Quantifying collaboration quality in face-to-face classroom settings using MMLA

generalizability evaluation

machine learning

multimodal learning analytics

CSCL

collaboration quality

Author

Chejara, P., Prieto, L. P., Ruiz-Calleja, A., Rodríguez-Triana, M. J., Shankar, S. K., & Kasepalu, R.

Doi

https://doi.org/10.1007/978-3-030-58157-2_11

Citation (APA 7)

Chejara, P., Prieto, L. P., Ruiz-Calleja, A., Rodríguez-Triana, M. J., Shankar, S. K., & Kasepalu, R. (2020). Quantifying collaboration quality in face-to-face classroom settings using MMLA. In International Conference on Collaboration Technologies and Social Computing (CollabTech) (pp. 159-166). Springer, Cham. https://doi.org/10.1007/978-3-030-58157-2_11

Abstract

The estimation of collaboration quality using manual observation and coding is a tedious and difficult task. Researchers have proposed the automation of this process by estimation into few categories (e.g., high vs. low collaboration). However, such categorical estimation lacks in depth and actionability, which can be critical for practitioners. We present a case study that evaluates the feasibility of quantifying collaboration quality and its multiple sub-dimensions (e.g., collaboration flow) in an authentic classroom setting. We collected multimodal data (audio and logs) from two groups collaborating face-to-face and in a collaborative writing task. The paper describes our exploration of different machine learning models and compares their performance with that of human coders, in the task of estimating collaboration quality along a continuum. Our results show that it is feasible to quantitatively estimate collaboration quality and its sub-dimensions, even from simple features of audio and log data, using machine learning. These findings open possibilities for in-depth automated quantification of collaboration quality, and the use of more advanced features and algorithms to get their performance closer to that of human coders.