The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.
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机译：社交网络通过协作刺激学习。但是，社交网络中的信息通常与有关其作者的信息相关联。基于以前的证据，小组内信息优先于小组外信息，当前的研究调查了Wiki作者的小组成员身份是否会影响学习。在一项实验研究中，我们通过使用昵称来操纵Wiki作者的组成员身份（ingroup vs. outgroup）。指定的组成员身份（是否为足球队的球迷）与Wiki（医学疾病纤维肌痛）的域完全无关。尽管如此，来自小组的Wiki信息导致信息比以前小组的信息更多地集成到先验知识中，并且增加了事实知识。结果表明，个人在考虑来自Wiki的信息时会采用社会选择策略，这可能会促进但也会阻碍学习和协作。讨论了社交网络中协作学习的实际含义。
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