Being in-sync
A multimodal framework on the emotional and cognitive synchronization of collaborative learners
Dados Bibliográficos
| ID | 22166310 |
|---|---|
| Autores | Lena Aoyama Lawrence (Saarland University, autor correspondente), Armin Weinberger (0000-0002-5837-0819, Saarland University, autor correspondente) |
| Ano | 2022 |
| Volume | 7 |
| Data de publicação | 2022-07-15 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.867186 |
| OpenAlex | W4285591265 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 78 |
Collaborative learners share an experience when focusing on a task together and coevally influence each other’s emotions and motivations. Continuous emotional synchronization relates to how learners co-regulate their cognitive resources, especially regarding their joint attention and transactive discourse. “Being in-sync” then refers to multiple emotional and cognitive group states and processes, raising the question: to what extent and when is being in-sync beneficial and when is it not? In this article, we propose a framework of multi-modal learning analytics addressing synchronization of collaborative learners across emotional and cognitive dimensions and different modalities. To exemplify this framework and approach the question of how emotions and cognitions intertwine in collaborative learning, we present contrasting cases of learners in a tabletop environment that have or have not been instructed to coordinate their gaze. Qualitative analysis of multimodal data incorporating eye-tracking and electrodermal sensors shows that gaze instruction facilitated being emotionally, cognitively, and behaviorally “in-sync” during the peer collaboration. Identifying and analyzing moments of shared emotional shifts shows how learners are establishing shared understanding regarding both the learning task as well as the relationship among them when they are emotionally “in-sync.”
Cognition · Cognitive psychology · Collaborative learning · Eye tracking · Gaze · Human–computer interaction · Mathematics education · Modalities · sync · Computer Science · Innovative Teaching and Learning Methods · Language, Metaphor, and Cognition · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
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Using Language
Electrodermal Activity
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The Control-Value Theory of Achievement Emotions
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All for one and one for all – How are students’ affective states and group-level emotion regulation interconnected in collaborative learning
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The Potential of Argument in Knowledge Building
Emotional Expressions Reconsidered
Emotion control in collaborative learning situations
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 4 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |