Examining Undergraduates' Epistemic Emotions and Discourse Moves That Support Collective Knowledge Advancement in Knowledge Building

Abstract

The purpose of this study was to investigate how undergraduates' epistemic emotions and discourse moves influence collective knowledge advancement in a knowledge-building environment, emphasizing ideation, learning journey design, and collective idea building through learning analytics. Thirty-Five undergraduates studying Education and Modern Technology participated. Quantitative ethnography and qualitative analysis were used to analyze student online Knowledge Forum discussions. The findings demonstrate that epistemic emotions such as curiosity, challenged, neutral, and frustration might influence collective knowledge advancement via deeper discourse moves. The qualitative analysis indicates how undergraduates engaged in these epistemic emotions to perform sustained inquiry, progressive theory building, and collective idea mapping and creating.