LearnDigi will extend the existing research strengths by developing novel approaches to the use of multimodal data and learning analytics for tracing the learning processes of individuals and groups, covering the time-based dimensions from the scale of seconds to longitudinal changes over weeks and months as learning progresses.
Within LearnDigi, technology is conceptualized at multiple levels: A) as a context for learning and interaction, B) as an intentional learning tool (e.g., gaming environments to support early literacy skills), and C) as an analytical tool (e.g., machine learning). We place specific attention on factors supporting or constraining processes of learning and interaction in various contexts under rapid digital development, such as schools, social media, and workplaces. The foci of our research environments include both hybrid and digital contexts.
Our focus areas are 1) Capturing and understanding processes of learning and interaction in digital and technology-enhanced environments, and 2) Multimodal data and learning analytics in digital contexts.
LearnDigi will develop JYU as an interdisciplinary research hub with world-class expertise on the impact of digitalization on learning and interaction. Our ambition is to develop ethically driven and evidence-based support for learning and interaction to ensure responsible digitalization. This provides for more adaptive and versatile feedback and support according to individual learnersʼ needs.
LearnDigi will examine ways in which technologies are used to support learning and knowledge construction, and the impacts of increasing digitalization on learning and interaction (e.g., reconceptualizing digital literacy and gaining longitudinal insight on modalities and uses of learning and interaction in social media).
The multimodal data sources to be utilized within LearnDigi can include e.g., video; logfiles from learning environments; eye-tracking, psychophysiological, and brain research measures; diverse measures of time-based processes; and questionnaires and self-reported learner experiences.
