Context-Aware Classrooms as Places for an Automated Analysis of Instructional Events

Abstract

Context-Aware Classrooms (CACs), or ambient classrooms, are places in which instructional events can be captured and analyzed, thanks to advanced signal processing techniques. For CACs to be used for a better understanding of the educational events (teaching or learning), theoretically grounded approaches have to be reviewed and their main variables of interest presented. In this paper, three types of approaches to study the use of CACs (behavioral, ecological, and enactivist) are discussed, first theoretically, then about what each approach brings to the research on educational research. Some implications to build more ecologically-sound in presence or hybrid instructional sessions after the COVID-19 are drawn.