Search

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives: This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods: We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions: Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description: What is already known about this topic: Annotation and response behaviours are two primary actions in social annotation.Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience.Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds: This paper revealed students' behavioural patterns in social annotation activities.This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy: The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings.Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours.Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation.Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours. [ABSTRACT FROM AUTHOR]

Suicide among American Muslims is understudied, despite recent research highlighting increased suicide attempts among this population. While suicide is forbidden in Islam, formal guidelines for addressing and responding to suicide within Muslim communities did not exist until recently. The Stanford Muslim Mental Health and Islamic Psychology Lab has responded to a number of suicides in Muslim communities across North America and implemented an original model for suicide response and community healing. This approach incorporates Islamic principles and values to create a culturally and religiously congruent response to suicide that can support loss survivors and steer impacted communities toward healing. The Muslim Postvention Community Healing session described in this paper aims to provide a safe space for individuals impacted by suicide to come together and process their emotions, while also using Islamic teachings to guide the healing process. This unique model has the potential to serve as a valuable resource for Muslim communities across North America, and beyond, in addressing and responding to suicide. [ABSTRACT FROM AUTHOR]

This paper presents the evaluation of the synchronization of three emotional measurement methods (automatic facial expression recognition, self-report, electrodermal activity) and their agreement regarding learners’ emotions. Data were collected from 67 undergraduates enrolled at a North American University whom learned about a complex science topic while interacting with MetaTutor, a multi-agent computerized learning environment. Videos of learners’ facial expressions captured with a webcam were analyzed using automatic facial recognition software (FaceReader 5.0). Learners’ physiological arousal was recorded using Affectiva’s Q-Sensor 2.0 electrodermal activity measurement bracelet. Learners’ self-reported their experience of 19 different emotional states on five different occasions during the learning session, which were used as markers to synchronize data from FaceReader and Q-Sensor. We found a high agreement between the facial and self-report data (75.6%), but low levels of agreement between them and the Q-Sensor data, suggesting that a tightly coupled relationship does not always exist between emotional response components. [ABSTRACT FROM AUTHOR]