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Title: Examining Undergraduates’ Epistemic Emotions and Discourse Moves That Support Collective Knowledge Advancement in Knowledge Building
Authors: Feng, Xueqi
Zhao, Jianhua
Yang, Yuqin
Chan, Carol K. K.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Feng, X., Zhao, J., Yang, Y., & Chan, C. K. (2023). Examining undergraduates’ epistemic emotions and discourse moves that support collective knowledge advancement in Knowledge Building. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 938-941). International Society of the Learning Sciences.
Abstract: The purpose of this study was to investigate how undergraduates’ epistemic emotions and discourse moves influence collective knowledge advancement in a knowledge-building environment, emphasizing ideation, learning journey design, and collective idea building through learning analytics. Thirty-Five undergraduates studying Education and Modern Technology participated. Quantitative ethnography and qualitative analysis were used to analyze student online Knowledge Forum discussions. The findings demonstrate that epistemic emotions such as curiosity, challenged, neutral, and frustration might influence collective knowledge advancement via deeper discourse moves. The qualitative analysis indicates how undergraduates engaged in these epistemic emotions to perform sustained inquiry, progressive theory building, and collective idea mapping and creating.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2023

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