From Data to Insights: A Layered Storytelling Approach for Multimodal Learning Analytics

Martínez-Maldonado, Roberto; Echeverria, Vanessa; Fernandez-Nieto, Gloria; Shum, Simon Buckingham

doi:10.1145/3313831.3376148

Cited by 68 publications

(38 citation statements)

References 92 publications

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“…With adequate guidance, the opportunity is there to help students engage in socially shared regulation of their collaborative learning based on representations of their own data (e.g., Järvelä, Malmberg, Haataja, Sobocinski, & Kirschner, 2019). Case 2 and subsequent work (Martinez-Maldonado, Fernandez, Echeverria, & Buckingham Shum, 2020) also used collaboration analytics to provide "mirrors" to students in order to provoke productive reflection and dialogue. In sum, our call to actionable analytics is aimed at supporting students and educators in ways they can comprehend and, in doing this, also accelerating learning science.…”

Section: Opportunities and Challengesmentioning

confidence: 99%

“…We argue that for the case of collaboration analytics, it would be even more risky to try to find causal relationships in incomplete data about such a complex phenomenon. Yet, even if we are able to create better predictive models based on more data traces, this would also increase (i) the complexity of the underlying collaboration models and (ii) the complexity of user interfaces for educators and students (Martinez-Maldonado et al, 2020).…”

Section: Opportunities and Challengesmentioning

confidence: 99%

See 1 more Smart Citation

What Do You Mean by Collaboration Analytics? A Conceptual Model

Martínez-Maldonado

Gašević

Echeverria

et al. 2021

JLA

Self Cite

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Using data to generate a deeper understanding of collaborative learning is not new, but automatically analyzing log data has enabled new means of identifying key indicators of effective collaboration and teamwork that can be used to predict outcomes and personalize feedback. Collaboration analytics is emerging as a new term to refer to computational methods for identifying salient aspects of collaboration from multiple group data sources for learners, educators, or other stakeholders to gain and act upon insights. Yet, it remains unclear how collaboration analytics go beyond previous work focused on modelling group interactions for the purpose of adapting instruction. This paper provides a conceptual model of collaboration analytics to help researchers and designers identify the opportunities enabled by such innovations to advance knowledge in, and provide enhanced support for, collaborative learning and teamwork. We argue that mapping from low-level data to higher-order constructs that are educationally meaningful, and that can be understood by educators and learners, is essential to assessing the validity of collaboration analytics. Through four cases, the paper illustrates the critical role of theory, task design, and human factors in the design of interfaces that inform actionable insights for improving collaboration and group learning.

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Section: Opportunities and Challengesmentioning

confidence: 99%

Section: Opportunities and Challengesmentioning

confidence: 99%

What Do You Mean by Collaboration Analytics? A Conceptual Model

Martínez-Maldonado

Gašević

Echeverria

et al. 2021

JLA

Self Cite

View full text Add to dashboard Cite

show abstract

“…As a good example of the approach, Martinez‐Maldonado et al . (2020) recently explored how data storytelling principles can be applied to the design of an MMLA visual interface to enable students and teachers to gain insights into the complexity of large amounts of sensor and log data.…”

Section: Mmla: a Sweet‐spot At The Intersection Of Learning Sciencesmentioning

confidence: 99%

The promise and challenges of multimodal learning analytics

Cukurova

Giannakos

Martínez-Maldonado

2020

Brit J Educational Tech

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“…This analytical act often combines multiple data sensemaking operations such as comparing, monitoring, or exploring information (Voyiatzaki & Avouris, 2014). Even in learning dashboards that provide teachers with direct recommendations for action, such as alerting teachers to groups in need of support, researchers observe that teachers still try to acquire as much information about other groups and classroom contexts as they could before making decisions (Martinez-Maldonado et al, 2020;van Leeuwen & Rummel, 2020).…”

Section: Data Sensemaking With La Dashboardsmentioning

confidence: 99%