TRENDS- Going beyond what is visible: What multichannel data can reveal about
interaction in the context of collaborative learning?
Story Notes
Who
Methods
What interesting
What new
What Controversial
What relevant
Problem
Collecting Data
Understand Interaction
In Collaborative Learning
Aspects
Simultaneous Arousal
Feeling
Emotion
Response
Facial Expression
Channels
Physiological
Video Observation
Facial Recognition
Type of regulation of learning
during Collaborative Learning
5 groups / 3 members
Design healthy breakfast for athlete
Empatica sensors capture arousal
Video observation to contextualize working phases & types of interaction
Post-processing record: create facial expression data
Result
- Simultaneous arousal episodes occurred throughout phases of collaborative learning
- Learners presented the most NEGATIVE facial expressions during simultaneous arousal episodes.
- Most of collaborative interaction was low-level during arousal
- Regulated learning was not observable
- Regulated learning was present when Interaction was high-level
- When Interaction was confused, it included monitoring activities
- Represents an advance in testing new methods
for objective measurement of Social Interaction and Regulated
Learning in Collaborative Contexts
10 years researching SRL
Strong self-regulation skills can adapt to challenges in learning situations
SRL as a cyclical, complex metacognitive and social process that involves adaptation in thinking, motivation, emotion, and behavior
adapt their task perceptions, goals, and
strategies.
Tech deve -> beyond: ontologically flat data
Problem
extremely difficult to recognize and make visible how learners confront challenges that might undermine or activate their learning progress
electrodermal activity (EDA)
measure physiological data
physiological signals
providing information
Cognitive demand
Task difficulty
Attention to Task Engagment
Measure Collaborative Learning
Not only of students' verbal utterances in learning situations but also of the
physiological reactions— normally invisible to human detection—underlying those utterances.
click to edit
by engaging in different types of mutual interaction
1.1. Self-regulated learning as an adaptive and cyclical process
SRL is not necessarily linear
in each phase of study, learners revisit and
change their plans or strategies through metacognitive monitoring
Regulation is not spontaneous or automatic; rather, it is characterized by intent or purposeful action in
response to challenges or novel situations
Overtime
in responding to new challenges, situations, or failures in ways that optimize
progress toward personal goals
3 phases in SRL
Planning
Strategic enactment
Evaluation
1.2. 1.2. Collaborative learning and social interaction
collaboration def
construction of shared understanding through interaction with others,
in which the participants are committed to or engaged in shared goals
Types of Interaction
In collaborative learning, students' behavior is more complex than in the case of individual learning
High - level
Low- level
click to edit
all the
learners contribute to the co-construction of knowledge by asking
questions and negotiating task concepts as they engage in regulation of
learning.
click to edit
Learners are instead more focused on
gaining an individual understanding of the relevant topics by reading
and processing information rather than interacting with their group
members
Environment
Effective collaboration requires an environment that promotes positive interdependence and facilitates each group member's contribution.
Enhance by
structure student interaction through scripting
click to edit
to provide opportunities to
share learning materials and edit them collaboratively, engaging in
group discussions and giving and receiving peer feedback on the collaborative learning progress
Not only task-related but also positive socio-emotional interactions that are relevant for self-expression
If Personal Goals difference is not rresolved
Affect
Interaction
Motivation
Social masking
This is largely because emotional expressions are
sometimes difficult to capture because of social masking,
To date, relatively few empirical studies have explored both the
types of interaction that emerge when learners collaborate and expressions of emotion in those situations
Capturing
Cognition
Affect
Video
Cognition
Metacognition
Facial
Affective states
Research Questions
1) How do
phase of working and type of interaction relate to simultaneous occurrence of arousal among group members?
2) What types of facial expression (positive, negative, or neutral) are observed when arousal occurs simultaneously among group members?
3) How does regulation
of learning appear during interaction when arousal occurs simultaneously among group members?
click to edit
click to edit
However, the groups mostly
experienced simultaneous arousal during task instructions.
To avoid this anticipation effect, measures of EDA should perhaps be taken into account after the learners have acquired sufficient
information about what they are expected to do.
For the most part, the interaction was low-level in each phase of
working.
One limitation of this study was the small sample size, which hinders generalization which is a result of bad quality of physiological
data.
click to edit
The bad quality of the physiological data was due mainly to the
fact that sensors were not attached properly at the beginning of th
study or became loose as the task progressed.e