Co-Designing AI and Multimodal Analytics Integrated Reflective Learning in Japanese High School Context

Abstract

This research focuses on a codesign effort to integrate AI and Multimodal Learning Analytics technology and develop pedagogy for reflective learning practices. Collaborating with stakeholders from a Japanese educational context, researchers, students, teachers, and educational board policymakers focused on integrating Generative AI policies placed by the Ministry of Education in Japan into the activity design and the learning platform functions. The study analyzed the artifacts from the 6 participatory design sessions. These artifacts include learning activities designed by teachers and their iterations with researchers, articulation of user needs and design ideation from a co-design session conducted with students and teachers, and policy alignment of the technology and activity designed during the pilot phase. While the study demonstrates co-design steps for integrating frontier learning support tools in the Japanese context, the findings are relevant globally, and the study discusses how to balance instructional goals and technology updates in the current educational realities.