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Collaborative Knowledge Creation in Wikipedia until 2014

Knowledge Construction Lab

ScienceCampus Tuebingen, Cluster: Peer productivity in Web 2.0 Environments


January 2010 - December 2014


ScienceCampus Tuebingen


The project investigates the relationship between conflicting views and knowledge creation during mass collaboration. The effect of balance between two systems of thinking is analyzed by testing predictions derived from the co-evolution model (Cress & Kimmerle, 2008). A medium size cognitive incongruity between an individual and a Web 2.0 collaborative artifact is expected to be optimal for the creation of new knowledge. Dynamic large-scale data from Wikipedia is evaluated employing automatic techniques of computational linguistics to categorize the changes in the point of view in a Wikipedia article and in the contributions of an author. Network analyses complement the exploration methodology.


  • Wilhelm-Schickard-Institute for Informatics, University of Tuebingen, Germany
  • Centre for European Economic Research Mannheim, Germany


  • Halatchliyski, I., & Cress, U. (2014). How Structure Shapes Dynamics: Knowledge Development in Wikipedia - A Network Multilevel Modeling Approach. PLoS ONE, 9, e111958.
  • Giorgidze, G., Grust, T., Halatchliyski I., & Kummer M. (in press). Analysing the entire Wikipedia history with database supported haskell. Practical Aspects of Declarative Languages - 15th International Symposium, PADL 2013. Berlin, Heidelberg: Springer.
  • Halatchliyski, I., & Cress, U. (2012). Soziale Netzwerkanalyse der Wissenskonstruktion in Wikipedia. In M. Hennig & C. Stegbauer (Eds.), Probleme der Integration von Theorie und Methode in der Netzwerkforschung (pp. 159-174). Wiesbaden: VS Springer.
  • Halatchliyski, I., Kimmerle, J., & Cress, U. (2011). Divergent and convergent knowledge processes on Wikipedia. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. II, pp. 566-570). Hong Kong: International Society of the Learning Sciences.