Duplicate knowledge entities can be used to create an illusion of credibility, where false or misleading information is repeated enough times that it becomes accepted as true. This may create the perception of consensus and credibility around false or misleading claims. This is particularly problematic in the case of disinformation, where the intent is to intentionally deceive or manipulate an audience.

Duplicate knowledge entities --> Vulnerability to Misinformation and Disinformation in Online Communities

In online communities, vulnerability to misinformation and disinformation is increased when false claims are mass-disseminated and buried within factual, popular information. This information overload makes it easier for falsehoods to go unnoticed and be accepted as true.

University of Michigan - Ann Arbor

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- Duplicate knowledge entities
- Overlapping knowledge entities
- Increased dissemination of misinformation and disinformation
- Search engines and language models can manipulate our future
- Inefficient “Searching for learning”
- Disconnected knowledge entities

Consequences of Excessive Knowledge Dissemination in Online Communities

The amount to which entities are duplicated affects their acceptability in online communities. Knowledge entities that are heavily duplicated (e.g. the same file as another knowledge entity) are nearly universally discouraged, while two or more similar entities covering the same topic in their own way but with overlapping information may be acceptable in some online communities. 

Spectrum of Duplication and Acceptability in Online Communities

Our reliance on search engines and language models to curate the knowledge we are exposed to can pose a significant threat to society. The power wielded by tech giants to direct individuals towards their desired objectives could have a profound impact on the future of societies.

Search engines and language models can manipulate our future

Searching for learning can be highly inefficient as search results often assume prerequisite knowledge that the reader may not possess. Such results may include articles, blog posts, videos, and other content that assumes a certain level of understanding, making it challenging for the reader to learn effectively.

Inefficient “Searching for learning”

Connecting the knowledge acquired from courses, books, and other sources can be challenging as authors and instructors often focus on making their material coherent within the scope of their work, disregarding its coherence in relation to other courses, books, or resources that the reader may have encountered earlier.

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