Vujovic, M., Hernandez-Leo, D., Martinez-Maldonado, R., Cukurova, M., & Spikol, D. (2022). Multimodal Learning Analytics and the Design of Learning Spaces. In M. Giannakos, D. Spikol, & D. Di Mitri (Eds.), The Multimodal Learning Analytics Handbook (pp. 31–49). Springer. https://doi.org/10.1007/978-3-031-08076-0_2
Research on learning spaces and their impact on teaching and learning has been a field of inquiry for decades. Yet, technological advances regarding data capture and analysis tools are opening both new opportunities and challenges in this area. This chapter illustrates the potential key role of multimodal learning analytics (MMLA) in advancing learning space research. In particular, the chapter presents a chronological overview of the evolution of analytical studies in physical learning spaces. The chapter also offers three detailed case studies from current research that illustrate how MMLA can enable spatial analyses to study learners and teachers actions in collaborative learning settings in ways that were not possible in the past. The case studies bring out interesting results that can be useful for informing the design of learning spaces while also emphasizing the complexity of measuring the effects of MMLA innovations on learning processes. By bringing together an overview of the evolution in this research line and current studies with their findings, the chapter highlights the increasing potential of MMLA to advance learning space research.
Visual Computing and Human-Centered Technology: 50% Sensor Systems: 50%