Enhancing Learning Through Open-Access Contributions: Evaluating the Educational Value of Wikipedia-Based Assignments

Abstract As open-access platforms like Wikipedia become increasingly popular, questions persist about their educational value and credibility due to their open-editing nature. This study investigates the impact of a semester-long Wikipedia-based assignment in a first-year engineering introductory course at a large R1 institution. The assignment was designed to shift students from passive consumers to active contributors of knowledge while developing research, citation, collaboration, and critical thinking skills through topics related to sustainability and the Grand Challenges of Engineering. Students were divided into two groups, and results were compared: Group A completed a traditional essay, while Group B engaged in the Wikipedia-based assignment. Pre- and post-surveys assessed changes in students’ perceptions of Wikipedia, writing confidence, and course engagement. Group B edited 67 articles and created a new entry, demonstrating active participation in the assignment. While both groups reported improved research and citation skills, Group B pointed out challenges with the platform’s strict citation standards. Overall, the Wikipedia-based assignment fostered interdisciplinary engagement and real-world communication skills. These findings support integrating collaborative, open-resource projects into engineering curricula to enhance learning outcomes and professional preparedness.