Over the past decades, Social Networking Tools (SNT) have been applied in educational settings to support students' engagement in learning communities. Previous studies suggested the positive effects of including students' voices in technological and instructional design. However, educators usually cannot revise the features of SNT as they like, which may limit the possibility of enhancing students' engagement (i.e., cognitive, emotional, and social-behavioral engagement). Therefore, this study explored whether changing SNT technological and instructional design based on students' voices can improve engagement. We developed a photo-sharing web-based SNT and examined whether refining the SNT and instruction design based on students' input would enhance their multifaceted engagement in a learning community. We collected the opinions and feedback from 114 undergraduate students in an environmental psychology course at a private university in the USA using surveys every three weeks. We refined the technological and instructional design accordingly. Students' engagement was measured four times during the semester, and after the semester, nine students were interviewed with regard to how the technological and instructional design changes influenced their engagement. With successive iterations, we found that students' cognitive and emotional engagement significantly improved, while their social-behavioral engagement did not change significantly during the study. Interview results further explained how the design changes influenced students' engagement. The findings suggested soliciting students’ input into SNT technological and instructional design can benefit their engagement in a learning community, while engagement was also influenced by many other factors.

中文翻译：

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通过将本科生的声音纳入技术和教学设计中，增强本科生对学习社区的参与

在过去的几十年里，社交网络工具 (SNT) 已应用于教育环境中，以支持学生参与学习社区。先前的研究表明，将学生的声音纳入技术和教学设计中会产生积极影响。然而，教育工作者通常无法随心所欲地修改SNT的特征，这可能限制了增强学生参与度（即认知、情感和社会行为参与度）的可能性。因此，本研究探讨了根据学生的声音改变 SNT 技术和教学设计是否可以提高参与度。我们开发了一种基于网络的照片共享 SNT，并研究了根据学生的意见改进 SNT 和教学设计是否会增强他们在学习社区中的多方面参与。我们每三周进行一次调查，收集美国一所私立大学环境心理学课程的 114 名本科生的意见和反馈。我们相应地改进了技术和教学设计。学生的参与度在学期内进行了四次测量，学期结束后，九名学生接受了采访，了解技术和教学设计的变化如何影响他们的参与度。经过不断的迭代，我们发现学生的认知和情感参与度显着提高，而他们的社交行为参与度在研究期间没有显着变化。访谈结果进一步解释了设计变化如何影响学生的参与度。研究结果表明，征求学生对 SNT 技术和教学设计的意见可以有利于他们参与学习社区，而参与度也受到许多其他因素的影响。