在线社交网络

Jeong-ha Oh, Anjana Susarla, Yong Tan
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引用次数: 37

摘要

这篇论文的动机是youtube的成功,它对内容创作者和媒体公司具有吸引力,因为它具有快速传播数字内容的潜力。在网上发布的视频成功的巨大差异,以及youtube上互动的网络结构,使人们对社会影响对内容传播的作用进行了研究。使用从youtube收集的视频信息和用户信息的独特数据集,我们发现了社会影响传播的一些机制的证据,例如对一致性的偏好、社会学习以及创新者或舆论制造者的角色。这种社交互动机制不仅在用户生成内容的成功中发挥着巨大作用,而且在影响的大小上也发挥着巨大作用。我们的结果与早期的扩散模型(如Bass模型)形成鲜明对比,后者不区分负责内容扩散过程的不同社会过程。从计量经济学的角度来看,确定社会影响的问题在于,个人的选择在很大程度上取决于其他个人的选择,这被称为“反思问题”。鉴别的另一个问题是在扩散过程中区分社会传染和用户异质性。我们的结果对根据用户口味、时间异质性和反射问题进行的潜在自我选择具有鲁棒性。讨论了对研究人员和管理人员的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Online Social Networks
This paper is motivated by the success of You Tube, which is attractive to content creators and media companies for the potential to rapidly disseminate digital content. The tremendous variation in the success of videos posted online and the networked structure of interactions on You Tube lend itself to an inquiry about the role of social influence on content diffusion. Using a unique data set of video information and user information collected from You Tube, we find that evidence for a number of mechanisms by which social influence is transmitted, such as a preference for conformity, social learning and the role of innovators or opinion-makers. Such mechanisms of social interactions can play a huge role not only in the success of user-generated content, but also on the magnitude of that impact. Our results are in sharp contrast to earlier models of diffusion such as the Bass model that do not distinguish between different social processes that are responsible for the process of diffusion of content. Econometrically, the problem in identifying social influence is that individuals’ choices depend in great part on the choices of other individuals, referred to as the ‘reflection problem’. Another problem in identification is to distinguish between social contagion and user heterogeneity in the diffusion process. Our results are robust to potential self-selection according to user tastes, temporal heterogeneity and the reflection problem. Implications for researchers and managers are discussed.
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