Does content categorization lead to knowledge building? An experiment in a social bookmarking service

Designers of systems with knowledge building purposes (learning platforms, serious games, etc.) are increasingly, sometimes inadvertently, using strategies like collaboration (Wikis), social networking, and Gamification. They aim to engage people and help them evolve their knowledge through several forms of interaction (sharing, commenting, editing, liking, replying, tagging, etc.). Given this scenario, the present work analyzed the impact of a collaborative, tag-based content categorization mechanism in user's perception of knowledge building in a social bookmarking service. To achieve this we performed a statistical analysis based on usage log data recorded from the tagging interactions and a post-usage online survey with 84 responses. Although the user interaction with content (tagging) would suggest higher levels of learning, the results showed that the perception of knowledge building is not affected by user participation behavior, and lurkers and posters could equally benefit from the service.