Leveraging multimodal classroom data for teacher reflection: teachers' preferences, practices, and privacy considerations.

Autor/inn/en	Yang, Kexin Bella; Borchers, Conrad; Falhs, Ann-Christin; Echeverria, Vanessa; Karumbaiah, Shamya; Rummel, Nikol; Aleven, Vincent
Titel	Leveraging multimodal classroom data for teacher reflection: teachers' preferences, practices, and privacy considerations.
Quelle	Aus: Ferreira Mello, Rafael (Hrsg.); Rummel, Nikol (Hrsg.); Jivet, Ioana (Hrsg.); Pishtari, Gerti (Hrsg.); Ruipérez Valiente, José A. (Hrsg.): Technology enhanced learning for inclusive and equitable quality education. 19th European conference on technology enhanced learning, EC-TEL 2024, Krems, Austria, September 16-20, 2024. Proceedings. 1. Cham: Springer (2024) S. 498-511 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 15159
Sprache	englisch
Dokumenttyp	gedruckt; online; Sammelwerksbeitrag
ISBN	978-3-031-72314-8; 978-3-031-72315-5; 978-3-031-72316-2
DOI	10.1007/978-3-031-72315-5_34
Schlagwörter	Learning Analytics; Lehrer; Interaktion; Lernumgebung; Motivation; Reflexion (Phil); Privatsphäre; Tool
Abstract	Teacher reflection is essential for K-12 classrooms, including effective and personalized instruction. Multimodal Learning Analytics (MMLA), integrating data from digital and physical learning environments, could support teacher reflection. Classroom data collected from sensors and TEL environments are needed to produce such analytics. These novel data collection methods pose an open challenge of how MMLA research practices can ensure alignment with teachers' needs and concerns. This study explores K-12 teachers' perceptions and preferences regarding MMLA analytics and data sharing. Through a mixed-method survey, we explore teachers' (N = 100) preferences for analytics that help them reflect on their teaching practices, their favored data collection modalities, and data-sharing preferences. Results indicate that teachers were most interested in student learning analytics and their interactions and ways of motivating students. However, they were also significantly less accepting of collecting students' audio and position data compared to such data about themselves. Finally, teachers were less willing to share data about themselves than their students. Our findings contribute ethical, practical, and pedagogical considerations of MMLA analytics for teacher reflection, informing the research practices and development of MMLA within TEL. (übernommen).
Erfasst von	Externer Selbsteintrag
Update	2025/2