This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of representation function to guide sharing activities (word-based function (W) and sentence-based function (S)). All three groups performed sharing activities during the same period. After completing these, the participants carried out a lesson-planning task in pairs during the problem-solving phase. All annotations across three learning phases were categorised to investigate discourse patterns. The findings revealed that Group MWOS, provided with M based on W and O based on S, had the most effective knowledge construction process, showing sequential discourse patterns. In addition, differences in discourse patterns among groups positively influenced the level of collaborative outcomes.

中文翻译：

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用于顺序知识构建的可见注释工具对话语模式和协作成果的影响

这项研究旨在探索学习者的话语模式和结果，同时使用可见注释工具作为协作表示工具。本研究中使用的工具在问题解决阶段之前引入了两种类型的共享活动，以支持顺序知识的构建。根据以下两个变量将40名参与者随机分配到三组中的一组：共享活动的类型（意思共享活动（M）和意见共享活动（O））以及指导共享活动的表示功能的类型（基于单词的功能（ W）和基于句子的功能（S））。三个小组在同一时期进行了共享活动。完成这些步骤后，参与者在解决问题的阶段成对执行了课程计划任务。三个学习阶段中的所有注释都进行了分类，以研究语篇模式。调查结果表明，具有基于W的M和基于S的O的MWOS组具有最有效的知识构建过程，显示了顺序的话语模式。此外，各组之间话语模式的差异也对协作成果的水平产生了积极影响。