Integrating multi-modal learning analytics dashboard in K-12 education: insights for enhancing orchestration and teacher decision-making
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| Publicado en: | Smart Learning Environments vol. 12, no. 1 (Dec 2025), p. 53 |
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| Otros Autores: | , , , , , |
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Springer Nature B.V.
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 001 | 3241757495 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2196-7091 | ||
| 024 | 7 | |a 10.1186/s40561-025-00410-4 |2 doi | |
| 035 | |a 3241757495 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Possaghi, Isabella |u Universitetet i Trondheim: Norges teknisk-naturvitenskapelige universitet, Trondheim, Norway (GRID:grid.5947.f) (ISNI:0000 0001 1516 2393) | |
| 245 | 1 | |a Integrating multi-modal learning analytics dashboard in K-12 education: insights for enhancing orchestration and teacher decision-making | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Technological advancements are transforming teaching methods while offering wider windows into students’ learning journeys. Multi-modal Learning Analytics Dashboards (LADs) are tools that facilitate smart classroom orchestration by aggregating and analyzing students’ responses through sensors, such as facial expressions and heart rate, for real-time insights into student engagement and emotional states. In this study, we developed an LAD for open-ended activities in K-12 settings, where orchestration is non-linear and poses challenges for standardized evaluation methods. We engaged end users (e.g., educational researchers) in the process from the early design stages and investigated the feasibility of the LAD when used in the wild. The results show how affective data support greater awareness of students’ experiences, improving teachers’ orchestration through better decision-making and agency. Roadblocks were also identified regarding data interpretability, students’ privacy, and additional teacher workload, which can limit adoption and should be carefully addressed in future implementations. Further research should investigate students’ responses more closely and further develop strategies for the responsible, explainable, and unbiased use of student affective data in real classrooms. | |
| 653 | |a Affect (Psychology) | ||
| 653 | |a Students | ||
| 653 | |a Usability | ||
| 653 | |a Collaboration | ||
| 653 | |a User experience | ||
| 653 | |a Heart rate | ||
| 653 | |a Knowledge acquisition | ||
| 653 | |a Educational technology | ||
| 653 | |a Decision making | ||
| 653 | |a Teachers | ||
| 653 | |a Dashboards | ||
| 653 | |a Classrooms | ||
| 653 | |a Learning | ||
| 653 | |a End users | ||
| 653 | |a Teaching methods | ||
| 653 | |a Design | ||
| 653 | |a Learning analytics | ||
| 653 | |a Real time | ||
| 653 | |a Focus Groups | ||
| 653 | |a Learning Activities | ||
| 653 | |a Teacher Response | ||
| 653 | |a Stakeholders | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Experience | ||
| 653 | |a Literacy | ||
| 653 | |a Interviews | ||
| 653 | |a Student Experience | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Creative Activities | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Beliefs | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Educational Researchers | ||
| 653 | |a Programming | ||
| 653 | |a Low Achievement | ||
| 700 | 1 | |a Vesin, Boban |u USN School of Business, Department of Business, History and Social Sciences, Vestfold, Norway (GRID:grid.5947.f) | |
| 700 | 1 | |a Zhang, Feiran |u The Hong Kong Polytechnic University, School of Design, Kowloon, Hong Kong SAR (GRID:grid.16890.36) (ISNI:0000 0004 1764 6123) | |
| 700 | 1 | |a Sharma, Kshitij |u Universitetet i Trondheim: Norges teknisk-naturvitenskapelige universitet, Trondheim, Norway (GRID:grid.5947.f) (ISNI:0000 0001 1516 2393) | |
| 700 | 1 | |a Knudsen, Cecilie |u Universitetet i Trondheim: Norges teknisk-naturvitenskapelige universitet, Trondheim, Norway (GRID:grid.5947.f) (ISNI:0000 0001 1516 2393) | |
| 700 | 1 | |a Bjørkum, Håkon |u Universitetet i Trondheim: Norges teknisk-naturvitenskapelige universitet, Trondheim, Norway (GRID:grid.5947.f) (ISNI:0000 0001 1516 2393) | |
| 700 | 1 | |a Papavlasopoulou, Sofia |u Universitetet i Trondheim: Norges teknisk-naturvitenskapelige universitet, Trondheim, Norway (GRID:grid.5947.f) (ISNI:0000 0001 1516 2393) | |
| 773 | 0 | |t Smart Learning Environments |g vol. 12, no. 1 (Dec 2025), p. 53 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3241757495/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3241757495/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3241757495/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |