From Complexity to Parsimony: Integrating Latent Class Analysis to Uncover Multimodal Learning Patterns in Collaborative Learning

• URL: http://arxiv.org/abs/2411.15590v1
• Date: Sat, 23 Nov 2024 15:36:35 GMT
• Title: From Complexity to Parsimony: Integrating Latent Class Analysis to Uncover Multimodal Learning Patterns in Collaborative Learning
• Abstract summary: This study introduces a novel methodology for integrating latent class analysis (LCA) within Multimodal Learning Analytics (MMLA) LCA identified four distinct latent classes: Collaborative Communication, Embodied Collaboration, Distant Interaction, and Solitary Engagement. Epistemic network analysis compared these multimodal indicators with the original monomodal indicators and found that the multimodal approach was more parsimonious.
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Multimodal Learning Analytics (MMLA) leverages advanced sensing technologies and artificial intelligence to capture complex learning processes, but integrating diverse data sources into cohesive insights remains challenging. This study introduces a novel methodology for integrating latent class analysis (LCA) within MMLA to map monomodal behavioural indicators into parsimonious multimodal ones. Using a high-fidelity healthcare simulation context, we collected positional, audio, and physiological data, deriving 17 monomodal indicators. LCA identified four distinct latent classes: Collaborative Communication, Embodied Collaboration, Distant Interaction, and Solitary Engagement, each capturing unique monomodal patterns. Epistemic network analysis compared these multimodal indicators with the original monomodal indicators and found that the multimodal approach was more parsimonious while offering higher explanatory power regarding students' task and collaboration performances. The findings highlight the potential of LCA in simplifying the analysis of complex multimodal data while capturing nuanced, cross-modality behaviours, offering actionable insights for educators and enhancing the design of collaborative learning interventions. This study proposes a pathway for advancing MMLA, making it more parsimonious and manageable, and aligning with the principles of learner-centred education.

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