The Role of Learning Theory in Multimodal Learning Analytics

Autor/inn/en	Giannakos, Michail; Cukurova, Mutlu
Titel	The Role of Learning Theory in Multimodal Learning Analytics
Quelle	In: British Journal of Educational Technology, 54 (2023) 5, S.1246-1267 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cukurova, Mutlu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13320
Schlagwörter	Learning Theories; Multimedia Instruction; Learning Analytics; Research Reports; Schemata (Cognition); Academic Achievement; Cognitive Ability; Affective Behavior; Correlation + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Multimediales Lernen; Research report; Forschungsbericht; Cognition; Schema; Kognition; Schulleistung; Denkfähigkeit; Affective disturbance; Active behaviour; Affektive Störung; Korrelation
Abstract	This study presents the outcomes of a semi-systematic literature review on the role of learning theory in multimodal learning analytics (MMLA) research. Based on previous systematic literature reviews in MMLA and an additional new search, 35 MMLA works were identified that use theory. The results show that MMLA studies do not always discuss their findings within an established theoretical framework. Most of the theory-driven MMLA studies are positioned in the cognitive and affective domains, and the three most frequently used theories are embodied cognition, cognitive load theory and control-value theory of achievement emotions. Often, the theories are only used to inform the study design, but there is a relationship between the most frequently used theories and the data modalities used to operationalize those theories. Although studies such as these are rare, the findings indicate that MMLA affordances can, indeed, lead to theoretical contributions to learning sciences. In this work, we discuss methods of accelerating theory-driven MMLA research and how this acceleration can extend or even create new theoretical knowledge. (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