Abstract
This paper reviews 74 empirical publications that used high-frequency data collection tools to capture facets of small collaborative groups—i.e., papers that conduct Multimodal Collaboration Analytics (MMCA) research. We selected papers published from 2010 to 2020 and extracted their key contributions. For the scope of this paper, we focus on: (1) the sensor-based metrics computed from multimodal data sources (e.g., speech, gaze, face, body, physiological, log data); (2) outcome measures, or operationalizations of collaborative constructs (e.g., group performance, conditions for effective collaboration); (3) the connections found by researchers between sensor-based metrics and outcomes; and (4) how theory was used to inform these connections. An added contribution is an interactive online visualization where researchers can explore collaborative sensor-based metrics, collaborative constructs, and how the two are connected. Based on our review, we highlight gaps in the literature and discuss opportunities for the field of MMCA, concluding with future work for this project.
Highlights
With the belief that MMCA research could benefit from similar organizing attempts, the current paper summarizes prior research into a map of how data, metrics and collaborative constructs are connected, and visualizes this mapping to make the state of the field accessible to other researchers
Our first research question addresses the type of metrics that have so far been used in MMCA research
The smaller categories were generated using a ground-up approach through iterative groupings of similar metrics found in the papers (e.g., ‘vocals pitch’ and ‘energy’ into an ‘audio features’ category)
Summary
There has been a growing recognition of the importance of skills beyond content knowledge that are transferable to the unknown careers of the future. With the increasing automation for routine and manual tasks, skills such as expert thinking and complex communication rise in value [1]. The ability to collaborate within diverse teams is a foundational skill for tackling global problems that traverse several domains. Various organizations highlighted the need to foster collaborative skills in the future generation. The American Association of College and Universities identified teamwork skills as an essential intellectual and practical skill that students should develop when working towards a post-secondary degree [2]. In the K-12 domain, the Program for International Student Assessment (PISA) added a measure of Collaborative Problem
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