Evaluation of a Wikipedia Editing Assignment with Undergraduate Audiology Students

Integrating Wikipedia editing assignments into health coursework addresses public information demands and develops student competencies. This approach in higher education operationalizes information literacy concepts, engaging students in the transparent negotiation of authority and information creation. Most evidence comes from Anglophone contexts, and student perceptions in diverse educational and linguistic settings remain unclear. This study analyzes the perceptions of 59 undergraduate audiology students on a Wikipedia editing assignment. A cross-sectional design cross-sectional design to assess questionnaire response consensus by comparing observed distributions using the Chi-square test and analyzing relationships between domains through correlation analysis. The instrument showed high reliability (Cronbach's alpha = .92). Students reported agreement that the assignment required critical examination of sources (91.4% agreement) and contributed to health communication abilities (93.2% agreement). Fewer students perceive the coursework as more valuable (39% agreement) than traditional assignments or the instructional materials as easy to use (50.8% agreement). Findings suggest that while Wikipedia editing cultivates information literacy and health competencies, its success across different settings depends on culturally adapted instruction that aligns student effort with their understanding of academic value.