Historically, mailing lists have been the preferred means for coordinating development and user support activities. With the emergence and popularity growth of social Q&A sites such as the StackExchange network (e.g., StackOverflow), this is beginning to change. Such sites offer different socio-technical incentives to their participants than mailing lists do, e.g., rich web environments to store and manage content col-laboratively, or a place to showcase their knowledge and ex-pertise more visibly to peers or potential recruiters. A key difference between StackExchange and mailing lists is gam-ification, i.e., StackExchange participants compete to obtain reputation points and badges. Using a case study of R, a popular data analysis software, in this paper we investigate how mailing list participation has evolved since the launch of StackExchange. Our main contribution is assembling a joint data set from the two sources, in which participants in both the r-help mailing list and StackExchange are identi-fiable. This allows for linking their activities across the two resources and also over time. With this data set we found that user support activities are showing a strong shift away from r-help. In particular, mailing list experts are mi-grating to StackExchange, where their behaviour is different. First, participants active both on r-help and on StackEx-change are more active than those who focus exclusively on only one of the two. Second, they provide faster answers on StackExchange than on r-help, suggesting they are moti-vated by the gamified environment. To our knowledge, our study is the first to directly chart the changes in behaviour of specific contributors as they migrate into gamified environ-ments, and has important implications for knowledge man-agement in software engineering. Author Keywords Crowdsourced knowledge; social Q&A; mailing lists; open

ABSTRACT This in-progress research study investigates students' use of a wiki-based e-learning platform as a coordinating representation in the context of their guided discoverybased game design work. This study sets out to preliminarily investigate young students' engagement in project-based game design teamwork in a blended learning context. Here we report that exploratory and descriptive results on the analysis of wiki trace log data and resource use post-survey data to predict the quality of students' game design. This research holds implications for instructional design optimization of the e-learning system under investigation, curriculum and professional development support for educators involved, for quality of actual student learning outcomes (i.e., the quality of game design), and, for the wider field of e-learning systems design and learning analytics.

outdoors.at.acm.org Abstract. This in-progress research study investigates middle school students’ use of a wiki-based e-learning platform as a coordinating representation in the context of their guided discovery-based game design work. The study aims to (a) consider/validate the quality of wiki trace data and Google Analytics page read data as a source of insight for research; (b) describe group activity patterns using wiki trace data and Google Analytics page read data; (c) investigate relationships between measured activity patterns and student learning outcomes; (d) develop appropriate algorithms for early detection of success trajectories, and to establish formative assessment diagnostic tools deriving from actual user behavior patterns in situ. This research holds implications for instructional design optimization of the e-learning system under investigation, curriculum and professional development support for educators involved, for quality of actual student learning outcomes, and, for the wider field of e-learning systems design and learning analytics. 1