2022

Silvennoinen, Minna; Parviainen, Tiina; Malinen, Anita; Karjalainen, Suvi; Manu, Mari; Vesisenaho, Mikko

This chapter introduces methods for using an individual-level multimodal approach for studying the learning experience within the context of vocational education. There has recently been increased interest in recording physiological signals in pedagogical contexts. The current research literature on multimodal studies of adult learning experience is scarce and has been primarily applied and developed in studies of a preliminary nature and with varying combinations of modalities. Learning experience is a complex phenomenon which cannot be fully captured via a single-data modality. However, based on the reviewed literature, there is still a lack of larger datasets and strong empirical evidence to enable a comprehensive understanding of experiential learning as a phenomenon. In addition to self-reported learning experiences, there is a need for theoretical development and a more holistic empirical approach that includes physiological and neurophysiological aspects involved in learning situation. We present a case example of simulation-based learning (SBL) of forestry skills, in which the modalities applied to explore the learning experience were video recordings, stimulated recall interviews, questionnaires, electrocardiography (ECG), and electroencephalography (EEG). Our example presents how multimodal research design can be used to study learning experience, by combining measurements of the human nervous system with subjective and observational data. It is too early to evaluate the practical impact of multimodal research for the field of adult education. Successful application of multimodal methods requires interaction across disciplines, harmonizing of conceptual frameworks and goals, as well as bringing together complementary, discipline-specific expertise to guarantee valid application of research methods. Opening of the disciplinary boundaries both at theoretical and methodological domains enables to increase discussion between researchers from different disciplines.