Moodoo the Tracker: Spatial Classroom Analytics for Characterising Teachers’ Pedagogical Approaches

Martinez-Maldonado, R; Echeverria, V; Mangaroska, K; Shibani, A; Fernandez-Nieto, G; Schulte, J; Buckingham Shum, S

Moodoo the Tracker: Spatial Classroom Analytics for Characterising Teachers’ Pedagogical Approaches

Martinez-Maldonado, R Echeverria, V Mangaroska, K Shibani, A

Fernandez-Nieto, G Schulte, J

Buckingham Shum, S

Permalink

Publisher:: Springer
Publication Type:: Journal Article
Citation:: International Journal of Artificial Intelligence in Education, 2022, 32, (4), pp. 1025-1051
Issue Date:: 2022-01-01

Closed Access

	Filename	Description	Size
	Martinaldo 2021_Moodoo the Tracker Spatial Classroom Analytics for Characterising Teachers’ Pedagogical Approaches_IJAIED.pdf	Published version	1.62 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Martinez-Maldonado, R
dc.contributor.author	Echeverria, V
dc.contributor.author	Mangaroska, K
dc.contributor.author	Shibani, A https://orcid.org/0000-0003-4619-8684
dc.contributor.author	Fernandez-Nieto, G
dc.contributor.author	Schulte, J https://orcid.org/0000-0001-8845-8099
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429
dc.date.accessioned	2025-01-27T09:29:23Z
dc.date.available	2025-01-27T09:29:23Z
dc.date.issued	2022-01-01
dc.identifier.citation	International Journal of Artificial Intelligence in Education, 2022, 32, (4), pp. 1025-1051
dc.identifier.issn	1560-4292
dc.identifier.issn	1560-4306
dc.identifier.uri	http://hdl.handle.net/10453/184221
dc.description.abstract	Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that shape their learning. However, classroom teaching behaviour is ephemeral, and has largely remained opaque to computational analysis. Inspired by the notion of Spatial Pedagogy, this paper presents a system called ‘Moodoo’ that automatically tracks and models how teachers make use of the classroom space by analysing indoor positioning traces. We illustrate the potential of the system through an authentic study with seven teachers enacting three distinct learning designs with more than 200 undergraduate students in the context of science education. The system automatically extracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers’ low-level positioning data to higher-order spatial constructs. We illustrate how these spatial metrics can be used to generate a deeper understanding of how the pedagogical commitments embedded in the learning design, and personal teaching strategies, are reflected in the ways teachers use the learning space to provide support to students.
dc.language	English
dc.publisher	Springer
dc.relation.ispartof	International Journal of Artificial Intelligence in Education
dc.relation.isbasedon	10.1007/s40593-021-00276-w
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	08 Information and Computing Sciences, 13 Education
dc.subject.classification	39 Education
dc.subject.classification	46 Information and computing sciences
dc.title	Moodoo the Tracker: Spatial Classroom Analytics for Characterising Teachers’ Pedagogical Approaches
dc.type	Journal Article
utslib.citation.volume	32
utslib.for	08 Information and Computing Sciences
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/Provost/TD School
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)/Teaching Learning and Curriculum Unit
pubs.organisational-group	University of Technology Sydney/UTS Groups/The Trustworthy Digital Society
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2025-01-27T09:29:21Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	32
utslib.citation.issue	4

Abstract:

Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that shape their learning. However, classroom teaching behaviour is ephemeral, and has largely remained opaque to computational analysis. Inspired by the notion of Spatial Pedagogy, this paper presents a system called ‘Moodoo’ that automatically tracks and models how teachers make use of the classroom space by analysing indoor positioning traces. We illustrate the potential of the system through an authentic study with seven teachers enacting three distinct learning designs with more than 200 undergraduate students in the context of science education. The system automatically extracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers’ low-level positioning data to higher-order spatial constructs. We illustrate how these spatial metrics can be used to generate a deeper understanding of how the pedagogical commitments embedded in the learning design, and personal teaching strategies, are reflected in the ways teachers use the learning space to provide support to students.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/184221