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, though most evidence comes from Anglophone contexts. Student perceptions of these assignments in diverse educational and linguistic settings remain unclear. This study assesses the perceptions of 59 Brazilian undergraduate audiology students on a Wikipedia editing assignment. Using a cross-sectional design, we assessed questionnaire response consensus with observed distributions comparison (Chi-square test) and relationships between domains using correlation analysis. All questionnaire items indicate statistical significance to agreement after adjusting for multiple comparisons. The instrument showed high reliability (Cronbach's alpha = .92) and the analysis achieved robust statistical power for competency domains. Students significantly agree that the assignment benefits critical thinking (91.4% agreement) and health communication abilities (93.2% agreement). However, fewer students perceive the coursework as more valuable (39% agreement) than traditional assignments or the Wikipedia-editing instructional materials as easy to use (50.8% agreement). Material usability was strongly correlated with the assignment's perceived value (Spearman’s correlation = .67). While Wikipedia editing effectively cultivates critical health competencies, its success in non-Anglophone settings depends on culturally adapted instruction to align student effort with perceived academic value.