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2nd Crossmmla : Multimodal learning analytics across physical and digital spaces
- 2018
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Proceedings (redaktörskap) (refereegranskat)abstract
- Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.
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| 2. |
- Benton, Laura, et al.
(författare)
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A Critical Examination of Feedback in Early Reading Games
- 2018
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Ingår i: Proceedings of CHI 2018. - : ACM.
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Konferensbidrag (refereegranskat)abstract
- Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children’s reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.
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| 3. |
- Cukurova, Mutlu, et al.
(författare)
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An analysis framework for collaborative problem solving in practice-based learning activities : A mixed-method approach
- 2016
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Ingår i: Proceedings of LAK '16 6th International Conference on Learning Analytics and Knowledge. - New York, New York, USA : ACM Digital Library. ; , s. 84-88
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Konferensbidrag (refereegranskat)abstract
- Systematic investigation of the collaborative problem solving process in open-ended, hands-on, physical computing design tasks requires a framework that highlights the main process features, stages and actions that then can be used to provide 'meaningful' learning analytics data. This paper presents an analysis framework that can be used to identify crucial aspects of the collaborative problem solving process in practice-based learning activities. We deployed a mixed-methods approach that allowed us to generate an analysis framework that is theoretically robust, and generalizable. Additionally, the framework is grounded in data and hence applicable to real-life learning contexts. This paper presents how our framework was developed and how it can be used to analyse data. We argue for the value of effective analysis frameworks in the generation and presentation of learning analytics for practice-based learning activities.
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| 4. |
- Cukurova, Mutlu, et al.
(författare)
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Diagnosing collaboration in practice-based learning : Equality and Intra-individual variability of physical interactivity
- 2017
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Ingår i: Data Driven Approaches in Digital Education. - Cham : Springer. ; , s. 30-42
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Konferensbidrag (refereegranskat)abstract
- Collaborative problem solving (CPS), as a teaching and learning approach, is considered to have the potential to improve some of the most important skills to prepare students for their future. CPS often differs in its nature, practice, and learning outcomes from other kinds of peer learning approaches, including peer tutoring and cooperation; and it is important to establish what identifies collaboration in problem-solving situations. The identification of indicators of collaboration is a challenging task. However, students physical interactivity can hold clues of such indicators. In this paper, we investigate two non-verbal indexes of student physical interactivity to interpret collaboration in practice-based learning environments: equality and intra-individual variability. Our data was generated from twelve groups of three Engineering students working on open-ended tasks using a learning analytics system. The results show that high collaboration groups have member students who present high and equal amounts of physical interactivity and low and equal amounts of intra-individual variability.
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| 5. |
- Luckin, Rose, et al.
(författare)
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How Do We Unleash AIEd at Scale to Benefit All Teachers and Learners?
- 2017
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Ingår i: Artificial Intelligence in Education. - : Springer. ; , s. 665-667
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Konferensbidrag (refereegranskat)abstract
- The application of artificial intelligence to education (AIEd) has been the subject of academic research for more than 30 years, a period during which much technical progress has been made, but few in-roads into mainstream education have been achieved. With the upsurge of interest in AI in general and increasingly in AI for education in particular, what role could and should the AIED research community play?
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| 6. |
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| 7. |
- Spikol, Daniel, et al.
(författare)
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Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM Activities
- 2016
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Ingår i: Proceedings of LAK '16 6th International Conference on Learning Analytics and Knowledge. - New York, New York, USA : ACM Digital Library. ; , s. 522-523
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Konferensbidrag (refereegranskat)abstract
- This poster explores how to develop a working framework for STEM education that uses both human annotated and machine data across a purpose-built learning environment. Our dual approach is to develop a robust framework for analysis and investigate how to design a learning analytics system to support hands-on engineering design tasks. Data from the first user tests are presented along with the framework for discussion.
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| 8. |
- Ternblad, Eva Maria, et al.
(författare)
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Do preschoolers ‘Game the system’? : a case study of children’s intelligent (Mis)use of a teachable agent based play-&-learn game in mathematics
- 2018
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Ingår i: Artificial Intelligence in Education : 19th International Conference, AIED 2018, Proceedings - 19th International Conference, AIED 2018, Proceedings. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783319938424 - 9783319938431 ; 10947 LNAI, s. 557-569
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Konferensbidrag (refereegranskat)abstract
- For learning to take place in digital learning environments, learners need to use educational software – more or less – as intended. However, previous studies show that some school children, instead of trying to learn and master a skill, choose to systematically exploit or outsmart the system to gain progress. But what about preschoolers? The present study explores the presence of this kind of behavioral patterns among preschoolers who use a teachable agent-based play-&-learn game in early math. We analyzed behavioral data logs together with interviews and observations. We also analyzed action patterns deviating from the pedagogical design intentions in terms of non-harmful gaming, harmful gaming, and wheel-spinning. Our results reveal that even if pedagogically not intended use of the game did occur, harmful gaming was rare. Interestingly, the results also indicate an unexpected awareness in children of what it means to learn and to teach. Finally, we present a series of possible adjustments of the used software in order to decrease gaming-like behavior or strategies that signalize insufficient skills or poor learning.
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