The demand for creating collaborative learning environments in technology education highlights the needs to enhance student collaborations in their learning process. Aiming to increase individual contributions of students to develop a more collaborative learning environment, this study investigated the relationships among sense of community, student motivation, and student contribution in a technology design course. The results revealed the mediating role of sense of community between student motivations and student contributions to group projects in a collaborative learning environment. The indirect mediation effect between intrinsic motivation and student contribution was stronger than the indirect mediation effect between extrinsic motivation and student contribution. This study also confirmed that during collaborative learning, academic achievements of students can be predicted by their contributions to their groups (B = .267, p < .001), extrinsic motivation (B = .40, p = .035), and amotivation (B = −082, p < .001). However, intrinsic motivation can also influence academic achievements through student contribution in a collaborative learning environment.

在技​​术教育中创建协作学习环境的需求突显了在学生学习过程中加强学生协作的需求。为了增加学生的个人贡献以开发更协作的学习环境，本研究调查了技术设计课程中社区意识，学生动机和学生贡献之间的关系。结果表明，在协作学习环境中，社区意识在学生动机和学生对小组项目的贡献之间起着中介作用。内在动机与学生贡献之间的间接中介作用要强于外在动机与学生贡献之间的间接中介作用。这项研究还证实，在协作学习过程中，B  = .267，p  <.001），外部动机（B  = .40，p  = .035）和无动机（B  = -082，p  <.001）。但是，内在动机也可以通过在协作学习环境中的学生贡献来影响学术成就。