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：本研究探讨了在线社交阅读平台上，同伴认同对学习者在书面标注中的参与度和隐性心理特征的影响。研究对象为北美一所大型大学的91名本科生。通过日志文件数据，我们采用交叉滞后面板回归法，分析了学习者获得的同伴认同与其后续标注行为之间的关系。结果发现，较高的同伴认同与标注发起频次及对他人标注的回复率呈正相关。通过文本挖掘技术与沙普利值分析，我们对1,969条社交标注条目进行了语义解构，识别出在数字社交标注中促进同伴认同的三个心理维度（情感、认知与动机）下的显著主题：积极情感、学习讨论开放性及动机表达。研究结论有助于教育者优化在线学习社区，并为技术开发者从隐性心理线索与显性学习行为双重视角设计有效提示策略提供指导。