Please use this identifier to cite or link to this item:
doi:10.22028/D291-36873
Title: | Being in-sync: A multimodal framework on the emotional and cognitive synchronization of collaborative learners |
Author(s): | Aoyama Lawrence, Lena Weinberger, Armin |
Language: | English |
Title: | Frontiers in Education |
Volume: | 7 |
Publisher/Platform: | Frontiers |
Year of Publication: | 2022 |
Free key words: | co-present CSCL emotion joint attention synchronization multi-modal learning analytics |
DDC notations: | 370 Education |
Publikation type: | Journal Article |
Abstract: | Collaborative learners share an experience when focusing on a task together and coevally influence each other’s emotions and motivations. Continuous emotional synchronization relates to how learners co-regulate their cognitive resources, especially regarding their joint attention and transactive discourse. “Being in-sync” then refers to multiple emotional and cognitive group states and processes, raising the question: to what extent and when is being in-sync beneficial and when is it not? In this article, we propose a framework of multi-modal learning analytics addressing synchronization of collaborative learners across emotional and cognitive dimensions and different modalities. To exemplify this framework and approach the question of how emotions and cognitions intertwine in collaborative learning, we present contrasting cases of learners in a tabletop environment that have or have not been instructed to coordinate their gaze. Qualitative analysis of multimodal data incorporating eye-tracking and electrodermal sensors shows that gaze instruction facilitated being emotionally, cognitively, and behaviorally “in-sync” during the peer collaboration. Identifying and analyzing moments of shared emotional shifts shows how learners are establishing shared understanding regarding both the learning task as well as the relationship among them when they are emotionally “in-sync.” |
DOI of the first publication: | 10.3389/feduc.2022.867186 |
URL of the first publication: | https://www.frontiersin.org/articles/10.3389/feduc.2022.867186 |
Link to this record: | urn:nbn:de:bsz:291--ds-368737 hdl:20.500.11880/33493 http://dx.doi.org/10.22028/D291-36873 |
ISSN: | 2504-284X |
Date of registration: | 21-Jul-2022 |
Faculty: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Department: | HW - Bildungswissenschaften |
Professorship: | HW - Prof. Dr. Armin Weinberger |
Collections: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Files for this record:
File | Description | Size | Format | |
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feduc-07-867186.pdf | 3,26 MB | Adobe PDF | View/Open |
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