From individual annotations to shared attention: How re-annotation supports collaborative knowledge building in CSCL

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Abstract Social annotation (SA) tools in computer-supported collaborative learning (CSCL) environments facilitate collective knowledge construction by supporting students externalize and share evolving understandings. In this study, we extend SA to an immersive astronomy simulation, where annotations took the form of visual highlights on celestial objects and constellations rather than written comments. While research has predominantly focused on the quantity and quality of initial annotations, less attention has been paid to how students actively engage with and build upon peer annotations over time. This study examines the concept of re-annotation, the act of revisiting and engaging with existing annotations, as a key mechanism for transitioning from individual visual annotations to shared knowledge artifacts. Employing temporal and epistemic network analysis, the study explores differences in annotation behaviors between high- and low-learning groups and investigates how these behaviors intersect with verbal discourse to facilitate collaborative knowledge construction. Findings reveal that high-learning groups exhibit more immediate and responsive re-annotation behaviors, significantly reducing “attention distance,” thereby enhancing joint attention, mutual awareness, and iterative validation of shared ideas. In contrast, low-learning groups display delayed and fragmented engagement, undermining cohesive collaboration. These insights emphasize the necessity of timely and active peer engagement with annotations and suggest practical implications for designing SA tools and instructional strategies that actively foster re-annotation practices, ensuring annotations become dynamic resources for deeper collaborative learning.