885
Views
1
CrossRef citations to date
0
Altmetric
Research Article

How multi-modal approaches support engineering and computing education research

ORCID Icon, ORCID Icon & ORCID Icon
Pages 124-139 | Received 31 Aug 2022, Accepted 19 Oct 2023, Published online: 12 Nov 2023

References

  • Anna, N. 2022. Multi-Modality in Instagram Posts by Psychotherapists as a Meaning-Making Tool. Collection of Scientific Papers «SCIENTIA», Helsinki, Finland, June 24, 50–51. Retrieved from https://previous.scientia.report/index.php/archive/article/view/284.
  • Archer, A., and D. Newfield. 2014. Multi-Modal Approaches to Research and Pedagogy: Recognition, Resources, and Access. New York: Routledge.
  • Atiq, S. Z. 2018. “Work in Progress: A Multi-Modal Method for Assessing Student Emotions During Programming Tasks.” Paper presented at the ASEE Annual Conference & Exposition. Salt Lake City, Utah. https://doi.org/10.18260/1-2–31264
  • Atiq, Z., and M. C. Loui. 2022. “A Qualitative Study of Emotions Experienced by First-Year Engineering Students During Programming Tasks.” ACM Transactions on Computing Education (TOCE) 22 (3): 1–26. https://doi.org/10.1145/3507696.
  • Bagga-Gupta, S. 2012. “Privileging Identity Positions and Multi-Modal Communication in Textual Practices: Intersectionality and the (Re) Negotiation of Boundaries.” In Literacy Practices in Transition: Perspectives from the Nordic Countries, edited by A. Pitkänen-Huhta and L. Holm, 75–100. Multilingual Matters. https://doi.org/10.21832/9781847698414-006.
  • Bandura, A. 1969. “Social-Learning Theory of Identificatory Processes.” In Handbook of Socialization Theory and Research, edited by D. A. Goslin, 213–262. Chicago, Il: Rand McNally.
  • Benedek, M., and C. Kaernbach. 2010. “A Continuous Measure of Phasic Electrodermal Activity.” Journal of Neuroscience Methods 190 (1): 80–91. https://doi.org/10.1016/j.jneumeth.2010.04.028.
  • Bezemer, J., and C. Jewitt. 2010. “Multi-Modal Analysis: Key Issues.” In Research Methods in Linguistics, edited by L. Litosseliti, 180–193. London: Bloomsbury Publishing Plc.
  • Blicblau, A. S., and C. Pocknee. 2003, January. “A Multi-Modal Approach to Teaching and Learning: A Case Study of Teaching Materials and Process Engineering.” In Engineering Education for a Sustainable Future: Proceedings of the 14th Annual Conference for Australasian Association for Engineering Education and 9th Australasian Women in Engineering Forum, Melbourne, Australia.
  • Boucsein, W. 2012. Electrodermal activity. Springer Science & Business Media.
  • Boucsein, W., and R. W. Backs. 2009. “The Psychophysiology of Emotion, Arousal, and Personality: Methods and Models.” In Handbook of Digital Human Modelling, edited by V. G. Duffy, 35–38. Boca Raton, FL: CRC Press.
  • Boyd, D. 2007. “Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life.” In FoundatioRn Series on Digital Media And Learning -– youth, Identity And Digital Media Volume, edited by D. John and C. T. MacArthur, 119–142. Buckingham. Cambridge, MA: MIT Press.
  • Boyd, D. M. 2008. Taken Out of Context: American Teen Sociality in Networked Publics Doctoral Thesis Submitted to Graduate Division. University of California, Berkeley. http://www.danah.org/papers/TakenOutOfContext.pdf.
  • Boyd, D., and K. Crawford. 2011. Six Provocations for Big Data. A Decade In Internet time: Symposium on the Dynamics of the Internet and Society.
  • Broughton, S. H., G. M. Sinatra, and E. M. Nussbaum 2013. ““Pluto Has Been a Planet My Whole life!” Emotions, Attitudes, and Conceptual Change in Elementary students’ Learning About Pluto’s Reclassification.” Research in Science Education, 43: 529–550.
  • Bunt, H., R.-J. Beun, and T. Borghuis. 1998. Multi-Modal Human-Computer Communication: Systems, Techniques, and Experiments. Vol. 1374. New York, NY: Springer Science & Business Media.
  • Chejara, P., L. P. Prieto, A. Ruiz-Calleja, M. J. Rodríguez-Triana, and S. K. Shankar. 2019. “Exploring the Triangulation of Dimensionality Reduction When Interpreting Multi-Modal Learning Data from Authentic Settings.” In Transforming Learning with Meaningful technologies. EC- TEL 2019, edited by M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, and J. Schneider, 664–667. Vol. 11722 Lecture Notes in Computer Science. Cham: Springer. https://doi.org/10.1007/978-3-030-29736-7_62.
  • Cope, B., and M. Kalantzis. 2009. “A grammar of multi-modality.” International Journal of Learning 16 (2): 361–425. https://doi.org/10.18848/1447-9494/CGP/v16i02/46137.
  • Ćosić, K., S. Popović, M. Horvat, D. Kukolja, B. Dropuljić, B. Kovač, and M. Jakovljević. 2013. “Computer-Aided Psychotherapy Based on Multi-Modal Elicitation, Estimation and Regulation of Emotion.” Psychiatria Danubina 25 (3): 340–346.
  • Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. California: Sage publications.
  • Denzin, N. K. 2012. “Triangulation 2.0.” Journal of Mixed Methods Research 6 (2): 80–88. https://doi.org/10.1177/1558689812437186.
  • D’mello, S. K., and A. Graesser. 2010. “Multi-Modal Semi-Automated Affect Detection from Conversational Cues, Gross Body Language, and Facial Features.” User Modeling and User- Adapted Interaction 20 (2): 147–187. https://doi.org/10.1007/s11257-010-9074-4.
  • Finelli, C. 2020. “A Taxonomy for the Field of Engineering Education Research.” http://taxonomy.engin.umich.edu/taxonomy/eer-taxonomy-version-1-1/.
  • Friedrichs, J., and F. Kratochwil. 2009. “On Acting and Knowing: How Pragmatism Can Advance International Relations Research and Methodology.” International Organization 63 (4): 701–731. https://doi.org/10.1017/S0020818309990142.
  • Goundar, S. 2021. “Introduction to Enterprise Systems and Technological Convergence.” In Enterprise Systems and Technological Convergence: Research and Practice, edited by S. Goundar, 13–25. United States of America: Information age publishing, Inc.
  • Hammersley, M. 2008. Advances in Mixed Methods Research. 22–36.
  • Harley, J. M., F. Bouchet, and R. Azevedo. 2013. “Aligning and Comparing Data on learners’ Emotions Experienced with MetaTutor.” In Lecture Notes in Computer Science Artificial Intelligence in Education, edited by C. H. Lane, K. Yacef, J. Mostow, and P. Pavik, Vol. 7926, 61–70. Springer. https://doi.org/10.1007/978-3-642-39112-5_7.
  • Harley, J. M., F. Bouchet, M. S. Hussain, R. Azevedo, and R. Calvo. 2015. “A Multi- Componential Analysis of Emotions During Complex Learning with an Intelligent Multi-Agent System.” Computers in Human Behavior 48 (1): 615–625. https://doi.org/10.1016/j.chb.2015.02.013.
  • Hine, C. 2015. “Mixed Methods and Multi-Modal Research and Internet Technologies.” In The Oxford Handbook Of Multi-Method And Mixed Methods Research Inquiry, 503–521. Vol. 28. New York, NY: Oxford University Press.
  • Husman, J., M. C. Graham, D. Chistensen, and I. Villanueva. 2019. “Prejudice and the Acceptance of Muslim Minority Practices: A Person-Centered Approach.” Society for Personality and Social Psychology 51 (1): 1–16. https://doi.org/10.1027/1864-9335/a000380.
  • Järvelä, S., J. Malmberg, E. Haataja, M. Sobocinski, and P. A. Kirschner. 2021. “What Multimodal Data Can Tell Us About the students’ Regulation of Their Learning Process?.” Learning & Instruction 72: 101203.
  • Jewitt, C., E. Adami, A. Archer, A. Björkvall, and F. V. Lim. 2021. “Editorial.” Multi-Modality & Society 1 (1): 3–7. https://doi.org/10.1177/2634979521992902.
  • Kleinginna, P. R., Jr, and A. M. Kleinginna 1981. “A Categorized List of Motivation Definitions, with a Suggestion for a Consensual Definition.” Motivation and Emotion 5 (3): 263–291.
  • Köles, M. 2017. “A Review of Pupillometry for Human-Computer Interaction Studies.” Periodica Polytechnica Electrical Engineering and Computer Science 61 (4): 320–326. https://doi.org/10.3311/PPee.10736.
  • Lachs, L. 2017. Multi-Modal Perception. Champaign, IL: DEF Publishers.
  • Lai, M. L., M. J. Tsai, F. Y. Yang, C. Y. Hsu, T. C. Liu, S. W. Y. Lee, S. W. Y. Lee, et al. 2013. “A Review of Using Eye-Tracking Technology in Exploring Learning from 2000 to 2012.” Educational Research Review 10 (1): 90–115. https://doi.org/10.1016/j.edurev.2013.10.001.
  • Lazarus, A. A. 2005. “Multi-Modal Therapy.” In Handbook of Psychotherapy Integration, edited by J. C. Norcross and M. R. Goldfried, 105–120. New York, NY: Oxford university press.
  • Lazarus, A. A. 2006. Brief but Comprehensive Psychotherapy: The Multi-Modal Way. New York, NY: Springer Publishing Company.
  • Ledin, P., and D. Machin. 2017. “Multi-Modal Critical Discourse Analysis.” In The Routledge Handbook of Critical Discourse Studies, edited by J. Flowerdew and J. E. Richardson, 60–76. London: Routledge.
  • Leppänen, S., and S. Tapionkaski. 2021. “Doing Gender and Sexuality Intersectionally in Multi- Modal Social Media Practices.” In The Routledge Handbook of Language, Gender, and Sexuality, edited by J. Angouri and J. Baxter, 543–556. Routledge. https://doi.org/10.4324/9781315514857.
  • Martin, P. A. 2016. “Tutorial Video Use by Senior Undergraduate Electrical Engineering Students.” Australasian Journal of Engineering Education 21 (1): 39–47. https://doi.org/10.1080/22054952.2016.1259027.
  • Mills, K. A., and L. Unsworth. 2018. “The Multi-Modal Construction of Race: A Review of Critical Race Theory Research.” Language and Education 32 (4): 313 332. https://doi.org/10.1080/09500782.2018.1434787.
  • National Science Foundation. 2016. Convergence Research at NSF. National Science Foundation. https://www.nsf.gov/od/oia/convergence/index.jsp.
  • Obaidellah, U., M. Al Haek, and P. C. H. Cheng. 2018. “A Survey on the Usage of Eye-Tracking in Computer Programming.” ACM Computing Surveys (CSUR) 51 (1): 1–58. https://doi.org/10.1145/3145904.
  • Palmer, S. 2006. “Multi-Modal Therapy.” In The SAGE Handbook of Counselling and Psychotherapy, edited by C. Feltham and I. Horton, 322–329. London: SAGE publications.
  • Stegmaier, P. 2009. “The rock’ n’ Roll of Knowledge Co‐Production.” EMBO Reports 10 (2): 114–119. https://doi.org/10.1038/embor.2008.253.
  • Stein, P. 2007. Multi-Modal Pedagogies in Diverse Classrooms: Representation, Rights and Resources. Routledge. https://doi.org/10.4324/9780203935804.
  • Tranel, D. 2000. “Electrodermal activity in cognitive neuroscience: Neuroanatomical and neuropsychological correlates.” In Series in Affective Science Cognitive Neuroscience of Emotion, edited by R. D. Lane and L. Nadel, 192–224. New York, NY: Oxford University Press.
  • Turk, M. 2014. “Multi-modal interaction: A review.” Pattern Recognition Letters 36:189–195. https://doi.org/10.1016/j.patrec.2013.07.003.
  • Van Gog, T., and K. Scheiter. 2010. “Eye Tracking as a Tool to Study and Enhance Multimedia Learning.” Learning and Instruction 20 (2): 95–99. https://doi.org/10.1016/j.learninstruc.2009.02.009.
  • Villanueva Alarcón, I., E. M. Zorrilla, J. Husman, and M. Graham 2021. “Human-Technology Frontier: Measuring Student Performance-Related Responses to Authentic Engineering Education Activities via Physiological Sensing.” Paper presented at the International Conference on Applied Human Factors and Ergonomics, United States of America.
  • Villanueva, I., and S. Anwar. 2022. “Situating Multi-Modal Approaches in Engineering Education Research.” Journal of Engineering Education 111 (2): 277–282. https://doi.org/10.1002/jee.20460.
  • Villanueva, I., B. D. Campbell, A. C. Raikes, S. H. Jones, and L. G. Putney. 2018. “A Multi-Modal Exploration of Engineering students’ Emotions and Electrodermal Activity in Design Activities.” Journal of Engineering Education 107 (3): 414 441. https://doi.org/10.1002/jee.20225.
  • Villanueva, I., M. Di Stefano, L. Gelles, P. V. Osoria, and S. Benson. 2019. “A Race Re-Imaged, Intersectional Approach to Academic Mentoring: Exploring the Perspectives and Responses of Womxn in Science and Engineering Research.” Contemporary Educational Psychology 59 (1): 1–17. article no. 101786. https://doi.org/10.1016/j.cedpsych.2019.101786.
  • Villanueva, I., W. Goodridge, N. J. A. Wang, M. Valladares, B. S. Robinsonu, and K. Jordan 2014. “Hormonal & Cognitive Assessment of Spatial Ability & Performance in Engineering Examination Activities.” Paper presented at the 44th Annual Meeting of the Society of Neuroscience, Washington, DC.
  • Villanueva, I., J. Husman, D. Christensen, K. Youmans, M. Khan, P. Vicioso, S. Lampkins, and M. C. Graham. 2019. “A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences.” Journal of Visualized Experiments 151 (1): 1–10. https://doi.org/10.3791/60037-v.
  • Villanueva, I., M. G. Valladares, and W. Goodridge. 2016. “Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-Reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity.” Journal of Visualized Experiments 108 (1): 1–8. article no. e53255. https://doi.org/10.3791/53255.
  • Wert, E., J. Grifski, S. Luo, and Z. Atiq 2021. “A Multi-Modal Investigation of Self-Regulation Strategies Adopted by First-Year Engineering Students During Programming Tasks.” Paper presented at the 17th ACM Conference on International Computing Education Research, Virtual. https://doi.org/10.1145/3446871.3469795