Cognitive and Social Factors Affecting the Use of Wikipedia and Information Seeking / Les facteurs cognitifs et sociaux déterminant l'utilisation de Wikipedia et la recherche d'information
Bibliographic record
Abstract
Wikipedia, the free online encyclopedia, is the preferred choice among resources used by college students to meet their research needs. However, Wikipedia has been criticized for its low information quality, lack of accountability, inconsistency, and vulnerability to vandalism. Despite the warnings and concerns voiced by academia, online learning tools such as Wikipedia will continue their rise as major learning resource in today's classroom. Using a sample of 184 college students, the study proposed theoretical models to test the effects of internal beliefs, motivations, and social influences on Wikipedia use and information-seeking, and further empirically tested those models. The findings of this study suggested that Wikipedia use is driven by internal belief and peer pressure, whereas information-seeking is influenced by belief, motivation, and subjective norms. The implications of the findings for the research and practice are discussed. Wikipédia, l'encyclopédie gratuite en ligne, est le choix préféré des étudiants ayant besoin de faire une recherche. Cependant, Wikipédia a été critiqué pour la faible qualité de ses informations, son manque d’imputabilité, son incohérence et sa vulnérabilité au vandalisme. En dépit des mises en garde et des inquiétudes exprimées par le milieu universitaire, l’importance en salle de classe des outils d'apprentissage en ligne tels que Wikipédia continuera de croître. Sur la base d’un échantillon de 184 étudiants de niveau collégial, l'étude a proposé des modèles théoriques pour tester les effets des croyances personnelles, des motivations et des influences sociales sur l'utilisation de Wikipédia et sur la recherche d'information. Ces modèles ont ensuite été testés empiriquement. Les résultats de cette étude suggèrent que l'utilisation de Wikipédia est motivée par les croyances personnelles et la pression exercée par les camarades, alors que la recherche d'information est influencée par les croyances, la motivation et des normes subjectives. L’article se termine par une discussion des implications de ces résultats pour la recherche et la pratique.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".