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Enhancing consent forms to support participant decision making in multimodal learning data research
Author(s) -
Beardsley Marc,
Martínez Moreno Judit,
Vujovic Milica,
Santos Patricia,
HernándezLeo Davinia
Publication year - 2020
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12983
Subject(s) - comprehension , informed consent , perspective (graphical) , data collection , field (mathematics) , psychology , medical education , test (biology) , knowledge management , computer science , engineering ethics , data science , artificial intelligence , sociology , medicine , alternative medicine , social science , engineering , paleontology , pure mathematics , biology , programming language , mathematics , pathology
Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected data grow in complexity and invasiveness, potentially, a growing need is arising to scrutinize ethical aspects of MMLA research. In our study, we introduce an informed consent comprehension test for educational technology research and assess the effects of enhancing MMLA consent forms on comprehension of informed consent and on rates of enrollment in a MMLA study. One form is written from a researcher perspective and the other from a participant perspective. Results of the study involving first‐year undergraduate students suggest that the overall level of comprehension did not differ between conditions. Yet, the participant‐oriented consent form resulted in significantly lower rates of enrollment. Implications for MMLA researchers are discussed.