![]() ![]() We collected information from baseline to discharge on: sociodemographic characteristics, comorbidities and associated medications, vital signs, treatment received and lab test results. COVID19-Osakidetza is a prospective cohort study recruiting COVID-19 patients. We conclude that for MMLA to stay relevant and become part of mainstream education, future research should directly address the gaps identified in this review.ĭespite the publication of great number of tools to aid decisions in COVID-19 patients, there is a lack of good instruments to predict clinical deterioration. In this paper, we discuss the results through the lenses of two theoretical frameworks (1) evidence of impact types and (2) ethical dimensions of MMLA. ![]() The results show that the evidence of real-world impact on learning outcomes is weak, and ethical challenges of MMLA work are rarely addressed. The search of the literature resulted in 663 papers, of which 100 were included in the final synthesis. ![]() To address this gap, this paper provides an overview of the evidence of impact and ethical considerations stemming from an analysis of the relevant MMLA research published in the last decade. However, our understanding of the challenges associated with MMLA research from real-world teaching and learning environments is limited. A few recent literature reviews argue for the promising value of multimodal data in learning analytics research. This paper presents a systematic literature review of multimodal learning analytics (MMLA) research to assess (i) the available evidence of impact on learning outcomes in real-world contexts and (ii) explore the extent to which ethical considerations are addressed. There is a growing interest in the research and use of multimodal data in learning analytics. (2020) study focused on consent forms in MMLA research. Besides, Lew and Tang (2017) measured anxiety during EFL (English as a Foreign Language) essay writing with MMD from heart rate and galvanic skin response, but their results on educational outcomes were inconclusive and Beardsley et al. The papers cover a wide range of topics including classroom analytics for teacher orchestration Rodriguez Triana et al., 2017) group (Hsieh et al., 2010) reading comprehension (Lai et al., 2013) learner concentration teaching proficiency (Barmaki, 2015) improving students' talktime and nonverbal behaviours in virtual classrooms (Barmaki & Hughes, 2015) Maths learning from online platforms promoting student's performance healthcare training location analytics through proximity, location and motion data emotion and expression recognition collaborative learning to dance salsa (Romano et al., 2019) detecting and resolving learning gaps in general predicting children's academic performance from games (Lee-Cultura et al., 2020a) modeling learner behaviours in adaptive assessments cognitive, motivational and emotional aspects of science learning reflections on teaching practice and teacher gestures. The search pointed to twenty-two studies that proposed MMLA prototypes, yet did not provide any specific evidence about the impact of the system on the expected educational outcomes. ![]()
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