Invited presentation at the European Citizen Science Association (ECSA) webinar on participation and learning in online citizen science. This presentation is based on the 'Citizen Science: Theory & Practice' journal review article found here: http://doi.org/10.5334/cstp.224

1. Online Citizen Science: A
Systematic Review of Effects on
Learning and Scientific Literacy
Dr Maria Aristeidou
Institute of Educational Technology
The Open University
maria.aristeidou@open.ac.uk
@aristeidoum

2. Systematic review
Published in “Citizen Science: Theory and Practice”
Research questions:
• RQ1: Methods capturing learning in online CitSci projects
• RQ2: Learning impact in online CitSci projects
Keywords: online/virtual citizen science, learning/science learning/scientific
literacy (75 results)
Criteria: online citizen science, learning impact, empirical research, English
language
Final result: 10 empirical research papers

3. Journals & Conferences
that the reviewed studies were published
• Journal of Science Communication
• Astronomy Education Review
• Journal of Research in Science Teaching
• Educational Technology & Society
• Public Understanding of Science
• Human Computation
• AERA (American Educational Research Association) Conference
• ESREA (European Society for Research on the Education of Adults) Conference
• International Conference on Communities and Technologies

4. Citizen Science Projects
reported in the reviewed studies
• Bat Detective
• Penguin Watch
• Seafloor explorer
• Snapshot Serengeti
• KRAG
• iSpot
• iSPEX
• EveryAware
• Citizen Sky
• Weather-it
• Old Weather
• Transcribe Bentham
• Planet Hunters
• Galaxy Zoo
• Rock Hunters
• Eyewire
• BOINC & BOINC AF

5. RQ1: Methods for capturing learning
• Self-reported learning:
• Interviews with participants
• interviews with scientists
• Likert scales
• Questionnaires
• Scientific Attitude Instrument
(pre/post)
• Instrument for epistemological
beliefs (pre/post)
• Nature of Scientific Knowledge
Scale (NSKS)
• Identification check (false/right)
• Project questions (false/right)
• Visual science quizzes
• Zooniverse Astronomy Concept
Survey (ZACS) (pre/post)
• Log data analysis
• Informal Learning in Citizen Science
(ILICS) Survey
• Forum interactions analysis

6. RQ2: Learning impact
• Attitudes towards science: self-reporting positive impact, reinforced
positive attitude, lowered self-perception, science = fun, agent-centred
presence (local action groups, project promotion)
• Nature of science: creativity in science, new perspective, scientific
approach (phases, procedures, time, debates, failure, peer-review)
• Topic-specific knowledge: more tasks = greater knowledge/more correct
identifications, science vocabulary, low scores/no difference, differs by
topic, public engagement techniques, material, interaction with scientists,
use of external resources, project involvement. Issues with pre-post tests
• Science knowledge: no relation between participation and general science
knowledge, inquiry/science skills (e.g. data annotation, pattern
identification, question formation)
• Generic knowledge: communication, community management, digital
literacy

7. Discussion
• Opportunities
• Digitally enabled instruments (e.g. access to log data files)
• Scaffolding mechanisms (e.g. visualisations)
• Digital skills
• Challenges
• Difficulties in using pre/post assessment (informal environment, free-choice
learning, changing citizen involvement)
• Alternatives to pre/post test (e.g. retrospective pre-surveys, citizens’ diaries)
• Not reported: experimental studies, school settings, long-term impact