciarelli 1994). Each team is formed by four elements, playing the
roles of structural and mechanical engineers, architect, and project manager. The goal of the Delta
exercise, originally developed as a board-exercise, is to develop a 2-dimensional concept of a
building suitable for, and attractive to, the inhabitants of the imaginary Deltoid planet (Bucciarelli
1994).
Our findings yield few statistically significant differences between the performance of virtual
and non-virtual teams. The experiments suggest that IDRAK encourages individuals to work
collaboratively as chat-based communication levels perceptions of professional status. Chat-based
work also eases communication with non-native English speakers since accents are not an issue.
However, IDRAK makes it hard for the project manager to exercise authority and is unable to
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capture rich nuances in speech such as tone and expression. The experiments also suggest that
more research is needed to evaluate how virtual teams can benefit from: first, documenting and
tracing the chat-based work dialogues; second, alternating between voice/video and chat; and
third, enforcing a communication protocol and rules to formalize the engineering design process.
The rest of the article is organized as follows. We first review literature in Computer-
Supported Collaborative Work (CSCW) to uncover the principles of digital socialization (§2). We
then introduce IDRAK (§3) and describe our laboratory experiments to evaluate its usability (§4).
The next section assesses the corresponding results, and compares them with those obtained for
co-located teams (§5). Finally, we discuss future research directions (§6).
2
BACKGROUND
CSCW research examines how relations between individuals are constructed as social processes,
and in what ways digital media can help individuals to exchange information and work
collaboratively (e.g., Carotenuto et al. 1999, Connel and Mendelsohn 2001, Merali and Davies
2001, Karsten 2003, Kreijns et al. 2003). Collaboration can be instantiated through conversations,
i.e., personally motivated processes for eliciting, unpacking, articulating, applying, and re-
contextualizing knowledge (Thomas et al. 2001). Instrumental conversations aim to accomplish
tasks related to organizational goals; they use well-defined formats, happen in specific contexts,
and include specific information (Thomas et al. 2001). In contrast, expressive conversations
(hallway conversations, informal meetings, and informal e-mails) are motivated by personal or
social aims to share experiences, indicate agreements, and be humorous (ibid.)
CSCW researchers advocate that digital networks foster the development of virtual
communities of practice – or of interest, purpose, or passion – spanning boundaries of work
groups (Carotenuto et al. 1999). These networks can help people to interact and feel integrated
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(especially new workers), share experiences, expose tacit knowledge, make recommendations,
build personalized relationships, and discuss a wide range of topics (Wellman 1996). In other
words, digital socialization can generate ‘socio-technical capital’, a resource produced as a side-
effect of repeated technology-mediated social interactions that accumulates and becomes available
to support other interactions (Resnick 2001).
Theories in media richness and social presence inform research in CSCW. Media richness is a
function of the medium’s capacity for supporting immediate feedback, multiple cues, and
language variety (Daft and Lengel 1986). Media can be ranked in order of decreasing richness as
follows: face-to-face, video, telephone, email, addressed written documents, unaddressed written
documents, and formal numeric text (ibid). Social presence theory refers to the degree to which a
medium permits communicators to experience others as being psychologically present (Short et al.
1976). Nonverbal cues, social situation norms and rules matter in social presence (Connel and
Mendelsohn 2001). These two theories posit four principles of social interaction:
Visibility
Visible, or ‘socially translucent,’ systems enable users to draw upon their social experience and
expertise to structure interactions, i.e., they make visible socially significant information (Erickson
and Kellogg 2000). Recent prototypes to support digital socialization provide users with visibility
of other users’ activities and knowledge (Erickson and Kellogg 2000, Girgensohn and Lee 2002).
For example, ‘Babble’ is a socially translucent approach to supporting conversational activity
within which people discover, use, and manipulate knowledge, and can encounter and interact
with others who are doing likewise (Erickson and Kellogg 2000). Babble provides visibility to
members of an online multi-user environment by using a textual and graphical-based chat
representation that captures conversations in persistent textual documents. These documents can
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