#349: Multimodal Analysis of Mathematical Statistics Learning in a CSCL Environment

This study, a multimodal analysis of learning data collected using a video recorder, high-resolution microphone, and dynamic geometry system, focused on pairs of university students engaged in a mathematical statistics task while collaboratively using HTML-based dynamic content. The qualitative analysis of transcribed text data from participants’ discourse was based on Sfard’s commognitive perspective. The results were then compared to the coded data of their behavior, the log data of their manipulating the dynamic content, and the audio data of their conversations. Our findings indicate that there is a relationship between the transition of learners’ behavioral patterns and the emergence of refined discursive routines.