Social learning analytics (SLA) tools are designed to visually demonstrate online discussions with a goal to foster student engagement. However, empirical studies indicate controversial results of the effect of SLA tools on student engagement. This design-based research designs a student-facing SLA tool to demonstrate discussions from three perspectives and further uses mixed methods to investigate the effects of the tool. Results indicate the tools have positive influences on increasing student social-cognitive engagement. The social network visualization has positive influences on both socially active and inactive students; it particularly increases peripheral students' social engagement. The topic network visualization improves all students' perspective expressions, indicating that demonstrating students' interested topics may increase cognitive engagement. The cognitive network visualization triggers students' information sharing, which is considered as the beginning of online engagement development. Based on the results, this research proposes integrated implications by considering learning theory, pedagogical supports and tool development.

中文翻译：

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三种网络可视化对学生在线讨论中社会认知参与的影响

社交学习分析 (SLA) 工具旨在直观地展示在线讨论，以促进学生参与。然而，实证研究表明 SLA 工具对学生参与的影响的结果存在争议。这项基于设计的研究设计了一个面向学生的 SLA 工具，从三个角度展示讨论，并进一步使用混合方法来调查该工具的效果。结果表明，这些工具对提高学生的社会认知参与度具有积极影响。社交网络可视化对社交活跃和不活跃的学生都有积极的影响；它特别增加了边缘学生的社会参与度。主题网络可视化提高了所有学生的观点表达，表明展示学生的 感兴趣的话题可能会增加认知参与度。认知网络可视化触发了学生的信息共享，这被认为是在线参与发展的开始。基于这些结果，本研究通过考虑学习理论、教学支持和工具开发提出了综合影响。