Multimodal Measures Characterizing Collaborative Groups’ Interaction and Engagement in Learning

Abstract

In this chapter, we outline how modes of interaction, such as cognitive and socio-emotional, and the regulation of learning provide support for collaborative engagement and examine how it changes over time. We start by framing how regulated learning is embedded in the cognitive and socio-emotional interaction between the group members from both a theoretical and a methodological perspective. We then move to illustrate, with an empirical case example, how multimodal data (i.e., video) and physiological signals, such as electrodermal activity indicating physiological synchrony between the group members, can be used to capture varying levels of collaborative engagement. The empirical example provides a complementary view on group interaction and collaborative engagement. We conclude by discussing how investigating group interaction that targets regulation can reveal how collaborative engagement is built and maintained. Additionally, we discuss future possibilities to harness multimodal data in practice to support collaborative engagement.