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Round or rectangular tables for collaborative problem solving?: A multimodal learning analytics study
Univ Pompeu Fabra, ICT Dept, TIDE Res Grp, Barcelona, Spain.
TIDE Res Grp, Barcelona, Spain; Univ Pompeu Fabra, ICT Dept, Barcelona, Spain.
SIMBiosys Grp, Multiscale & Computat Biomech & Mechanobiol Team, Barcelona, Spain.
Malmö University, Internet of Things and People (IOTAP). Malmö University, Faculty of Technology and Society (TS), Department of Computer Science and Media Technology (DVMT). Internet Things Res Ctr, Smart Learning, Madison, WI USA.ORCID iD: 0000-0001-9454-0793
2020 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 51, no 5, p. 1597-1614Article in journal (Refereed) Published
Abstract [en]

The current knowledge of the effects of the physical environment on learners' behaviour in collaborative problem-solving tasks is underexplored. This paper aims to critically examine the potential of multimodal learning analytics, using new data sets, in studying how the shapes of shared tables affect the learners' behaviour when collaborating in terms of patterns of participation and indicators related to physical social interactions. The research presented in this paper investigates this question considering the potential interplay with contextual aspects (level of education) and learning design decisions (group size). Three dependent variables (distance between students, range of movement and level of participation) are tested using quantitative and qualitative analyses of data collected using a motion capture system and video recordings. Results show that the use of round tables (vs rectangular tables) leads to higher levels of on-task participation in the case of elementary school students. For university students, different table shapes seem to have a limited impact on their levels of participation in collaborative problem solving. The analysis shows significant differences regarding the relationship between group size and the distance between students, but there is no substantial evidence that group size affects the level of participation. The findings support previous research highlighting the importance of studying the role of the physical environment as an element of learning design and the potential of multimodal learning analytics in approaching these studies.

Place, publisher, year, edition, pages
John Wiley & Sons, 2020. Vol. 51, no 5, p. 1597-1614
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Learning
Identifiers
URN: urn:nbn:se:mau:diva-17825DOI: 10.1111/bjet.12988ISI: 000544059400001Scopus ID: 2-s2.0-85087212826OAI: oai:DiVA.org:mau-17825DiVA, id: diva2:1454973
Available from: 2020-07-21 Created: 2020-07-21 Last updated: 2024-09-17Bibliographically approved

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Spikol, Daniel

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