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Autor:
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik:

Titel:
From signals to knowledge
A conceptual model for multimodal learning analytics

Quelle:
In: Journal of Computer Assisted Learning, 34 (2018) 4 , 338-349

URL des Volltextes:
https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12288

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft

Schlagwörter:
Computerunterstütztes Lernen, Datenanalyse, Lernprozess, Lernverhalten, Lerntheorie, Methode, Klassifikation, Modell, Empirische Forschung, Experimentelle Untersuchung, Übersicht


Abstract(englisch):
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 humandriven 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.)


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last modified Nov 11, 2016