Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

Birt, James R.; Clare, Darryl; Cowling, Michael

doi:10.1109/segah.2019.8882435

“…In Martinez-Maldonado, Echeverria, et al (2020), based on 45 minutes of interviews with eight educators and 30 minutes of focus groups with students of all teams, they found that teachers and students appreciated the layers of storytelling. Similarly, MMLA systems were anecdotally argued to have a positive impact on improving teacher reflection (Howard et al, 2019); to increase student interactions in distance learning settings (Yueh et al, 2014); to better guide students' reading behaviours (Huang et al, 2014); to help teachers better observe students conversations in problem-solving activities (Keskinarkaus et al, 2016); to provide real-time feedback in collocated collaboration (Praharaj et al, 2018); to assess the use of mobile mixed reality in health education (Birt et al, 2019); to increase the effective use of LA systems ( Martinez-Maldonado, Elliott, et al, 2020); to develop collaboration and problem-solving skills (Martinez-Maldonado et al, 2019); and to improve task performance (Abrahamson et al, 2016).…”

Section: Existing Evidence On the Use Of Mmla To Support Educational Outcomesmentioning

confidence: 99%

The evidence of impact and ethical considerations of Multimodal Learning Analytics: A Systematic Literature Review

Alwahaby¹,

Cukurova²,

Papamitsiou³

et al. 2021

Preprint

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There is a growing interest in the research and use of multimodal data in learning analytics. This paper presents a systematic literature review of multimodal learning analytics (MMLA) research to assess i) the available evidence of impact on learning outcomes in real-world contexts and ii) explore the extent to which ethical considerations are addressed. A few recent literature reviews argue for the promising value of multimodal data in learning analytics research. However, our understanding of the challenges associated with MMLA research from real-world teaching and learning environments is limited. To address this gap, this paper provides an overview of the evidence of impact and ethical considerations stemming from an analysis of the relevant MMLA research published in the last decade. The search of the literature resulted in 663 papers, of which 100 were included in the final synthesis. The results show that the evidence of real-world impact on learning outcomes is weak, and ethical aspects of MMLA work are rarely addressed. We discuss our results through the lenses of two theoretical frameworks for evidence of impact types and ethical dimensions of MMLA. We conclude that for MMLA to stay relevant and become part of mainstream education, future research should directly address the gaps identified in this review.

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“…In Martinez-Maldonado, Echeverria, et al ( 2020), based on 45 minutes of interviews with eight educators and 30 minutes of focus groups with students of all teams, they found that teachers and students appreciated the layers of storytelling. Similarly, MMLA systems were anecdotally argued to have a positive impact on improving teacher reflection (Howard et al, 2019); to increase student interactions in distance learning settings (Yueh et al, 2014); to better guide students' reading behaviours (Huang et al, 2014); to help teachers better observe students conversations in problem-solving activities (Keskinarkaus et al, 2016); to provide real-time feedback in collocated collaboration (Praharaj et al, 2018); to assess the use of mobile mixed reality in health education (Birt et al, 2019); to increase the effective use of LA systems ( Martinez-Maldonado, Elliott, et al, 2020); to develop collaboration and problem-solving skills (Martinez-Maldonado et al, 2019); and to improve task performance (Abrahamson et al, 2016).…”

Section: Existing Evidence On the Use Of Mmla To Support Educational ...mentioning

confidence: 99%

The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature Review

Alwahaby

¹

,

Cukurova

²

,

Papamitsiou

³

et al. 2022

The Multimodal Learning Analytics Handbook

View full text Add to dashboard Cite

There is a growing interest in the research and use of multimodal data in learning analytics. This paper presents a systematic literature review of multimodal learning analytics (MMLA) research to assess i) the available evidence of impact on learning outcomes in real-world contexts and ii) explore the extent to which ethical considerations are addressed. A few recent literature reviews argue for the promising value of multimodal data in learning analytics research. However, our understanding of the challenges associated with MMLA research from real-world teaching and learning environments is limited. To address this gap, this paper provides an overview of the evidence of impact and ethical considerations stemming from an analysis of the relevant MMLA research published in the last decade. The search of the literature resulted in 663 papers, of which 100 were included in the final synthesis. The results show that the evidence of real-world impact on learning outcomes is weak, and ethical aspects of MMLA work are rarely addressed. We discuss our results through the lenses of two theoretical frameworks for evidence of impact types and ethical dimensions of MMLA. We conclude that for MMLA to stay relevant and become part of mainstream education, future research should directly address the gaps identified in this review.

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“…It is worth considering the validity and reliability of the survey questionnaire. The questionnaire planned for this project relates to similar questionnaires used by other research works on the perception of educational technologies in the higher education learning context [37,40]. Thus, the survey instrument has "content validity" [41].…”

Section: Descriptive Statisticsmentioning

confidence: 99%

Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness

Imam

¹

,

Cowling

²

,

Das

³

2022

Mathematics

Self Cite

2

0

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Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students’ experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students’ learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game’s overall rating. Overall, the outcomes from this research call for careful consideration of the learners’ requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game’s content or context.

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Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

Cited by 11 publications

References 22 publications

The evidence of impact and ethical considerations of Multimodal Learning Analytics: A Systematic Literature Review

The evidence of impact and ethical considerations of Multimodal Learning Analytics: A Systematic Literature Review

The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature Review

Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness

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