Behavioral Patterns in Social Annotation and Their Effects on Learning Performance (Poster 42)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Technology, Instruction, Cognition, and Learning SIG Poster Session

Abstract

This study investigated patterns in students’ use of annotation and response behaviors as 93 undergraduates participated in social annotation activities over seven weeks. We also examined how students’ performance in the behavioral, cognitive, emotional, and social dimensions differed based on their behavioral patterns. Two distinct clusters, namely initiators and responders, were identified in the analysis. Responders exhibited longer active reading time and more social annotation effort, while initiators received higher peer acknowledgement. Cognitive insight showed no significant difference, but responders displayed higher cognitive discrepancy. Positive and negative tones were similar between groups, but responders demonstrated more prosocial behaviors. These findings offer practical implications for enhancing collaborative learning experiences in social annotation.

Authors

• Shan Li, Lehigh University

• Xiaoshan Huang, McGill University

• Gaoxia Zhu, National Institute of Education - Nanyang Technological University

• Hanxiang Du, Western Washington University

• Tianlong Zhong, Nanyang Technological University

• Chenyu Hou, National Institute of Education - Nanyang Technological University

• Juan Zheng, Lehigh University