Multimodal learning analytics-In-between student privacy and encroachment: A systematic review

作     者：Prinsloo, Paul Slade, Sharon Khalil, Mohammad 

作者机构：Univ South Africa Dept Business Management Pretoria South Africa Univ Bergen Ctr Sci Learning & Technol SLATE Bergen Norway POB 392Unisa ZA-0003 Pretoria South Africa 

出 版 物：《BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY》 (英国教育技术杂志)

年 卷 期：2023年第54卷第6期

页      面：1566-1586页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：ethics multimodal learning analytics privacy student data 

摘      要：Since the emergence of learning analytics (LA) in 2011 as a distinct field of research and practice, multimodal learning analytics (MMLA), shares an interdisciplinary approach to research and practice with LA in its use of technology (eg, low cost sensors, wearable technologies), the use of artificial intelligence (AI) and machine learning (ML), and the provision of automated, mostly real-time feedback to students and instructors. Much of MMLA takes place in experimental and laboratory settings, researching students learning in in-between spaces-between research and classroom application, in-between students learning in private and public spaces as researchers track students learning both in their use of social media and connected devices, and through the use of context-aware and adaptive devices;and lastly, in-between respecting students privacy while increasingly using intrusive technologies. This study seeks to establish what is known about MMLA in terms of rationale for applications, the nature and scope of data collected, the study contexts, evidence of commercial interests and/or downstream uses of students data, and consideration of ethics, privacy, and the protection of student data. This systematic review analysed 192 articles using a search string consisting of various combinations of multimodal (data) and learning analytics. The main findings include, inter alia, that though MMLA provide insights into learning and teaching, there is little evidence of MMLA findings successfully being applied to classroom settings, at scale. Given that the nature of MMLA research often necessitates the use of a range of (intrusive) sensors and recording technologies and can include children in its samples;the encroachment of students right to privacy is a huge concern that is not addressed. There is also a need to reconsider the rationale for collecting multimodal data, the conditions under which such data collection will be ethical and in service of students wellne