Author(s)

Shuangyuan Yang

Corresponding Author

Shuangyuan Yang

Abstract

With the development of information technology, virtual learning communities have become an important platform for middle school students’ learning and communication, exerting a significant influence on their sense of social belonging and learning engagement. However, research on its mechanism of action and improvement strategies is still insufficient. This research, through theoretical analysis and current situation investigation, explores the mechanism of participation in virtual learning communities in enhancing middle school students’ sense of social belonging and learning engagement, aiming to provide theoretical basis and strategic suggestions for practice. The study finds that virtual learning communities, by enhancing interactive communication, stimulating a sense of identity, and providing support, effectively promote students’ sense of belonging and learning engagement. In addition, strategies such as optimising community environment, promoting cooperative culture, providing personalised support, and inter-school cooperation help stimulate students’ learning enthusiasm and strengthen their sense of belonging. This paper, combining social learning theory, belonging theory, and self-determination theory, reveals the key role of virtual communities in middle school students’ growth, emphasises the importance of building safe, interactive, and personalised virtual learning spaces, and provides practical guidance for educators and administrators. Finally, it proposes future research directions, offering reference for the functional optimisation and user experience of virtual learning communities. This study enriches the theoretical system of virtual learning communities in middle school education and provides new ideas and approaches for improving students’ learning outcomes and mental health.

Keywords

Virtual Learning Community; Social Belonging; Learning Engagement