Supporting students’ collaborative knowledge building via learning analytics supported metacognitive meeting

作者：Can Sun, Bin Huang, Yu Zheng, Yu Wang, Yawen Yu · 发表于：Interactive Learning Environments · 年份：2025 · DOI：10.1080/10494820.2025.2509279 · 被引用次数：1 · 研究领域：Computer Science

ABSTRACT Engaging students in collaborative knowledge building (CKB) is important. However, previous studies that aimed to promote CKB used question prompts to instruct students on how to proceed their discussions. While these studies provided valuable insights into how to foster CKB, they failed to support students in constructing strategic knowledge of CKB, which might lead to a lack of spontaneous engagement in CKB after the scaffolds were removed. To address this gap, we designed a learning environment that aims to support students in developing an understanding of what constitutes CKB and in turn, support their spontaneous engagement in CKB through learning analytics-augmented collective metacognitive meetings. 41 Chinese college students participated in the learning environment and reflected on their CKB engagement. Social network analysis, content analysis, epistemic network analysis, and thematic analysis were used to examine the effectiveness of the learning environment. The results showed that the designed learning environment supported students' engagement in CKB discourse and facilitated spontaneous engagement. The results also indicated that students' participation levels influenced their engagement in CKB practices. Furthermore, students' interview responses showed they developed understanding of CKB after engaging with the learning environment. Theoretical and practical implications were also discussed.