This study explores the impact of peer acknowledgement on learner engagement and implicit psychological attributes in written annotations on an online social reading platform. Participants included 91 undergraduates from a large North American University. Using log file data, we analyzed the relationship between learners' received peer acknowledgement and their subsequent annotation behaviours using cross-lag regression. Higher peer acknowledgements correlate with increased initiation of annotations and responses to peer annotations. By applying text mining techniques and calculating Shapley values to analyze 1,969 social annotation entries, we identified prominent psychological themes within three dimensions (i.e., affect, cognition, and motivation) that foster peer acknowledgment in digital social annotation. These themes include positive affect, openness to learning and discussion, and expression of motivation. The findings assist educators in improving online learning communities and provide guidance to technology developers in designing effective prompts, drawing from both implicit psychological cues and explicit learning behaviours.

翻译：本研究探讨了在在线社交阅读平台上，同伴认可对学习者的书面标注参与度及隐含心理属性的影响。研究对象包括来自北美一所大型大学的91名本科生。利用日志文件数据，我们通过交叉滞后回归分析了学习者收到的同伴认可与其后续标注行为之间的关系。较高的同伴认可与标注发起及回应同伴标注行为的增加相关。通过应用文本挖掘技术并计算沙普利值分析1969条社交标注条目，我们识别出数字社交标注中促进同伴认可的三个维度（即情感、认知和动机）中的突出心理主题。这些主题包括积极情感、对学习与讨论的开放性以及动机表达。研究结果有助于教育者改进在线学习社区，并为技术开发者设计有效提示提供指导，这些提示融合了隐含心理线索和显性学习行为。