Suraworachet, Wannapon; (2025) Supporting Students' Regulation of Learning in Small Group Collaboration in Higher Education: A Multimodal Learning Analytics Approach. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Recent advancements in educational technology research highlight the growing significance of individuals and groups taking control of their own learning processes and behaviours to adapt to the rapidly evolving world. This shift has drawn attention to the concept of Socially Shared Regulation of Learning (SSRL), which seeks to examine the diverse collective regulatory processes that arise during group learning. While research on SSRL has investigated collective regulatory dynamics and learning outcomes, it often neglects key triggers of regulation, such as challenge moments, which are essential for identifying effective regulatory strategies. Therefore, this thesis seeks to investigate the potential of multimodal learning analytics to diagnose these critical moments in small- group collaborative activities and facilitate the regulation of learning with feedback visualisation within higher education settings. By undergoing three iterative design- based research cycles, this work (1) initially explored the theoretical regulatory constructs and the possible data collection channels for the contexts (discovery cycle), (2) developed a predictive NLP model based on collected data to identify the targeted regulatory constructs (modelling cycle), and (3) integrated regulatory constructs in a learning analytics dashboard and evaluated the potential of this support provision in improving post-hoc awareness of students in regulation under an authentic higher education setting (support provision cycle). Findings suggest the potential of the analytics feedback to enhance students’ awareness of individual and group challenges and regulations yet highlight multiple issues regarding its implementation in real-world educational settings. This thesis contributes to the field of educational technology by presenting a theoretically and contextually aligned approach to identifying challenge moments and regulatory processes in small group collaboration in higher education settings. Additionally, it provides an initial proof-of-concept dashboard designed to enhance the regulatory awareness of students in their small-group interactions and its evaluation. The thesis is concluded with a detailed discussion of the research and practice implications of the study.

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