TY - GEN
T1 - Focused or stuck together
T2 - 10th International Conference on Learning Analytics and Knowledge: Shaping the Future of the Field, LAK 2020
AU - Vrzakova, Hana
AU - Amon, Mary Jean
AU - Stewart, Angela
AU - Duran, Nicholas D.
AU - D'Mello, Sidney K.
N1 - Funding Information:
We thank our colleagues, Lucca Eloy, Caroline Reinhardt, and Amanda Michaels, for their help with data collection and processing. The work was supported by National Science Foundation (NSF DUE 1745442) and Institute of Education Sciences (IES R305A170432). Any opinions, findings and conclusions or recommendations expressed in this material are those of authors and do not necessarily reflect the views of the funding agencies.
Publisher Copyright:
© 2020 Association for Computing Machinery.
PY - 2020/3/23
Y1 - 2020/3/23
N2 - Collaborative problem solving (CPS) in virtual environments is an increasingly important context of 21st century learning. However, our understanding of this complex and dynamic phenomenon is still limited. Here, we examine unimodal primitives (activity on the screen, speech, and body movements), and their multimodal combinations during remote CPS. We analyze two datasets where 116 triads collaboratively engaged in a challenging visual programming task using video conferencing software. We investigate how UI-interactions, behavioral primitives, and multimodal patterns were associated with teams' subjective and objective performance outcomes. We found that idling with limited speech (i.e., silence or backchannel feedback only) and without movement was negatively correlated with task performance and with participants' subjective perceptions of the collaboration. However, being silent and focused during solution execution was positively correlated with task performance. Results illustrate that in some cases, multimodal patterns improved the predictions and improved explanatory power over the unimodal primitives. We discuss how the findings can inform the design of real-time interventions for remote CPS.
AB - Collaborative problem solving (CPS) in virtual environments is an increasingly important context of 21st century learning. However, our understanding of this complex and dynamic phenomenon is still limited. Here, we examine unimodal primitives (activity on the screen, speech, and body movements), and their multimodal combinations during remote CPS. We analyze two datasets where 116 triads collaboratively engaged in a challenging visual programming task using video conferencing software. We investigate how UI-interactions, behavioral primitives, and multimodal patterns were associated with teams' subjective and objective performance outcomes. We found that idling with limited speech (i.e., silence or backchannel feedback only) and without movement was negatively correlated with task performance and with participants' subjective perceptions of the collaboration. However, being silent and focused during solution execution was positively correlated with task performance. Results illustrate that in some cases, multimodal patterns improved the predictions and improved explanatory power over the unimodal primitives. We discuss how the findings can inform the design of real-time interventions for remote CPS.
KW - CSCL
KW - CSCW
KW - Interpretability
KW - Multimodal Learning Analytics
UR - http://www.scopus.com/inward/record.url?scp=85082384226&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85082384226&partnerID=8YFLogxK
U2 - 10.1145/3375462.3375467
DO - 10.1145/3375462.3375467
M3 - Conference contribution
AN - SCOPUS:85082384226
T3 - ACM International Conference Proceeding Series
SP - 295
EP - 304
BT - LAK 2020 Conference Proceedings - Celebrating 10 years of LAK
PB - Association for Computing Machinery
Y2 - 23 March 2020 through 27 March 2020
ER -