Multimodal analysis of interaction data from embodied education technologies

IF 3.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Etr&d-Educational Technology Research and Development Pub Date : 2023-06-21 DOI:10.1007/s11423-023-10254-9

Candace Walkington, Mitchell J. Nathan, Wen Huang, Jonathan Hunnicutt, Julianna Washington

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引用次数: 1

Abstract

Abstract The emergence of immersive digital technologies, such as shared augmented reality (shAR), virtual reality (VR) and motion capture (MC) offers promising new opportunities to advance our understanding of human cognition and design innovative technology-enhanced learning experiences. Theoretical frameworks for embodied and extended cognition can guide novel ways in which learning in these environments can be understood and analyzed. This conceptual paper explores a research method in Educational Technology—multimodal analysis for embodied technologies—and provides examples from shAR, VR, and MC projects that use this approach. This analysis involves tracking learners’ gestures, actions on physical and virtual objects, whole body movements and positions, and their talk moves, in addition to other relevant modalities (e.g., written inscriptions), over time and across space. We show how this analysis allows for new considerations to arise relating to the design of educational technology to promote collaboration, to more fully capture students’ knowledge, and to understand and leverage the perspectives of learners.

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体现教育技术交互数据的多模态分析

沉浸式数字技术的出现，如共享增强现实(shAR)、虚拟现实(VR)和动作捕捉(MC)，为促进我们对人类认知的理解和设计创新的技术增强学习体验提供了有希望的新机会。具身认知和扩展认知的理论框架可以指导理解和分析这些环境中的学习的新方法。这篇概念性的论文探讨了教育技术的一种研究方法——多模态分析具体技术——并提供了使用这种方法的shAR、VR和MC项目的例子。这种分析包括跟踪学习者的手势，对物理和虚拟物体的动作，全身运动和位置，以及他们的谈话动作，除了其他相关的模式(例如，文字铭文)，随着时间和空间的变化。我们展示了这种分析如何考虑到与教育技术设计相关的新问题，以促进合作，更充分地获取学生的知识，并理解和利用学习者的观点。

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来源期刊

Etr&d-Educational Technology Research and Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

4.00%

发文量

期刊介绍： Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.

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