Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literat
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Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review Omid Noroozi 1,2 & Héctor J. Pijeira-Díaz 1 & Marta Sobocinski 1 & Muhterem Dindar 1 & Sanna Järvelä 1 & Paul A. Kirschner 1,3 Received: 8 January 2020 / Accepted: 17 May 2020/ # The Author(s) 2020
Abstract This systematic review on data modalities synthesises the research findings in terms of how to optimally use and combine such modalities when investigating cognitive, motivational, and emotional learning processes. ERIC, WoS, and ScienceDirect databases were searched with specific keywords and inclusion criteria for research on data modalities, resulting in 207 relevant publications. We provide findings in terms of target journal, country, subject, participant characteristics, educational level, foci, type of data modality, research method, type of learning, learning setting, and modalities used to study the different foci. In total, 18 data modalities were classified. For the 207 multimodal publications, 721 occurrences of modalities were observed. The most popular modality was interview followed by survey and observation. The least common modalities were heart rate variability, facial expression recognition, and screen recording. From the 207 publications, 98 focused exclusively on the cognitive aspects of learning, followed by 27 publications that only focused on motivation, while only five publications exclusively focused on emotional aspects. Only 10 publications focused on a combination of cognitive, motivational, and emotional aspects of learning. Our results plea for the increased use of objective measures, highlight the need for triangulation of objective and subjective data, and demand for more research on combining various aspects of learning. Further, rather than researching cognitive, motivational, and emotional aspects of learning separately, we encourage scholars to tap into multiple learning processes with multimodal data to derive a more comprehensive view on the phenomenon of learning. Keywords Cognition . Emotion . Learning . Motivation . Multimodality
* Omid Noroozi [email protected]; [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction The socio-cognitive theory posits that learning is an active constructive process in which individuals intentionally seek and process information (Bandura 2001; Pintrich 2000). From this perspective, learning involves the interaction of cognitive, motivational, and emotional processes situated in a learning context (Zimmerman and Schunk 2011). Such processes during learning are not confined to a single individual learner. Learners generally learn in a social context that involves interaction with their peers, teachers, and even parents. Learners are not only responsible for their own cognition, motivation, and emotion, but are also collaboratively responsible for the thoughts, feelings, and actions of others (Hadwin et al. 2017). Fur
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