Effects of Knowledge Forum–Supported Online Collaborative Learning for Kindness Literacy on College Students’ Psychological Capital

Abstract

This study examined the effects of Knowledge Forum (KF)-supported online collaborative learning for kindness literacy on college students’ psychological capital. A course-embedded, single-group pretest–posttest mixed-methods design was implemented in a Positive Psychology course over an eight-week intervention with 25 college students. The instructional design encompassed two learning themes— kindness action lists and kindness stories—integrating reflective writing, peer interaction, and process-oriented tasks within the KF environment. Data sources included pre- and post-intervention measures of psychological capital and depressive symptoms, as well as learning process evidence such as notes created, build-on replies, and reading behaviors recorded in KF. Results indicated a developmental shift from individual reflection to more interactive online collaboration, and the interaction network evolved from a sparse structure toward a more centralized knowledge coconstruction pattern. Quantitative findings showed significant increases in psychological capital and significant decreases in depressive symptoms following the intervention. These findings highlight the pedagogical value of integrating kindness literacy, online collaborative learning, and learning analytics to support students’ psychological development and engagement in higher education.