Carry-forward effect: providing proactive scaffolding to learning processes

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ABSTRACT Multimodal data enables us to capture the cognitive and affective states of students to provide a holistic understanding of learning processes in a wide variety of contexts. With the use of sensing technology, we can capture learners' states in near real-time and support learning. Moreover, multimodal data allows us to obtain early predictions of learning performance, and support learning in a timely manner. In this contribution, we utilise the notion of ‘carry forward effect’, an inferential and predictive modelling approach that utilises multimodal data measurements detrimental to learning performance to provide timely feedback suggestions. Carry forward effect can provide a way to prioritise conflicting feedback suggestions in a multimodal data-based scaffolding tool. We showcase the empirical proof of the carry forward effect with the use of three different learning scenarios: game-based learning, individual debugging, and collaborative debugging.