What Draws the Upvotes? Examining Relationships among Performance, Interpersonal Skills, and Learning Behaviors in Online Social Annotation Environments

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Abstract

Social annotation has become a transformative pedagogical approach to promote active learning and community-building in online learning. Receiving upvotes serves not only as feedback but also as a source of motivation, social connection, and validation. The current study aimed to examine students’ upvoting behaviors and their relationship to students’ cognitive engagement, interpersonal skills, and the content of their social annotations. We first identified three distinct clusters based on students’ interpersonal skills and then examined the relationship between upvotes and the automated score assessed by Perusall, the number of replies, content similarity, and the posting order. However, we could not identify any statistically significant correlations between these variables, nor statistically significant differences among three clusters.

Authors

• Hanxiang Du, Western Washington University

• Jiyoung Cheong, Western Washington University

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

• Xiaoshan Huang, McGill University

• Juan Zheng, Lehigh University

• Tianlong Zhong, Nanyang Technological University

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

• Shan Li, Lehigh University