Multimodal analysis of learners’ communications in CSCL of a mathematical proof

Abstract

In this study, we explore the CSCL of a mathematical proof using HTML- based dynamic geometry content. In addition to the learners’ transcribed communication, multimodal log data of their manipulations of the content and utterances are analyzed. First, we use multimodal data to segment the whole learning process into stages and identify the characteristics of those stages. This segmentation is then aligned with the transcribed communication. Our finding is that the participants’ choice of words varies according to each stage and is compatible with the characteristics derived from multimodal data. Resultingly, when and how the convergent conceptual change occurred is inferred from the commognitive perspective.