Multimodal data to design visual learning analytics for understanding regulation of learning

Abstract

The increased interest in multimodal data collection in the learning sciences demands for new and powerful methodological and analytical techniques and technologies. It is especially challenging for learning scientists to handle, analyse, and interpret complex and often invisible multimodal data when investigating regulation of learning in collaborative settings as this data can be cognitive, social and/or emotional in nature, much of which is covert in nature. The aim of this paper is to present ways to simplify the analysis and use of rich multimodal data by learning scientists. This is done by making primarily invisible regulation processes and their accompanying social and contextual reactions visible, measurable, and ultimately interpretable. To facilitate data visualisation and processing with respect to the regulation of learning, a Graphical User Interface (GUI) known as SLAM-KIT has been designed. SLAM-KIT reveals principal features of complex learning environments by allowing users to travel through the learners' data and its statistical characteristics. This kit has practical implications as it simplifies complex information and data while making them available through visualisation and analysis to the researchers. Our short-term goal is to simplify this tool for the teachers and learners.

Multimodal Learning Analytics research with young children: A systematic review

“…In some studies, these sensors were connected to a laptop or mini‐PC using cables (Rahman & Bhuiyan, 2015 proposes keeping this hardware in a cartridge case). Wireless wristbands are more usual and allow the data related to heart rate, electrodermal activity and temperature to be collected (Goodwin, Mazefsky, Ioannidis, Erdogmus & Siegel, 2019; Kourakli et al ., 2017; Malmberg et al ., 2019; Noroozi et al ., 2019). Rudovic et al .…”

“…Many authors (Luckin & Cukurova, 2019; Noroozi et al ., 2019; Rosé et al ., 2019; Teasley, 2019) highlight the need for a multidisciplinary approach to this new field of study. Indeed, contributions from the field of systems engineering, computer science, communication and information technology, as well as education and developmental psychology, are needed to improve MMLA research with young children.…”

“…The problem is that there is insufficient time during the class for the teacher to interpret the real‐time data being collected and to make decisions. This is due to the large amount and types of information to be processed and their specific features, which complicate data synchronisation, analysis and visualisation (Noroozi et al ., 2019). As Teasley (2019) recalls from the first LA conference in 2011, it is evident that the volume of data often exceeds the ability to make sense of them.…”

Multimodal data capabilities for learning: What can multimodal data tell us about learning?

“…In collaborative conditions, MMD have been used to identify key moments of collaboration (Noel et al ., 2018 ;Noroozi et al ., 2019 ;Pijeira-Díaz, Drachsler, Järvelä, & Kirschner, 2019 ). MMD have also been used to distinguish between help-seeking and help-giving behavior (Cukurova, Kent, & Luckin, 2019 ), tentative and casual problem-solving behavior (Andrade et al ., 2017 ), nonverbal behaviors (Cukurova, Luckin, Millán, & Mavrikis, 2018 ), solving versus guessing (Sharma, Papamitsiou, et al ., 2019 ) and the reasoning behavior of students (Worsley & Blikstein, 2015, 2018.…”

Re-Conceptualization of Digital Divide among Primary School Children in an Era of Saturated Access to Technology

“…'social inclusion' -from playing an active part in one's neighbourhood and community to maintaining one's personal finances (Selwyn & Facer 2007, p.9). Such social inclusion could unfold in different formats especially in online platforms ranging from daily exchanges of information to argumentation, counter-argumentation and reasoning in different social networking sites (see Coffey, 2017;Ginkel et al, 2019;Huda et al, 2017;Noroozi, 2017;Noroozi & Hatami, 2018;Noroozi & Mulder, 2017;Noroozi et al, 2011Noroozi et al, , 20122013a, 2013b, 2013c, 2016, 2019a, 2019bValero Haro et al, 2018, 2019Verstege et al, 2019). Stewart (2000) defines 'social inclusion' as a matter not only of access to new technologies and resources but also of 'participation in the determination of both individual and collective life chances' (Stewart, 2000, p.256).…”