View in EDS

Learners' Linguistic Alignment and Physiological Synchrony: Identifying Trigger Events That Invite Socially Shared Regulation of Learning

Saved in:
Bibliographic Details
Title: Learners' Linguistic Alignment and Physiological Synchrony: Identifying Trigger Events That Invite Socially Shared Regulation of Learning
Language: English
Authors: Joni Lämsä (ORCID 0000-0001-7995-4090), Justin Edwards (ORCID 0000-0003-1487-9207), Eetu Haataja (ORCID 0000-0001-8280-1546), Marta Sobocinski (ORCID 0000-0001-9591-9113), Paola R. Peña (ORCID 0000-0002-6371-8074), Andy Nguyen (ORCID 0000-0002-0759-9656), Sanna Järvelä (ORCID 0000-0001-6223-3668)
Source: Journal of Learning Analytics. 2024 11(2):197-214.
Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Cooperative Learning, Learning Analytics, Linguistics, Physiology, Emotional Response, High School Freshmen, Arousal Patterns
ISSN: 1929-7750
Abstract: The theory of socially shared regulation of learning (SSRL) suggests that successful collaborative groups can identify and respond to trigger events stemming from cognitive or emotional obstacles in learning. Thus, to develop real-time support for SSRL, novel metrics are needed to identify different types of trigger events that invite SSRL. Our aim was to apply two metrics derived from different data streams to study how trigger events for SSRL shaped group linguistic alignment (based on audio data) and physiological synchrony (based on electrodermal activity data). The data came from six groups of students (N = 18) as they worked face-to-face on a collaborative learning task with one cognitive and two emotional trigger events. We found that the cognitive trigger event increased linguistic alignment in task-description words and led to physiological out-of-synchrony. The emotional trigger events decreased out-of-synchrony and increased high-arousal synchrony at the physiological level but did not affect linguistic alignment. Therefore, different metrics for studying markers and responses to different types of trigger events are needed, suggesting the necessity for multimodal learning analytics to support collaborative learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441252
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1441252
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1441252
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Learners' Linguistic Alignment and Physiological Synchrony: Identifying Trigger Events That Invite Socially Shared Regulation of Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Joni+Lämsä%22">Joni Lämsä</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7995-4090">0000-0001-7995-4090</externalLink>)<br /><searchLink fieldCode="AR" term="%22Justin+Edwards%22">Justin Edwards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1487-9207">0000-0003-1487-9207</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eetu+Haataja%22">Eetu Haataja</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8280-1546">0000-0001-8280-1546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marta+Sobocinski%22">Marta Sobocinski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9591-9113">0000-0001-9591-9113</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paola+R%2E+Peña%22">Paola R. Peña</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6371-8074">0000-0002-6371-8074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andy+Nguyen%22">Andy Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0759-9656">0000-0002-0759-9656</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanna+Järvelä%22">Sanna Järvelä</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6223-3668">0000-0001-6223-3668</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2024 11(2):197-214.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Freshmen%22">High School Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Arousal+Patterns%22">Arousal Patterns</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1929-7750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The theory of socially shared regulation of learning (SSRL) suggests that successful collaborative groups can identify and respond to trigger events stemming from cognitive or emotional obstacles in learning. Thus, to develop real-time support for SSRL, novel metrics are needed to identify different types of trigger events that invite SSRL. Our aim was to apply two metrics derived from different data streams to study how trigger events for SSRL shaped group linguistic alignment (based on audio data) and physiological synchrony (based on electrodermal activity data). The data came from six groups of students (N = 18) as they worked face-to-face on a collaborative learning task with one cognitive and two emotional trigger events. We found that the cognitive trigger event increased linguistic alignment in task-description words and led to physiological out-of-synchrony. The emotional trigger events decreased out-of-synchrony and increased high-arousal synchrony at the physiological level but did not affect linguistic alignment. Therefore, different metrics for studying markers and responses to different types of trigger events are needed, suggesting the necessity for multimodal learning analytics to support collaborative learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1441252
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1441252
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 197
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: High School Freshmen
        Type: general
      – SubjectFull: Arousal Patterns
        Type: general
    Titles:
      – TitleFull: Learners' Linguistic Alignment and Physiological Synchrony: Identifying Trigger Events That Invite Socially Shared Regulation of Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Joni Lämsä
      – PersonEntity:
          Name:
            NameFull: Justin Edwards
      – PersonEntity:
          Name:
            NameFull: Eetu Haataja
      – PersonEntity:
          Name:
            NameFull: Marta Sobocinski
      – PersonEntity:
          Name:
            NameFull: Paola R. Peña
      – PersonEntity:
          Name:
            NameFull: Andy Nguyen
      – PersonEntity:
          Name:
            NameFull: Sanna Järvelä
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1929-7750
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Learning Analytics
              Type: main
ResultId 1