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Advancing Multimodal Collaboration Analytics: A Scoping Review

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Title: Advancing Multimodal Collaboration Analytics: A Scoping Review
Language: English
Authors: Rachelle Esterhazy (ORCID 0000-0003-0494-1417), Rogers Kaliisa (ORCID 0000-0001-6528-8517), Daniel Sanchez (ORCID 0000-0001-9771-180X), Malcolm Langford (ORCID 0000-0002-5975-4320), Crina Damsa (ORCID 0000-0001-7382-4164)
Source: Journal of Learning Analytics. 2025 12(2):105-124.
Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Learning Analytics, Cooperative Learning, Learning Processes, Learning Modalities, Auditory Perception, Visual Learning, Physiology, Kinesthetic Perception, Tactual Perception
ISSN: 1929-7750
Abstract: The advent of advanced technology has opened new horizons for studying collaborative learning, although ambiguity remains in the classification and rationale for combining modalities in multimodal collaboration analytics (MMCA). Addressing this gap is crucial for the progression of collaborative learning practices and research. This review critically examines and classifies the modalities employed in MMCA studies while elucidating the rationales for their combined use and their resulting empirical contributions to collaborative learning research. A scoping review of 36 empirical studies informs the development of a framework for classifying modalities used in MMCA. We also review the rationales underlying the use of different combinations of modalities and how MMCA literature contributes to our understanding of collaboration. The review results in a definitional framework comprising five categories: auditory, visual, physiological, kinesthetic, and tactile. The findings reveal diverse arrangements of modalities. We find that the underlying rationales for combining modalities are based on technical, practical/pedagogical, methodological, or theoretical premises, which lead to different empirical contributions. Conducting MMCA research is motivated by the need for a holistic comprehension of learner behaviours, interactions, and cognitive processes during collaboration, transcending the limitations of single modalities in isolation. These findings offer both a theoretical and practical guidepost for enhancing MMCA research and applications.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483357
Database: ERIC
FullText Text:
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  Data: Advancing Multimodal Collaboration Analytics: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Rachelle+Esterhazy%22">Rachelle Esterhazy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0494-1417">0000-0003-0494-1417</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rogers+Kaliisa%22">Rogers Kaliisa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6528-8517">0000-0001-6528-8517</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Sanchez%22">Daniel Sanchez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9771-180X">0000-0001-9771-180X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Malcolm+Langford%22">Malcolm Langford</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5975-4320">0000-0002-5975-4320</externalLink>)<br /><searchLink fieldCode="AR" term="%22Crina+Damsa%22">Crina Damsa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7382-4164">0000-0001-7382-4164</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2025 12(2):105-124.
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  Data: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
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  Data: <searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Learning%22">Visual Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Kinesthetic+Perception%22">Kinesthetic Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Tactual+Perception%22">Tactual Perception</searchLink>
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  Data: The advent of advanced technology has opened new horizons for studying collaborative learning, although ambiguity remains in the classification and rationale for combining modalities in multimodal collaboration analytics (MMCA). Addressing this gap is crucial for the progression of collaborative learning practices and research. This review critically examines and classifies the modalities employed in MMCA studies while elucidating the rationales for their combined use and their resulting empirical contributions to collaborative learning research. A scoping review of 36 empirical studies informs the development of a framework for classifying modalities used in MMCA. We also review the rationales underlying the use of different combinations of modalities and how MMCA literature contributes to our understanding of collaboration. The review results in a definitional framework comprising five categories: auditory, visual, physiological, kinesthetic, and tactile. The findings reveal diverse arrangements of modalities. We find that the underlying rationales for combining modalities are based on technical, practical/pedagogical, methodological, or theoretical premises, which lead to different empirical contributions. Conducting MMCA research is motivated by the need for a holistic comprehension of learner behaviours, interactions, and cognitive processes during collaboration, transcending the limitations of single modalities in isolation. These findings offer both a theoretical and practical guidepost for enhancing MMCA research and applications.
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      – Text: English
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        PageCount: 22
        StartPage: 105
    Subjects:
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Learning Processes
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      – SubjectFull: Learning Modalities
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      – SubjectFull: Auditory Perception
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      – SubjectFull: Visual Learning
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      – SubjectFull: Physiology
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      – SubjectFull: Kinesthetic Perception
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      – SubjectFull: Tactual Perception
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      – TitleFull: Advancing Multimodal Collaboration Analytics: A Scoping Review
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