Studying collaborative learning space design with multimodal learning analytics
Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and techno...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/673315 |
| Acceso en línea: | http://hdl.handle.net/10803/673315 |
| Access Level: | acceso abierto |
| Palabra clave: | Collaborative learning space Multimodal learning analytics Table shape Group size Gender Experimental design Espacios para el aprendizaje colaborativo Analítica de aprendizaje multimodal Formas de mesas Tamaño de grupo Género Diseño experimental 62 |
| Sumario: | Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have explored how learning spaces can play a role in inhibiting or encouraging student participation in active learning tasks, such those applying collaborative learning methods. However, the methods used in these studies have provided limited empirical evidence on the effects that specific design elements of collaborative learning spaces have on student behaviour. In this context, technological advances in data capture and analysis tools offer new opportunities and challenges to overcome this lack of evidence. In particular, the potential to advance learning space research through approaches involving Multimodal Learning Analytics (MMLA) is becoming increasingly clear. This dissertation contributes to emerging MMLA research by aiming to disentangle the effects of space design elements and their interaction with other learning design elements in order to help broaden the evidence-based design spectrum with more fruitful learning. In particular, the thesis focuses on the interaction of table shapes in learning spaces with the group size learning design element. The dissertation also explores the relevant, but often neglected, gender perspective. An experimental design methodology is applied with the objective of answering research questions related to: (1) the differences in student behaviour when two table shapes and two group sizes are used; (2) indicators relevant to collaborative learning space research; and (3) data collection, analytical, and visualisation techniques. Contributions include the first empirical evidence about the influence of table shape on student behaviour, including effects arising from the interaction of table shape with group size and student gender. In addition, the dissertation offers a new case that discusses MMLA indicators in this field and explores how motion capture, temporal analysis, and aggregated visualisation can contribute to collaborative learning space research. |
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