From signals to knowledge: a conceptual for multimodal learning analytics.

Autor/inn/en	Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Titel	From signals to knowledge: a conceptual for multimodal learning analytics.
Quelle	In: Journal of computer assisted learning, 34 (2018) 4, S. 338-349Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1365-2729
DOI	10.1111/jcal.12288
Schlagwörter	Empirische Forschung; Experimentelle Untersuchung; Methode; Lernen; Lernprozess; Lerntheorie; Lernverhalten; Computerunterstützter Unterricht; Datenanalyse; Klassifikation; Modell; Übersicht
Abstract	Multimodality in learning analytics and learning science is under the spotlight. The landscape of sensors and wearable trackers that can be used for learning support is evolving rapidly, as well as data collection and analysis methods. Multimodal data can now be collected and processed in real time at an unprecedented scale. With sensors, it is possible to capture observable events of the learning process such as learner's behaviour and the learning context. The learning process, however, consists also of latent attributes, such as the learner's cognitions or emotions. These attributes are unobservable to sensors and need to be elicited by human-driven interpretations. We conducted a literature survey of experiments using multimodal data to frame the young research field of multimodal learning analytics. The survey explored the multimodal data used in related studies (the input space) and the learning theories selected (the hypothesis space). The survey led to the formulation of the Multimodal Learning Analytics Model whose main objectives are of (O1) mapping the use of multimodal data to enhance the feedback in a learning context; (O2) showing how to combine machine learning with multimodal data; and (O3) aligning the terminology used in the field of machine learning and learning science. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2