How undergraduates’ epistemic emotions influence collective knowledge advancement in a knowledge-building environment.

: The purpose of this study was to investigate how undergraduates’ epistemic emotions influence collective knowledge advancement in a knowledge-building environment, emphasizing ideation, learning journey design, and collective idea building through learning analytics. ThirtyFive undergraduates studying Education and Modern Technology participated. Social network analysis, content analysis, and qualitative analysis were used to analyze student online Knowledge Forum discussions. The findings demonstrate that undergraduates with greater emotions of challenged, neutral, and enjoyment were inclined to contribute more to collective knowledge advancement. The qualitative analysis indicates how undergraduates engaged in these epistemic emotions to perform sustained inquiry, progressive theory building, and collective idea mapping and creating. These results help to reinforce the value of the designed knowledge-building environment in which undergraduates could engage in epistemic emotions for collective knowledge advancement.