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.

中文翻译：

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探索 1 年级和 2 年级知识构建的情感和认知动态

情绪对学习有强大的影响，但关于影响性质的结果并不一致，而且对年轻学生的影响知之甚少，因为参与者通常是大学生。本研究旨在探索在线和离线知识构建中年轻学生的情感和认知动态。对在 7 到 8 周内为 45 名一年级和二年级学生收集的课堂成绩单和在线演讲进行了分析。根据口语和书面语的总数，参与者被分为高参与和低参与组。多模态学习分析，包括语音情感分析、情感分析、和想法改进分析被用于混合方法研究设计，结合不同参与水平的学生的情绪和想法改进的共现模式。与低参与度的学生相比，高参与度的学生表现出更高频率的情绪，记录为中立、喜悦、好奇和自信。高参与度的学生更有可能阐述原因，描述围绕他们探索的想法的关系和机制，并将新的想法和概念引入社区资源。惊讶、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、解释和规定时往往会表达这些情绪。建议对不同参与水平的学生提供个性化支持，以创建一个更具话语联系的社区。未来的方向包括收集更多样化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建设。