Students supported tiered data access: broad access for self-reflection, educator access for teaching, and restricted access to raw video and audio¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A majority of interviewed students believed the whole class should have access to their data, primarily for self-reflection and collaborative learning. → Jin 2024 q2 i? Most students supported educator access to enhance teaching and assessment, but some preferred differentiating access levels between video, audio, and visualizations. → Jin 2024 (2)

Evidence¶

Jin 2024¶

Jin, Y., Echeverria, V., Yan, L., Zhao, L., Alfredo, R., Tsai, Y.-S., Gašević, D., & Martinez-Maldonado, R. (2024). FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics. Journal of Learning Analytics, 11(3), 6–23. https://doi.org/10.18608/jla.2024.8351

q2 · i? · qualitative · r?

Interview study on accountability (RQ2) with 14 students; thematic analysis of data-access preferences. Twelve of 14 favoured whole-class access for "self-reflection and collaborative learning purposes"; only six favoured sharing with other classes.

"A majority of the participants (n = 12) believed that the whole class should have access to their data, primarily for self-reflection and collaborative learning purposes."

Jin 2024 (2)¶

Jin, Y., Echeverria, V., Yan, L., Zhao, L., Alfredo, R., Tsai, Y.-S., Gašević, D., & Martinez-Maldonado, R. (2024). FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics. Journal of Learning Analytics, 11(3), 6–23. https://doi.org/10.18608/jla.2024.8351

q2 · i? · qualitative · r?

Same interview study, educator-access theme. Ten supported teacher access and 13 coordinator access, but some participants such as P8 and P11 "preferred differentiating access levels between video, audio, and visualizations."

"Most participants (n = 10; n = 13) supported granting data access to the unit coordinator and other teachers to enhance teaching and assessment methods."

Discussion¶

Related Claims¶

• Students raised four categories of concern about potential misuse of MMLA data: judgment, privacy, career impact, and academic integrity — related
• Students' perceptions of the fairness of MMLA visualizations in an authentic nursing simulation deployment were mixed, hinging on accuracy and completeness of data representation — related
• Students held misconceptions about how MMLA data was collected and processed, and most relied on guesswork when explaining the analysis pipeline — related
• Students believe private companies neither have nor should have access to their educational data — related
• Privacy protections lag behind reputational concerns: institutions rarely consider implications of capturing audio-visual and behavioral data from private spaces, and AI algorithms are seldom transparent about error rates — related
• Pilot testing of RESPE revealed privacy concerns, difficulty reflecting on the learning process, and complaints about repetitiveness or usefulness of scaffolds — related
• Maritime students supported MMLA but preferred on-demand post-simulation access via mobile application over real-time in-simulation dashboards — related