Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

Martinez-Maldonado, R; Buckingham Shum, S; Schneider, B; Charleer, S; Klerkx, J; Duval, E

Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

Martinez-Maldonado, R

Buckingham Shum, S

Schneider, B Charleer, S Klerkx, J Duval, E

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Publisher:: Society for Learning Analytics Research
Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2017, 4, (1), pp. 24-57
Issue Date:: 2017-03-14

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Field	Value	Language
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429
dc.contributor.author	Schneider, B
dc.contributor.author	Charleer, S
dc.contributor.author	Klerkx, J
dc.contributor.author	Duval, E
dc.date.accessioned	2022-08-01T05:05:24Z
dc.date.available	2022-08-01T05:05:24Z
dc.date.issued	2017-03-14
dc.identifier.citation	Journal of Learning Analytics, 2017, 4, (1), pp. 24-57
dc.identifier.issn	1929-7750
dc.identifier.issn	1929-7750
dc.identifier.uri	http://hdl.handle.net/10453/159434
dc.description.abstract	The continuous advancement of natural user interfaces (NUIs) allows for the development of novel and creative ways to support collocated collaborative work in a wide range of areas, including teaching and learning. The use of NUIs, such as those based on interactive multi-touch surfaces and tangible user interfaces (TUIs), can offer unique opportunities for learning, for automatically capturing digital traces of students’ multimodal interactions, and for facilitating multi-user exploration of student data. We used a composite framework to characterize our first-hand experiences and a small number of related deployments. The dimensions of analysis considered include the orchestration activities involved, the phases of pedagogical practice supported, the target actors, the iteration of the LA process, and the levels of impact of the LA deployment. Resultsfrom our analysis helped us identify the current trends, gaps, challenges, and pedagogical opportunities of the application of LA and the use of NUIs for support learning.
dc.language	en
dc.publisher	Society for Learning Analytics Research
dc.relation	University of Technology Sydney
dc.relation.ispartof	Journal of Learning Analytics
dc.relation.isbasedon	10.18608/jla.2017.41.4
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education
dc.title	Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis
dc.type	Journal Article
utslib.citation.volume	4
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-08-01T05:05:18Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	4
utslib.citation.issue	1

Abstract:

The continuous advancement of natural user interfaces (NUIs) allows for the development of novel and creative ways to support collocated collaborative work in a wide range of areas, including teaching and learning. The use of NUIs, such as those based on interactive multi-touch surfaces and tangible user interfaces (TUIs), can offer unique opportunities for learning, for automatically capturing digital traces of students’ multimodal interactions, and for facilitating multi-user exploration of student data. We used a composite framework to characterize our first-hand experiences and a small number of related deployments. The dimensions of analysis considered include the orchestration activities involved, the phases of pedagogical practice supported, the target actors, the iteration of the LA process, and the levels of impact of the LA deployment. Resultsfrom our analysis helped us identify the current trends, gaps, challenges, and pedagogical opportunities of the application of LA and the use of NUIs for support learning.

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http://hdl.handle.net/10453/159434