Papers
Topics
Authors
Recent
2000 character limit reached

Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings (2401.12956v2)

Published 23 Jan 2024 in cs.HC

Abstract: This study explores the impact of peer acknowledgement on learner engagement and implicit psychological attributes in written annotations on an online social reading platform. Participants included 91 undergraduates from a large North American University. Using log file data, we analyzed the relationship between learners' received peer acknowledgement and their subsequent annotation behaviours using cross-lag regression. Higher peer acknowledgements correlate with increased initiation of annotations and responses to peer annotations. By applying text mining techniques and calculating Shapley values to analyze 1,969 social annotation entries, we identified prominent psychological themes within three dimensions (i.e., affect, cognition, and motivation) that foster peer acknowledgment in digital social annotation. These themes include positive affect, openness to learning and discussion, and expression of motivation. The findings assist educators in improving online learning communities and provide guidance to technology developers in designing effective prompts, drawing from both implicit psychological cues and explicit learning behaviours.

Definition Search Book Streamline Icon: https://streamlinehq.com
References (59)
  1. Brittany Adams and Nance S Wilson. 2020. Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems 49, 2 (2020), 250–261.
  2. O Roger Anderson. 1983. A neuromathematical model of human information processing and its application to science content acquisition. Journal of Research in Science Teaching 20, 7 (1983), 603–620.
  3. MS Balaji and Diganta Chakrabarti. 2010. Student interactions in online discussion forum: Empirical research from’media richness theory’perspective. Journal of interactive online learning 9, 1 (2010).
  4. C Blyth. 2014. Exploring the affordances of digital social reading for L2 literacy: The case of eComma. Digital literacies in foreign and second language education 12 (2014), 201–226.
  5. The development and psychometric properties of LIWC-22. Austin, TX: University of Texas at Austin (2022), 1–47.
  6. John Bradley and Paul Vetch. 2007. Supporting annotation as a scholarly tool—Experiences from the online Chopin Variorum edition. Literary and Linguistic Computing 22, 2 (2007), 225–241.
  7. Markus Brauer and John J Curtin. 2018. Linear mixed-effects models and the analysis of nonindependent data: A unified framework to analyze categorical and continuous independent variables that vary within-subjects and/or within-items. Psychological Methods 23, 3 (2018), 389.
  8. Leo Breiman. 2001. Random forests. Machine learning 45 (2001), 5–32.
  9. How do peer awards motivate creative content? Experimental evidence from Reddit. Management Science 68, 5 (2022), 3488–3506.
  10. Impact of using learning analytics in asynchronous online discussions in higher education. International Journal of Educational Technology in Higher Education 17, 1 (2020), 1–18.
  11. Jay L Devore. 2015. Probability and Statistics for Engineering and the Sciences. Cengage Learning.
  12. Maureen Feeley and Julian Parris. 2012. An Assessment of the PeerWise Student-Contributed Question System’s Impact on Learning Outcomes: Evidence from a Large Enrollment Political Science Course. Available at SSRN 2144375 (2012).
  13. Jerome H Friedman. 2001. Greedy function approximation: a gradient boosting machine. Annals of statistics (2001), 1189–1232.
  14. Drew Fudenberg and Jean Tirole. 1991. Game theory. MIT press.
  15. D Randy Garrison and J Ben Arbaugh. 2007. Researching the community of inquiry framework: Review, issues, and future directions. The Internet and higher education 10, 3 (2007), 157–172.
  16. D Randy Garrison and Martha Cleveland-Innes. 2005. Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education 19, 3 (2005), 133–148.
  17. Jing Ge and Ulrike Gretzel. 2018. Emoji rhetoric: a social media influencer perspective. Journal of marketing management 34, 15-16 (2018), 1272–1295.
  18. Social annotation tools in higher education: a preliminary systematic review. International Journal of Learning Technology 13, 2 (2018), 130–162.
  19. Emotion and Emotion Regulation Matter: A Case Study on Teachers’ Online Teaching Experience During COVID-19. (2023).
  20. Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning? Information and Learning Sciences (2023).
  21. Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills. Computers in human behavior 26, 6 (2010), 1496–1507.
  22. Learning analytics to unveil learning strategies in a flipped classroom. Internet and Higher Education 33 (2017), 74–85.
  23. David A Kenny. 1975. Cross-lagged panel correlation: A test for spuriousness. Psychological bulletin 82, 6 (1975), 887.
  24. Social annotation tools in digital learning: A literature review. In 2018 9th international conference on information, intelligence, systems and applications (IISA). IEEE, 1–4.
  25. Making sense of comments on YouTube educational videos: A self-directed learning perspective. Online information review 41, 5 (2017), 611–625.
  26. Detection of Goal Setting and Planning in Self-regulated Learning Using Machine Learning and Think-aloud Protocols. (2023).
  27. Amanda Licastro. 2019. The past, present, and future of social annotation. In Digital reading and writing in composition studies. Routledge, 87–104.
  28. Chia-Ching Lin and Chin-Chung Tsai. 2012. Participatory learning through behavioral and cognitive engagements in an online collective information searching activity. International Journal of Computer-Supported Collaborative Learning 7 (2012), 543–566.
  29. Shane J Lopez. 2011. The encyclopedia of positive psychology. John Wiley & Sons.
  30. Shane J Lopez and Charles R Snyder. 2009. The Oxford handbook of positive psychology. Oxford University Press.
  31. Using social annotation to construct knowledge with others: A case study across undergraduate courses. F1000Research 11 (2022).
  32. Enhancing working alliance through positive emotional experience: A cross-lag analysis. Psychotherapy Research 33, 3 (2023), 328–341.
  33. Residential mobility, self-concept, and positive affect in social interactions. Journal of personality and social psychology 93, 1 (2007), 131.
  34. Positive emotions in education. (2002).
  35. Linguistic inquiry and word count: LIWC 2001. Mahway: Lawrence Erlbaum Associates 71, 2001 (2001), 2001.
  36. Jeffrey Perrin. 2014. Features of engaging and empowering experiential learning programs for college students. Journal of University Teaching & Learning Practice 11, 2 (2014), 2.
  37. Krystle Phirangee and Jim Hewitt. 2016. Loving this dialogue!!!!: Expressing emotion through the strategic manipulation of limited non-verbal cues in online learning environments. In Emotions, technology, and learning. Elsevier, 69–85.
  38. A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly 29, 2 (2014), 144–154.
  39. Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior 19, 2 (2003), 221–243.
  40. Harry T Reis and Shelly L Gable. 2003. Toward a positive psychology of relationships. (2003).
  41. Alvin E Roth. 1988. The Shapley value: essays in honor of Lloyd S. Shapley. Cambridge University Press.
  42. Alfred P Rovai. 2007. Facilitating online discussions effectively. The Internet and Higher Education 10, 1 (2007), 77–88.
  43. Richard M Ryan and Edward L Deci. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist 55, 1 (2000), 68.
  44. Is there a “big five” in teamwork? Small group research 36, 5 (2005), 555–599.
  45. The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society 18, 4 (2015), 53–69.
  46. Fixed group and opportunistic collaboration in a CSCL environment. International Journal of Computer-Supported Collaborative Learning 10 (2015), 161–181.
  47. An efficient instance selection algorithm for k nearest neighbor regression. Neurocomputing 251 (2017), 26–34.
  48. Gerry Stahl. 2015. A decade of CSCL. International Journal of Computer-Supported Collaborative Learning 10 (2015), 337–344.
  49. Anna Sun and Xiufang Chen. 2016. Online education and its effective practice: A research review. Journal of Information Technology Education 15 (2016).
  50. Yla R Tausczik and James W Pennebaker. 2010. The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology 29, 1 (2010), 24–54.
  51. Robert Tibshirani. 1996. Regression shrinkage and selection via the lasso. Journal of the Royal Statistical Society Series B: Statistical Methodology 58, 1 (1996), 267–288.
  52. Jeroen JG Van Merrienboer and Paul Ayres. 2005. Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development 53, 3 (2005), 5–13.
  53. L S Vygotsky and Michael Cole. 1978. Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
  54. Leah E Wickersham and Kim E Dooley. 2006. A content analysis of critical thinking skills as an indicator of quality of online discussion in virtual learning communities. Quarterly Review of Distance Education 7, 2 (2006), 185.
  55. Learning analytics for online discussions: Embedded and extracted approaches. Journal of Learning Analytics 1, 2 (2014), 48–71.
  56. Carolyn M Youssef-Morgan and Kristi M Bockorny. 2013. Engagement in the context of positive psychology. Employee engagement in theory and practice (2013), 50–70.
  57. Do Thinking Styles Change with Task Complexity in Problem-solving? (2023).
  58. Reading and connecting: using social annotation in online classes. Information and Learning Sciences 121, 5/6 (2020), 261–271.
  59. Hui Zou and Trevor Hastie. 2005. Regularization and variable selection via the elastic net. Journal of the Royal Statistical Society Series B: Statistical Methodology 67, 2 (2005), 301–320.

Summary

We haven't generated a summary for this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Summarize Now

Whiteboard

Open Problems

We haven't generated a list of open problems mentioned in this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Generate Now

Continue Learning

We haven't generated follow-up questions for this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Generate Now

Collections

Sign up for free to add this paper to one or more collections.

User Circle Single Streamline Icon: https://streamlinehq.com Sign Up

Tweets

Sign up for free to view the 2 tweets with 0 likes about this paper.

User Circle Single Streamline Icon: https://streamlinehq.com Sign Up for Free