arXiv subjects

Roberto Martinez-Maldonado

Publications and source records attributed to Roberto Martinez-Maldonado.

25 records · Page 2Linked to original sources

arXiv2024

Data Storytelling in Data Visualisation: Does it Enhance the Efficiency and Effectiveness of Information Retrieval and Insights Comprehension?

Data storytelling (DS) is rapidly gaining attention as an approach that integrates data, visuals, and narratives to create data stories that can help a particular audience to comprehend the key messages underscored by the data with enhanced efficiency and effectiveness. It has been posited that DS can be especially advantageous for audiences with limited visualisation literacy, by presenting the data clearly and concisely. However, empirical studies confirming whether data stories indeed provide these benefits over conventional data visualisations are scarce. To bridge this gap, we conducted a study with 103 participants to determine whether DS indeed improve both efficiency and effectiveness in tasks related to information retrieval and insights comprehension. Our findings suggest that data stories do improve the efficiency of comprehension tasks, as well as the effectiveness of comprehension tasks that involve a single insight compared with conventional visualisations. Interestingly, these benefits were not associated with participants' visualisation literacy.

cs.HC↗

arXiv2024

FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics

Multimodal Learning Analytics (MMLA) integrates novel sensing technologies and artificial intelligence algorithms, providing opportunities to enhance student reflection during complex, collaborative learning experiences. Although recent advancements in MMLA have shown its capability to generate insights into diverse learning behaviours across various learning settings, little research has been conducted to evaluate these systems in authentic learning contexts, particularly regarding students' perceived fairness, accountability, transparency, and ethics (FATE). Understanding these perceptions is essential to using MMLA effectively without introducing ethical complications or negatively affecting how students learn. This study aimed to address this gap by assessing the FATE of MMLA in an authentic, collaborative learning context. We conducted semi-structured interviews with 14 undergraduate students who used MMLA visualisations for post-activity reflection. The findings highlighted the significance of accurate and comprehensive data representation to ensure visualisation fairness, the need for different levels of data access to foster accountability, the imperative of measuring and cultivating transparency with students, and the necessity of transforming informed consent from dichotomous to continuous and measurable scales. While students value the benefits of MMLA, they also emphasise the importance of ethical considerations, highlighting a pressing need for the LA and MMLA community to investigate and address FATE issues actively.

cs.CY↗

arXiv2023

Human-Centred Learning Analytics and AI in Education: a Systematic Literature Review

The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but also raises concerns about data privacy and agency. Excluding stakeholders -- like students and teachers -- from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current state of human-centred LA/AIED research; ii) the extent to which educational stakeholders have contributed to the design process of human-centred LA/AIED systems; iii) the current balance between human control and computer automation of such systems; and iv) the extent to which safety, reliability and trustworthiness have been considered in the literature. Results indicate some consideration of human control in LA/AIED system design, but limited end-user involvement in actual design. Based on these findings, we recommend: 1) carefully balancing stakeholders' involvement in designing and deploying LA/AIED systems throughout all design phases, 2) actively involving target end-users, especially students, to delineate the balance between human control and automation, and 3) exploring safety, reliability, and trustworthiness as principles in future human-centred LA/AIED systems.

cs.CY↗

arXiv2023

Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle

Generative artificial intelligence (GenAI), exemplified by ChatGPT, Midjourney, and other state-of-the-art large language models and diffusion models, holds significant potential for transforming education and enhancing human productivity. While the prevalence of GenAI in education has motivated numerous research initiatives, integrating these technologies within the learning analytics (LA) cycle and their implications for practical interventions remain underexplored. This paper delves into the prospective opportunities and challenges GenAI poses for advancing LA. We present a concise overview of the current GenAI landscape and contextualise its potential roles within Clow's generic framework of the LA cycle. We posit that GenAI can play pivotal roles in analysing unstructured data, generating synthetic learner data, enriching multimodal learner interactions, advancing interactive and explanatory analytics, and facilitating personalisation and adaptive interventions. As the lines blur between learners and GenAI tools, a renewed understanding of learners is needed. Future research can delve deep into frameworks and methodologies that advocate for human-AI collaboration. The LA community can play a pivotal role in capturing data about human and AI contributions and exploring how they can collaborate most effectively. As LA advances, it is essential to consider the pedagogical implications and broader socioeconomic impact of GenAI for ensuring an inclusive future.

cs.CY↗

arXiv2023

Human-AI Collaboration in Thematic Analysis using ChatGPT: A User Study and Design Recommendations

Generative artificial intelligence (GenAI) offers promising potential for advancing human-AI collaboration in qualitative research. However, existing works focused on conventional machine-learning and pattern-based AI systems, and little is known about how researchers interact with GenAI in qualitative research. This work delves into researchers' perceptions of their collaboration with GenAI, specifically ChatGPT. Through a user study involving ten qualitative researchers, we found ChatGPT to be a valuable collaborator for thematic analysis, enhancing coding efficiency, aiding initial data exploration, offering granular quantitative insights, and assisting comprehension for non-native speakers and non-experts. Yet, concerns about its trustworthiness and accuracy, reliability and consistency, limited contextual understanding, and broader acceptance within the research community persist. We contribute five actionable design recommendations to foster effective human-AI collaboration. These include incorporating transparent explanatory mechanisms, enhancing interface and integration capabilities, prioritising contextual understanding and customisation, embedding human-AI feedback loops and iterative functionality, and strengthening trust through validation mechanisms.

cs.HC↗

arXiv2023

Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review

Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (e.g., question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs-based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer-reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency, and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state-of-the-art models (e.g., GPT-3/4), embracing the initiative of open-sourcing models/systems, and adopting a human-centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models.

cs.CL↗

arXiv2023

Lessons Learnt from a Multimodal Learning Analytics Deployment In-the-wild

Multimodal Learning Analytics (MMLA) innovations make use of rapidly evolving sensing and artificial intelligence algorithms to collect rich data about learning activities that unfold in physical learning spaces. The analysis of these data is opening exciting new avenues for both studying and supporting learning. Yet, practical and logistical challenges commonly appear while deploying MMLA innovations "in-the-wild". These can span from technical issues related to enhancing the learning space with sensing capabilities, to the increased complexity of teachers' tasks and informed consent. These practicalities have been rarely discussed. This paper addresses this gap by presenting a set of lessons learnt from a 2-year human-centred MMLA in-the-wild study conducted with 399 students and 17 educators. The lessons learnt were synthesised into topics related to i) technological/physical aspects of the deployment; ii) multimodal data and interfaces; iii) the design process; iv) participation, ethics and privacy; and v) the sustainability of the deployment.

cs.HC↗