Roberto Martínez‐Maldonado
Dados Biográficos
| ID | 6509751 |
|---|---|
| NOME | Roberto Martínez‐Maldonado |
| PRENOMES | Roberto |
| SOBRENOME | Martínez‐Maldonado |
| ASSINATURA | MALDONADO R M |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0002-8375-1816 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Design Thinking and Learning Analytics
When machines join the moral circle
Generative AI is increasingly positioned as a peer in collaborative learning, yet its effects on ethical deliberation remain unclear. We report a between‐subjects experiment with university students ( N = 217) who discussed an autonomous‐vehicle dilemma in triads under three conditions: human‐only control, supportive AI teammate or contrarian AI teammate. Using moral foundations lexicons, argumentative coding from the augmentative knowledge const…
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
A learning analytics dashboard to support students' reflection on collaboration
Dissecting the temporal dynamics of embodied collaborative learning using multimodal learning analytics
Embodied collaborative learning, intertwining verbal and physical behaviors, is an intricate learning process demanding a multifaceted approach for comprehensive understanding. Prior studies in this field have often neglected the temporal dynamics and the interplay between verbal and bodily behaviors in collaborative learning settings. This study bridges this gap by employing an integrative approach combining social constructivism, situated cogni…
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Dialogic feedback at scale
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A t…
Human‐Centred Learning Analytics
Human‐Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub‐topic within Learning Analytics, drawing primarily on the theories and methods of Human‐Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical fact…
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics
Effective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organis…
Practical and ethical challenges of large language models in education
Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future res…
The effects of visualisation literacy and data storytelling dashboards on teachers’ cognitive load
Learning analytics (LA) dashboards are becoming increasingly available in various learning settings. However, teachers may face challenges in understanding and interpreting the data visualisations presented on those dashboards. In response to this, some LA researchers are incorporating visual cueing techniques, like data storytelling (DS), into LA dashboard design to reduce the data visualisation skills – often referred to as visualisation litera…
The role of indoor positioning analytics in assessment of simulation‐based learning
Simulation‐based learning provides students with unique opportunities to develop key procedural and teamwork skills in close‐to‐authentic physical learning and training environments. Yet, assessing students' performance in such situations can be challenging and mentally exhausting for teachers. Multimodal learning analytics can support the assessment of simulation‐based learning by making salient aspects of students' activities visible for evalua…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Assessment in the age of artificial intelligence
In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and asse…
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Enriching teachers’ assessments of rhythmic Forró dance skills by modelling motion sensor data
Designing translucent learning analytics with teachers
Learning Analytics (LA) systems can offer new insights into learners’ behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Le…
Mapping from proximity traces to socio‐spatial behaviours and student progression at the school
Identifying students facing difficulties and providing them with timely support is one of the educator's key responsibilities. Yet, this task is becoming increasingly challenging as the complexity of physical learning spaces grows, along with the emergence of novel educational technologies and classroom designs. There has been substantial research and development work focused on identifying student social behaviours in digital platforms (eg, the …
Transmission of Sars-CoV-2 in a primary school setting with and without public health measures using real-world contact data
Background: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic. Methods: Approximately 172.63 million position data from 98 students and six teachers from an open-plan p…
Challenges and opportunities of multimodal data in human learning
Multimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA…
Where is the teacher? Digital analytics for classroom proxemics
The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents h…
The promise and challenges of multimodal learning analytics
Sem obras proeminentes nesta página.
Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-surface Classroom Ecology
Collocated Collaboration Analytics
Learning to collaborate effectively requires practice, awareness of group dynamics, and reflection; often it benefits from coaching by an expert facilitator. However, in physical spaces it is not always easy to provide teams with evidence to support collaboration. Emerging technology provides a promising opportunity to make collocated collaboration visible by harnessing data about interactions and then mining and visualizing it. These collocated …
Fad
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: fr…
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Orchestrating learning analytics (OrLA)
Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a part…
Where is the teacher? Digital analytics for classroom proxemics
The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents h…
The promise and challenges of multimodal learning analytics
Data in practice
Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are de…
Challenges and opportunities of multimodal data in human learning
Multimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Assessment in the age of artificial intelligence
In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and asse…
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Enriching teachers’ assessments of rhythmic Forró dance skills by modelling motion sensor data
Designing translucent learning analytics with teachers
Learning Analytics (LA) systems can offer new insights into learners’ behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Le…
Mapping from proximity traces to socio‐spatial behaviours and student progression at the school
Identifying students facing difficulties and providing them with timely support is one of the educator's key responsibilities. Yet, this task is becoming increasingly challenging as the complexity of physical learning spaces grows, along with the emergence of novel educational technologies and classroom designs. There has been substantial research and development work focused on identifying student social behaviours in digital platforms (eg, the …
Transmission of Sars-CoV-2 in a primary school setting with and without public health measures using real-world contact data
Background: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic. Methods: Approximately 172.63 million position data from 98 students and six teachers from an open-plan p…
The role of indoor positioning analytics in assessment of simulation‐based learning
Simulation‐based learning provides students with unique opportunities to develop key procedural and teamwork skills in close‐to‐authentic physical learning and training environments. Yet, assessing students' performance in such situations can be challenging and mentally exhausting for teachers. Multimodal learning analytics can support the assessment of simulation‐based learning by making salient aspects of students' activities visible for evalua…
Dialogic feedback at scale
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A t…
Human‐Centred Learning Analytics
Human‐Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub‐topic within Learning Analytics, drawing primarily on the theories and methods of Human‐Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical fact…
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics
Effective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organis…
Practical and ethical challenges of large language models in education
Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future res…
The effects of visualisation literacy and data storytelling dashboards on teachers’ cognitive load
Learning analytics (LA) dashboards are becoming increasingly available in various learning settings. However, teachers may face challenges in understanding and interpreting the data visualisations presented on those dashboards. In response to this, some LA researchers are incorporating visual cueing techniques, like data storytelling (DS), into LA dashboard design to reduce the data visualisation skills – often referred to as visualisation litera…
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Computer Science (26 obras) · Psychology (18 obras) · Data science (17 obras) · Learning analytics (17 obras) · Online Learning and Analytics (17 obras) · Analytics (16 obras) · Knowledge management (14 obras) · Mathematics education (14 obras) · Innovative Teaching and Learning Methods (11 obras) · Artificial Intelligence (10 obras)