Using new technologies to advance the study of collaboration and individual learning during collaborative tasks
Studies of collaboration and individual learning during collaborative tasks have used qualitative approaches, such as analyzing video and audio recordings of interactions and self-reported perceptions of individual learning potential. New technologies, such as eye tracking and overlaid, multiple-point-of-view videos of participants performing collaborative tasks, offer new ways of studying collaboration. Coupling these technologies with stimulated recall interviews, triggered by visualizations of the participants' interactions, reveals the different learning opportunities experienced by each participant.
This presentation will show the potential of these new technological and methodological approaches for studying collaboration during hands-on, collaborative construction tasks involving four participants. This work will approach concepts such as joint action, heteroperception, and multimodal learning analytics.
This work was carried out during my Fulbright Scholar visit to the University of California, Berkeley, in the United States. It was conducted in collaboration with Professors Dor Abrahamson and Alik Palatnik.
References
Abrahamson, D., Lomos, C., & Palatnik, A. (2025). The icosahedron in the room: Revisiting pedagogical dilemmas of individual learning in collaborative activities. Contribution for O. Swidan (Leader), TWG 16: Learning Mathematics With Technology and Other Resources. In M. Bosch & S. Carreira (Eds.), Proceedings of the 14th annual Congress of the European Society for Research in Mathematics Education (CERME14). ERME.
Palatnik, A., Lomos, C., & Abrahamson, D. (revise and resubmit, 2025). In their hands: Multimodal learning-analytics as reflective-practice resources empowering mathematics teachers’ professional development. In B. Schneider, R. Martinez-Maldonado, G. Biswas, & M. Worsley (Eds.), Implementing multimodal learning analytics (MMLA) in ecological settings for generating actionable insights <Special issue>, Learning and Instruction.
Grants
The project was initiated during Catalina Lomos’s scientific visit to the EDRL supported by the Fulbright Visiting Scholar Program & by the Luxembourg National Research Fund (FNR) Fulbright Awards Programme 2023 – 2024 (INTER/MOBILITY/2023/17861092).
