Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refining Knowledge Building activities based on students’ feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students’ reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students’ input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design.

知识构建作为一种参与式学习的教学法得到了发展，学生将其视为一个社区，其目的是推进他们的共同想法。这种方法已经研究了三年（Scardamalia & Bereiter，在：K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014），包括认知、社会建构主义和情感因素（Zhu et al . in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b)。本文调查了根据学生的反馈改进知识构建活动如何影响他们的社交、认知和情感参与。使用基于设计的研究方法，我们根据 23 名教育硕士学生的反馈改进了连续的课程活动。随着连续迭代，我们发现学生的阅读网络密度有所增加；他们更深入地理论化，引入更权威的资源，并在社区知识库中更加努力地整合思想。同样，他们的负面影响水平也降低了。这些发现表明，在课程设计中征求学生的意见可以有益于他们的参与和学习倾向，并对课程设计产生影响。