Employ multimodal methods to capture the multifaceted feedback process¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The fourth step advocates combining multiple data modalities when studying feedback. The article states "employing multimodal methods can enrich our comprehension of the multifaceted nature of the feedback process". The rationale is that no single data type suffices for a phenomenon the article characterizes as multifaceted, so multimodal designs are recommended to deepen understanding of how feedback unfolds.

Design Implications¶

Context¶

Requirements¶

• Methods must be multimodal so that the multifaceted nature of the feedback process can be captured

Constraints¶

Target Learners¶

• feedback researchers and educational psychologists

Target Learning Goals¶

• comprehending the multifaceted nature of the feedback process

Claims¶

• Multimodal data collection is increasingly common but analyses rarely align data streams temporally [~W]

Related Strategies¶

• Develop new feedback models that operationalize the intricacies of the feedback phenomenon
• Place the feedback agent at the core of the feedback process, attending to individual differences
• Conceptualize feedback as a dynamic process and collect data that directly investigates that process
• Leverage self-regulated learning measurement methods in feedback research
• Research agenda: investigate affective dynamics with within-person, longitudinal, and multi-channel methods
• Use multimodal data channels combining subjective and objective measures to overcome single-channel constraints in SSRL research
• Triangulate physiological data with other CSCL data streams ( such as video or logfile traces ) to uncover otherwise unidentifiable psychophysiological reactions
• Use multimodal data and time-sensitive analyses to capture situational motivational processes

Examples¶

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Key Sources¶

• Panadero, E. (2023). Toward a paradigm shift in feedback research: five further steps influenced by self-regulated learning theory. Educational Psychologist, 58(3), 193-204. https://doi.org/10.1080/00461520.2023.2223642