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Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

机译：探索一年级和二年级知识构建的情感和认知动态

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摘要

Emotions have a powerful effect on learning but results regarding the nature of the impact are inconsistent and little is known about effects with young students, as participants are usually university students. This study aims to explore the emotional and cognitive dynamics of young students in both online and offline Knowledge Building. Classroom transcripts and online discourse collected for 45 grade 1 and 2 students over seven to 8 weeks were analyzed. Based on the total number of spoken and written words, the participants were classified into high- and low-participation groups. Multimodal learning analytics including speech emotion analysis, sentiment analysis, and idea improvement analysis were used in a mixed method research design incorporating co-occurrence patterns of emotions and idea improvement of students at different participation levels. High-participation students expressed significantly higher frequencies of emotions recorded as neutrality, joy, curiosity, and confidence compared to low-participation students. High-participation students were more likely to elaborate reasons, describe relationships and mechanisms surrounding ideas they explored, and to introduce new ideas and concepts into community resources. Surprise, challenge, and neutrality can be beneficial since students tended to express these emotions when producing explanation-seeking questions, new ideas, explanations, and regulation. Personalized support to students with different participation levels is proposed, to create a more discursively connected community. Future directions include collecting more diverse data to better understand students' emotions and to provide teachers and students with real-time data to support Knowledge Building as it proceeds.
机译：情绪对学习有很大的影响，但是关于影响的性质的结果并不一致，对年轻学生的影响知之甚少，因为参与者通常是大学生。本研究旨在探讨在线和离线知识构建中年轻学生的情绪和认知动态。分析了在7至8周内为45名1年级和2年级学生收集的课堂笔录和在线演讲。根据口头和书面单词的总数，将参与者分为高参与和低参与组。在混合方法研究设计中使用了包括语音情感分析，情绪分析和想法改进分析在内的多模式学习分析，该方法结合了情感的共现模式和不同参与水平的学生的想法改进。与低参与率学生相比，高参与率学生表现出的中立性，欢乐，好奇心和自信心的情绪发生频率明显更高。参与度高的学生更有可能阐述原因，描述他们探索的思想的关系和机制，并将新的思想和观念引入社区资源。惊喜，挑战和中立可能是有益的，因为学生在提出寻求解释的问题，新想法，解释和规章时倾向于表达这些情绪。提议为不同参与级别的学生提供个性化支持，以创建一个更分散的联系社区。未来的方向包括收集更多的数据，以更好地了解学生的情绪，并为教师和学生提供实时数据，以支持知识发展。

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