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Making sense together : multimodal learning analytics in a STEAM collaborative learning environment: An introduction to a proof-of-concept study.

Laribi, T. (2020) Making sense together : multimodal learning analytics in a STEAM collaborative learning environment: An introduction to a proof-of-concept study.

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Full Text Status:Access to this publication is restricted
Embargo date:25 August 2022
Abstract:The emergence of internet and e-learning platforms generated enthusiasm and curiosity among stakeholders in the education landscape and pushed traditional universities to rethink their strategies and methodologies. In the last decade, the rapid advances in data collection technologies and analytics techniques opened doors to a wide range of possibilities to drive this change. There is a growing excitement about the role of the field of learning analytics in guiding this transition to a better educational and learning experience, which lives up to the 21st century challenges. However, a broad range of learning analytics studies focus on online data generated from learning management systems, in which human-computer and human-human interaction is limited to and mediated by screen-based computers. In this thesis, we explore the development of a new learning analytics system, which focuses on the learning experience in a collaborative physical learning environment, using the learning analytics cycle as a methodology. The aim of the study is to contribute to inspiring the existing learning analytics approaches to expand their data collection to the physical environment, while addressing the ethical issues arising in the field. A background research led to the identification of the set of learning indicators that we can start measuring in the learning physical space, with an initial prototype system. The system, which collects the learners’ data, was built using a system design methodology and tested during two observational experiments. The first experiment served to test the robustness, usability and performance of the designed prototype. Building upon the first experiment’s feedback, the system was improved and used during the second experiment to collect learners’ data, which was analysed using common learning analytics data analysis techniques. Data analysis resulted in a set of recommended interventions for the organisation running the physical educational space, which need to be tested with further research. These interventions aim at improving the implementation of the desired learning experience and optimising the learning environment for the learners. Throughout the design process of the LA system, we tried to take in consideration the common ethical issues that the field encounters.
Item Type:Essay (Master)
Clients:
Kista Mentorspace, Stockholm, Sweden
Faculty:EEMCS: Electrical Engineering, Mathematics and Computer Science
Subject:81 education, teaching
Programme:Interaction Technology MSc (60030)
Link to this item:http://purl.utwente.nl/essays/83059
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