The prevalence of collaborative learning in online virtual environments is on the rise. It is vital to investigate the effect of emotional interaction on the learning engagement of students. The university students who participated in 16 h of online collaborative learning responded to an anonymous survey. The instruments included Collaborative Learning Emotional Interaction Scale, Loneliness Scale, Positive and Negative Rumination Scale, and Learning Engagement Scale. The mediating and moderating roles of variables were tested. Both positive and negative emotional interactions in online collaborative learning positively predicted learning engagement. Positive emotional interaction can inversely predict loneliness, while negative emotional interaction has a positive effect on loneliness. Loneliness inversely predicts learning engagement. In the low level of positive rumination, loneliness has a significant inhibitory effect on learning engagement, and the effect is much greater than that in the high level of positive rumination. In online collaborative learning, loneliness mediates the effect of learners' emotional interaction on learning engagement. The level of positive rumination moderated the connection between loneliness and learning engagement, the second part of the mediation model. We can begin by increasing learners' positive rumination and reducing the detrimental impact of negative emotional interaction and isolation on learning engagement in online collaborative learning.

中文翻译：

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在线协作学习中情绪互动与学习投入的关系：有调节的中介效应

在线虚拟环境中协作学习的盛行正在上升。研究情绪互动对学生学习投入的影响至关重要。参与16小时在线协作学习的大学生接受了一项匿名调查。这些工具包括协作学习情绪互动量表、孤独感量表、积极和消极反思量表以及学习参与量表。检验了变量的中介作用和调节作用。在线协作学习中的积极和消极情绪互动都可以积极预测学习参与度。积极的情绪互动可以反向预测孤独感，而消极的情绪互动则对孤独感产生正向影响。孤独感与学习投入度成反比。在低水平的积极反思中，孤独感对学习投入有显着的抑制作用，且其作用远大于高水平的积极反思。在在线协作学习中，孤独感介导学习者情绪互动对学习投入的影响。积极反思的水平调节了孤独感和学习投入之间的联系，这是中介模型的第二部分。我们可以首先增加学习者的积极思考，减少消极情绪互动和孤立对在线协作学习中学习参与的不利影响。