Harnessing Web 2.0 for Context-Aware Learning: The Impact of Social Tagging System on Knowledge Adaption

Abstract

We present an empirical study investigating how interactions with a popular social tagging system, called del.icio.us, may directly impact knowledge adaptation through the processes of concept assimilation and accommodation. We observed 4 undergraduate students over a period of 8 weeks and found that the quality of social tags and distributions of information content directly impact the formation and enrichment of concept schemas. A formal model based on a distributed cognition framework provides a good fit to the students learning data, showing how learning occurs through the adaptive assimilation of concepts and categories of multiple users through the social tagging system. The results and the model have important implications on how Web 2.0 technologies can promote formal and informal learning through collaborative methods.