Blending learning analytics and embodied design to model students’ comprehension of measurement using their actions, speech, and gestures

Closser, Avery H.; Erickson, John A.; Smith, Hannah; Varatharaj, Ashvini; Botelho, Anthony F.

doi:10.1016/j.ijcci.2021.100391

Cited by 7 publications

(4 citation statements)

References 36 publications

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“…Una investigación que se realizó sobre la exploración comprensiva de conceptos de medición por parte de estudiantes universitarios se indicó, que las acciones y el habla se relacionaron con el desempeño de las tareas de medición. Asimismo, se mencionó que las actividades permitieron señalar niveles de conocimiento conceptual, así como los gestos predijeron el desempeño de las tareas de medición (Closser et al, 2021). En este estudio, puede entenderse que la comprensión de conceptos se refirió al vocabulario metodológico y las tareas de medición se relacionó al cumplimiento interpretativo del propio vocabulario metodológico.…”

Section: Discussionunclassified

“…El caos y la creatividad en la formación de educativa universitaria puede analizarse, a partir de la construcción de modelos de intercambios comunicacionales (Williams, 2018;Cavanagh et al, 2018), y una concepción del aprendizaje corporizado holístico mediante interacciones sociales puede ser, a través de un modelo de instrucciones pedagógicas en el semillero de investigación. El semillero de investigación representa la mayor expresión de excelencia en la formación universitaria, pues los estudiantes que se seleccionan y permanecen muestran alto rendimiento académico, organización, disciplina y actitudes ante los desafíos que se les imponen (Argota et al, 2023).…”

Section: Introductionunclassified

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Caos y creatividad desde un vocabulario metodológico en el aprendizaje corporizado del semillero de investigación

Calderón-Urriola,

Argota-Pérez

2023

Paideia XXI

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El objetivo del estudio fue describir el caos y la creatividad desde un vocabulario metodológico en el aprendizaje corporizado del semillero de investigación. Desde enero a diciembre de 2022 se realizó un proyecto piloto denominado “Formándose y Formando” con cuatro semilleros de investigación de la Universidad Nacional ¨San Luis Gonzaga¨, Ica, Perú. Se estableció, cuatro dimensiones pedagógicas para describir criterios de conceptualización en tres etapas y luego se consideró, el aprendizaje corporizado del vocabulario metodológico con cinco estructuras en un modelo pedagógico: título, introducción, objetivos, medición y mejora de propuesta. Se reconocieron criterios de conceptualización para dos niveles: práctico y teórico del vocabulario metodológico. La bigráfica arrojó como porcentaje de varianza al título (46,15%), introducción (23,22%), objetivos (20,18%), métodos (9,64%) y mejora de propuesta (0,81%). Se concluyó, que la descripción del caos y la creatividad del vocabulario metodológico en el aprendizaje corporizado del semillero de investigación mediante el modelo pedagógico definió la encarnación de una cognición y el aprendizaje donde las habilidades de integración de conocimientos se midieron con criterios de conceptualización.

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Section: Discussionunclassified

Section: Introductionunclassified

Caos y creatividad desde un vocabulario metodológico en el aprendizaje corporizado del semillero de investigación

Calderón-Urriola,

Argota-Pérez

2023

Paideia XXI

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“…With the embodiment turn has emerged methods for collecting and analyzing multimodal data to model embodied interactions (Worsley and Blikstein, 2018;Abrahamson et al, 2021). These include data for analyzing gestures (Closser et al, 2021), eye gaze (Schneider and Pea, 2013;Shvarts and Abrahamson, 2019), facial expression (Monkaresi et al, 2016;Sinha, 2021), grip intensity (Laukkonen et al, 2021), and so on, coupled with traditional statistical methods, qualitative methods, and deep learning algorithms that model human behavior based on massive amounts of mouse click and text-based data (e.g., Facebook's DeepText, Google's RankBrain). This shift in research methods has been enabled by the proliferation of low-cost, high-bandwidth cameras and sensors that track biometrics, facial, and body movement that supplement field notes, speech, text chat, and click log data (Schneider and Radu, 2022).…”

Section: Growth Of Multimodal Learning Analyticsmentioning

confidence: 99%

Disembodied AI and the limits to machine understanding of students' embodied interactions

Nathan

2023

Front. Artif. Intell.

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The embodiment turn in the Learning Sciences has fueled growth of multimodal learning analytics to understand embodied interactions and make consequential educational decisions about students more rapidly, more accurately, and more personalized than ever before. Managing demands of complexity and speed is leading to growing reliance by education systems on disembodied artificial intelligence (dAI) programs, which, ironically, are inherently incapable of interpreting students' embodied interactions. This is fueling a potential crisis of complexity. Augmented intelligence systems offer promising avenues for managing this crisis by integrating the strengths of omnipresent dAI to detect complex patterns of student behavior from multimodal datastreams, with the strengths of humans to meaningfully interpret embodied interactions in service of consequential decision making to achieve a balance between complexity, interpretability, and accountability for allocating education resources to children.

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“…The gesture is a person's natural behavior so that he can know what is conveyed when verbal communication is followed by nonverbal language through gestures (Closser et al, 2021;Okumus & Hollebrands, 2019). Gestures play a central role in cognition, with recent studies emphasizing that gestures are not just thoughts but are active and genuine elements of thought.…”

Section: Introductionmentioning

confidence: 99%

Student Gestures in Solving Mathematics Problems in Group Discussion Activities

Masniladevi

2022

j. ilm. sekol. Dasar

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As one of the subjects in the national education curriculum, mathematics has an important role in human life. Mathematics is not only used as a reference for continuing higher education but is also used to support one's career. However, in reality, students still find it difficult to understand the material being studied, including understanding the problems in mathematics. This study aims to analyze the use of gestures in solving mathematical problems in group discussions. This research uses qualitative research and uses exploratory, descriptive research. The research subjects selected consisted of 2 students in the low group, two in the medium group, and two in the high group based on discussions with the subject teacher. The observed gesture is when students solve problems in groups. The results of data analysis show that the gestures made by students have several variations. Students in the high group performed more gestures such as pointing, writing, and representational gestures, and they understood the problem better. Representational gestures used by high-ability students can provide conceptual understanding to their groupmates, while those with moderate and low abilities in the discussion process of solving mathematical problems are still confused in representing the intent of their problem-s.

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Blending learning analytics and embodied design to model students’ comprehension of measurement using their actions, speech, and gestures

Cited by 7 publications

References 36 publications

Caos y creatividad desde un vocabulario metodológico en el aprendizaje corporizado del semillero de investigación

Caos y creatividad desde un vocabulario metodológico en el aprendizaje corporizado del semillero de investigación

Disembodied AI and the limits to machine understanding of students' embodied interactions

Student Gestures in Solving Mathematics Problems in Group Discussion Activities

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