Multimodal Learning Analytics--In-Between Student Privacy and Encroachment: A Systematic Review

Autor/inn/en	Prinsloo, Paul; Slade, Sharon; Khalil, Mohammad
Titel	Multimodal Learning Analytics--In-Between Student Privacy and Encroachment: A Systematic Review
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1566-1586 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prinsloo, Paul) ORCID (Slade, Sharon) ORCID (Khalil, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13373
Schlagwörter	Multimedia Instruction; Learning Analytics; Privacy; Student Rights; Information Security; Research Reports; Educational Research; Compliance (Legal) + Suchen Sie Ihr Suchwort? Multimediales Lernen; Privatsphäre; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung
Abstract	Since the emergence of learning analytics (LA) in 2011 as a distinct field of research and practice, multimodal learning analytics (MMLA), shares an interdisciplinary approach to research and practice with LA in its use of technology (eg, low cost sensors, wearable technologies), the use of artificial intelligence (AI) and machine learning (ML), and the provision of automated, mostly real-time feedback to students and instructors. Much of MMLA takes place in experimental and laboratory settings, researching students' learning in in-between spaces--between research and classroom application, in-between students' learning in private and public spaces as researchers track students' learning both in their use of social media and connected devices, and through the use of context-aware and adaptive devices; and lastly, in-between respecting students' privacy while increasingly using intrusive technologies. This study seeks to establish what is known about MMLA in terms of rationale for applications, the nature and scope of data collected, the study contexts, evidence of commercial interests and/or downstream uses of students' data, and consideration of ethics, privacy, and the protection of student data. This systematic review analysed 192 articles using a search string consisting of various combinations of multimodal (data) and learning analytics. The main findings include, inter alia, that though MMLA provide insights into learning and teaching, there is little evidence of MMLA findings successfully being applied to classroom settings, at scale. Given that the nature of MMLA research often necessitates the use of a range of (intrusive) sensors and recording technologies and can include children in its samples; the encroachment of students' right to privacy is a huge concern that is not addressed. There is also a need to reconsider the rationale for collecting multimodal data, the conditions under which such data collection will be ethical and in service of students' wellness, and the boundaries that should protect their (multimodal) data. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01