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

Alwahaby, Haifa; Cukurova, Mutlu; Papamitsiou, Zacharoula; Giannakos, Michail N.

doi:10.35542/osf.io/sd23y

Cited by 15 publications

(20 citation statements)

References 79 publications

(100 reference statements)

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“…LA has been significantly evolving as a research field, contributing to our understanding of how collaboration occurs and can be supported in digital learning environments. However, real-world adoption and impact of learning analytics research are scarce, and far from their actual potential (Ferguson, & Clow, 2017;Dawson, Joksimovic, Poquet, & Siemens, 2019;Alwahaby, Cukurova, Papamitsiou, & Giannakos, 2021). In part, this is due to the limited amount of research focusing on the adoption and use of collaboration analytics solutions by key stakeholders in real-world settings (Zhou et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Identifying Tertiary Level Educators’ Needs and Understanding of the Collaboration Process Analytics

Cukurova

Kent²,

Akanji³

2022

Social and Emotional Learning and Complex Skills Assessment

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There is little doubt about the significant role the educators play in supporting the collaboration process through monitoring and supporting effective interactions. However, little work explores the educators' needs and understandings of the analytics generated to measure the process of collaboration in online learning settings. In this chapter, we first explain a new method of measuring the process of collaboration (CLaP) by drawing upon the collaboration cognitive load theory and utilising social network analysis. Then, we report the results of two educator workshops and a survey that investigated the educators' understanding of the collaboration process visualisations compared to more commonly used participation measures such as the number of posts and the number of views. Our results show that although educators can indeed gain more insights into the collaboration process with CLaP visualisations, they are still considered limited and too complex to be easily adopted in practice. Moreover, currently, many educators are not evaluating the collaboration process in online settings at all, or when they do, they only rely on participation measures. We conclude the chapter with a discussion on the findings and their future implications.

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Section: Introductionmentioning

confidence: 99%

Identifying Tertiary Level Educators’ Needs and Understanding of the Collaboration Process Analytics

Cukurova

Kent²,

Akanji³

2022

Social and Emotional Learning and Complex Skills Assessment

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“…Technologies includes AI, the IoT, and VR. In another literature review, Alwahaby et al [39] conclude that there is little realworld evidence for the impact of MMLA systems on educational outcomes. In most published research, MMLA systems are not causally linked to better educational outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, few MMLA papers address key ethical topics. There may be a lack of MMLA studies in authentic settings due to the lack of papers addressing the ethical issues raised by this approach [39]; this could be the reason for the lack of real-world evidence about the impact of MMLA on educational outcomes. To a layperson, MMLA can sound like a surveillance system.…”

Section: Discussionmentioning

confidence: 99%

“…Two studies conducted by Mu et al (2020) and Samuelsen et al (2019) focused on multiple data fusion and integration in learning analytics. Alwahaby et al (2021) addressed ethical considerations and evidence of MMLA technologies' impact. Other papers were non-systematic and opinion-based, in which the authors presented arguments and drew conclusions based on their interpretations Worsley, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Below, we present our analysis of the reviews summarized in Table 1. Alwahaby et al (2021) evaluated two aspects of MMLA research through a systematic literature review (SLR). Evidence of MMLR's impact on real-world learning and its ethical implications were the study's main focus.…”

Section: Literature Reviewmentioning

confidence: 99%

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Towards designing a flexible multimodal learning analytics system

Ouhaichi¹

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The goal of learning analytics (LA) is to better understand and improve education. There are indications that LA would benefit from using multiple data sources instead of relying only on log data, which is usually collected when learning occurs in front of a computer screen. Learning is not always facilitated by a digital system that can capture digital traces. Therefore, learning analytics and learning science are increasingly focusing on multimodality, or the combination of multiple sensor data streams where each data type is a modality or mode. During the learning process, sensors can capture observable events, such as learners' behavior and interactions, as well as the learning context. However, to improve and evaluate the effectiveness of analytical systems, it is necessary to evaluate how research is conducted in the emerging area of multimodal learning analytics (MMLA). Multimodal sensory data consist of continuously evolving sets of sequences that are recorded over time. Such data are essential to MMLA applications, but it is difficult to prepare and process these datasets. Moreover, MMLA provides opportunities for understanding and supporting collaborative problem solving. Implementing MMLA systems during face-to-face work can be challenging.This thesis has three objectives: 1. To examine current research methodologies and assess current interest and research themes in MMLA, 2. To investigate the data management aspects of developing MMLA IoT-based systems, and 3. To develop an initial sample design for MMLA systems. We use three main approaches to achieve these objectives. First, we review existing literature and identify existing research methodologies and trending research themes in MMLA. Second, to analyze how multimodal sensor data can be managed, we use an AR case study to identify the main challenges in managing multimodal data.

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Examining the Relationship Between Reflective Writing Behaviour and Self-regulated Learning Competence: A Time-Series Analysis

Suraworachet

Villa-Torrano

Zhou

et al. 2021

Technology-Enhanced Learning for a Free, Safe, and Sustainable World

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Self-Regulated Learning (SRL) competence is imperative to academic achievement. For reflective academic writing tasks, which are common for university assessments, this is especially the case since students are often required to plan the task independently to be successful. The purpose of the current study was to examine different reflection behaviours of postgraduate students that were required to reflect on individual tasks over a fifteen-week-long higher education course. Forty students participated in a standardised questionnaire at the beginning of the course to assess their SRL competence and then participated in weekly individual reflection tasks on Google Docs. We examined students' reflective writing behaviours based on time-series and correlation analysis of fine-grained data retrieved from Google Docs. More specifically, reflection behaviours between students with high SRL and low SRL competence were investigated. The results show that students with high SRL competence tend to reflect more frequently and more systematically than students with low SRL competence. Even though no statistically significant difference in academic performance between the two groups was found, there were statistical correlations between academic performance and individual reflective writing behaviours. We conclude the paper with a discussion on the insights into the temporal reflection patterns of different SRL competence student clusters, the impact of these behaviours on students' academic performance, and potential suggestions for appropriate support for students with different levels of SRL.

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

Cited by 15 publications

References 79 publications

Identifying Tertiary Level Educators’ Needs and Understanding of the Collaboration Process Analytics

Identifying Tertiary Level Educators’ Needs and Understanding of the Collaboration Process Analytics

Towards designing a flexible multimodal learning analytics system

Examining the Relationship Between Reflective Writing Behaviour and Self-regulated Learning Competence: A Time-Series Analysis

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