Approaches to Analyzing Multimodal Interactions in STEM Learning with Technology: Triangulating and Interleaving

Autor/in	Sung, Hanall
Titel	Approaches to Analyzing Multimodal Interactions in STEM Learning with Technology: Triangulating and Interleaving
Quelle	(2023), (197 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2001-4
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Teaching Methods; Learning Processes; Cooperative Learning; Multimedia Instruction; Verbal Communication; Nonverbal Communication; Technology Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kooperatives Lernen; Multimediales Lernen; Non-verbal communication; Nonverbale Kommunikation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	While the challenges of collecting multiple streams of digital trace data are diminishing with the help of the rapid development of learning technologies, the challenges of analyzing and understanding multimodal interactions remain substantial. Diverse multimodal data sources, such as digital tool use, speech, gesture, and more, can make it challenging to combine and interpret data altogether. In this dissertation, I identified two distinct approaches to address these challenges: a more traditional approach based on triangulating different data modalities and a novel proposed approach that I refer to as interleaving, examined the affordances and challenges of each approach by presenting three empirical studies of multimodal learning analysis in learning and teaching in STEM domains of engineering and mathematics that I conducted employing triangulating, interleaving, or both approaches. This work aims to understand and support people's verbal and nonverbal ways of individual and collaborative meaning-making and knowledge expression in learning environments where people learn with technology. This work will contribute to the expansion of the theoretical and methodological underpinnings for multimodal interactions in technology-based learning environments, especially a growing line of research addressing the importance of temporality in learning processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01