Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building

Fostering conducive epistemic emotions to students' knowledge building (KB) is critical but challenging. Considering the potential role of metacognition and KB in promoting conducive epistemic emotions, we designed a quasi-experiment and examined the influence of collaborative analytics-enhanced reflective assessment (demonstrate metacognition) on conducive epistemic emotions to students' KB. The experimental class included 48 undergraduates engaged in KB inquiries enhanced by collaborative analytics-enhanced reflective assessment. In contrast, the comparison class included 46 undergraduates engaged in KB enhanced by portfolio assessment. Students' online Knowledge Forum discourse was collected and coded regarding the demonstrated epistemic emotions. Comparative analysis of the frequency distribution and lag sequential patterns of epistemic emotions revealed that the collaborative analytics-enhanced reflective assessment design fostered conducive epistemic emotions to KB among the undergraduates. Correlation analysis revealed positive correlations between conducive epistemic emotions, higher-level KB discourse moves, and individual knowledge creation. The findings enrich our understanding of promoting undergraduates' conducive epistemic emotions and uncover the relationships between metacognition, epistemic emotions, and KB practices. It provides implications for developing a reflective and collaborative culture, providing scaffoldings and opportunities for expressing and analyzing epistemic emotions, utilizing prompt sheets and collective reflections to enhance the productive use of analytics, and fostering a conducive emotional experience for students.