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            "abstractNote": "Desde los comienzos del siglo XXI se ha constatado un cambio en la forma que tienen las personas de conectarse a Internet, que interactúan más con los creadores de las páginas web y dedican más horas a conectarse a varias herramientas que se han denominado Web 2.0, como las redes sociales, los wikis y los blogs. Uno de los wikis más conocidos es la Wikipedia, enciclopedia en línea libre editada colaborativamente por usuarios de todo el mundo. En esta investigación hemos aplicado un cuestionario en línea diseñado ad hoc para constatar si los estudiantes universitarios españoles usan esta herramienta, si la conocen y si la conceden importancia de cara a sus estudios. Los resultados han sido obtenidos tras la cumplimentación de 1173 cuestionarios por parte de estudiantes universitarios de Educación en toda España. Los alumnos afirman usar mucho las redes sociales, los documentos en línea y la Wikipedia. Solo un 5,4% de los encuestados indicó que no utiliza esta herramienta. Aseguran conocer su funcionamiento, y tan solo un 1,74% admitió desconocerla totalmente. Sin embargo, no la dan mucha importancia para sus estudios, como al resto de herramientas de la Web 2.0. Además, la mayoría sabe que pueden editar en ella, pero no se ven capaces de aportar información, por lo que el número de editores es muy bajo.",
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            "title": "¿Por qué no editan en la Wikipedia los alumnos universitarios?",
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            "abstractNote": "Los alumnos universitarios admiten que una de las herramientas que más utilizan en su vida diaria es la Wikipedia, una enciclopedia en línea que da libertad para que cualquier persona pueda editar su contenido. Consideran que esta es fiable y útil para sus consultas, pero sobre todo destacan que contiene datos actuales. A pesar de estos aspectos positivos, se considera que menos del 1% de los alumnos edita frecuentemente en ella para mejorar sus contenidos. Para conocer los motivos por los cuales no editan en ella, en esta investigación hemos implementado el método mixto secuencial, para obtener información de tres herramientas de obtención de datos como son los cuestionarios, los grupos de discusión y las entrevistas. Una vez analizadas las 1173 respuestas de los cuestionarios, realizamos un grupo de discusión con los alumnos de la Universidad de Barcelona y entrevistas a expertos editores en la Wikipedia, y se constató que solo el 0,38% edita frecuentemente o muy a menudo. Se expusieron varios motivos para no editar en ella, pero principalmente los alumnos indicaron que no se sentían capaces de aportar ningún tipo de información.   Why Don’t University Students Edit on Wikipedia? College students admit that one of the tools they use the most in their daily lives is Wikipedia, an online encyclopedia that gives anyone the freedom to edit its content. They consider that it is reliable and useful for their queries, but above all they believe that it contains current data. In spite of these positive aspects, it is considered that less than 1% of the students frequently edit it to improve its contents. In order to determine the reasons why they do not edit it, in this research we have implemented the sequential mixed method to obtain information from three data collection tools such as questionnaires, discussion groups and interviews. Once the 1,173 responses to the questionnaires had been analyzed, we carried out a discussion group with students from the University of Barcelona and interviews with expert editors on Wikipedia, and it was found that only 0.38% edited frequently or very often. Several reasons were given for not editing it, but mainly the students indicated that they did not feel capable of providing any type of information.   Key words: Wikipedia, Wikis, Web 2.0, university students, collaborative work. Paraules clau: Wikipedia, Wikis, Web 2.0, estudiantes universitarios, trabajo colaborativo",
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            "abstractNote": "INTRODUCTION. Wikipedia is the fifth most visited website in the world, but one of the most&nbsp;common criticisms it receives is its reliability. Many experts have pointed out the problems they&nbsp;have encountered in this online encyclopedia, edited by volunteer users from around the world.&nbsp;In this research we have asked university students studying Education about their perception of&nbsp;the reliability of one of the resources they use most to consult information on the Internet.&nbsp;METHOD. To obtain the results, three data collection instruments were applied. University students&nbsp;from all over Spain in Education studies completed 1,173 questionnaires. Once the answers&nbsp;were analyzed, a script was created to conduct a discussion group at the University of Barcelona,&nbsp;and the responses of this one served to create the script of the interviews that were conducted to&nbsp;the editors of Wikipedia.&nbsp;RESULTS. The data obtained allow us to affirm that students regularlyconsult Wikipedia, and consider it very useful and complete. Furthermore, they think it is reliable in many cases, although, in general, they doubt all the documentary bases they consult, corroborating&nbsp;this with other sources. They also indicated that it can be a valid educational resource,&nbsp;being able to be used in very varied contexts at different levels of education. DISCUSSION.&nbsp;Students should keep in mind that it is not possible to determine globally whether Wikipedia is&nbsp;reliable or not, it depends on many factors such as the relevance of the article, the editors, the&nbsp;revisions to which it has been submitted and the number of editions.",
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            "abstractNote": "Este artículo describe un proyecto educativo desarrollado para enseñar a estudiantes de cursos de formación ocupacional a editar en Wikipedia. Se debía mostrar a los alumnos el funcionamiento interno de un wiki y para ello se utilizó Wikipedia como herramienta de aprendizaje en la construcción del conocimiento. Se crearon y mejoraron artículos de diferentes temáticas con el fin de conocer si aquellas escogidas tenían influencia en su motivación, así como las dificultades encontradas durante el proceso de edición. También se formó un grupo de discusión con el fin de conocer el uso que le dan este tipo de alumnos a Wikipedia, las percepciones que tienen sobre su fiabilidad y los motivos por los que no editan en ella. El estudio se realizó durante tres años con un total de 28 alumnos, que en general no mostraron interés en la edición de Wikipedia cuando esta no se tuvo en cuenta para la nota final de la asignatura. Ninguno de los alumnos había editado en Wikipedia anteriormente, encontraron dificultades a la hora de entender la obligatoriedad de añadir referencias a la información que aportaban, pero opinaron que había sido una actividad muy positiva.",
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                    "creatorType": "author",
                    "firstName": "Florencia",
                    "lastName": "Claes"
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                    "creatorType": "author",
                    "firstName": "Antonio",
                    "lastName": "García Jiménez"
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            "abstractNote": "Introducción: En la presente investigación se ha procedido a analizar la generación de conocimiento a través de la escritura colaborativa en las entradas sobre negacionismo en Wikipedia. Metodología:El análisis realizado es tanto de índole cuantitativa —a través de la herramienta Xtools— como cualitativa —para lo que se ha aplicado el análisis del discurso sobre los comentarios de los editores—. Como objeto de estudio se han analizado todas las entradas sobre negacionismo en Wikipedia en castellano y de las entradas sin el aditamento negacionista —en total, catorce—. Resultados:Se han extraído datos y aportado tablas sobre los resultados de la investigación, focalizándose en la autoría de las entradas, comportamento de las ediciones, páginas de discursión e hitos relevantes. Discusión: Se observa queexiste parcialidad en la construcción de algunas entradas, así como falta de neutralidad derivada de la generación de conocimiento, especialmente en los casos en los que un autor acapara la construcción de contenido. Conclusiones: La escritura colaborativa permite integrar diferentes puntos de vista, pero presupone una alta colaboración que no siempre se da. Es necesario ser consciente de sus limitaciones para confiar en su neutralidad, como se ha observado con el caso analizado.\n          , \n            Introduction: In this work we analyze the generation of knowledge through collaborative writing in the pages on denialism in Wikipedia. Methodology:The study carried out both quantitative (through the Xtools tool) and qualitative (through discourse analysis applied to the editors' comments) analysis. All the pages on denialism in Wikipedia in Spanish and without the denialist addition were analyzed (fourteen). Results:Data have been extracted and tables have been provided on the results of the research, focusing on the authorship of the entries, behavior of the editions, discussion pages and relevant milestones. Discussion:It is observed that there is partiality in the construction of some pages, as well as a lack of neutrality derived from the generation of knowledge, especially in cases in which an author monopolizes the construction of content. Conclusions:Collaborative writing allows different points of view to be integrated, but it presupposes high collaboration, which does not always occur. It is necessary to be aware of its limitations to trust, as has been observed with the case analyzed.",
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            "DOI": "10.31637/epsir-2025-1500",
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