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Title:
Theoretical Foundations of Multi-modal Research and its Applications in Computing Education

Abstract:
The multi-modal approach to education research is increasingly gaining recognition within engineering and computing education due to its ability to capture the complex and dynamic nature of learning. This methodology integrates multiple data sources, such as physiological signals (e.g., eye tracking, galvanic skin response), behavioral analytics (e.g., coding patterns, keystroke dynamics, and debugging strategies), and self-reported measures (e.g., surveys, think-aloud protocols, and interviews) to develop a holistic understanding of students' learning experiences. In this talk, I will discuss the theoretical foundations of multi-modal research and its applications in computing education. Specifically, I will present case studies illustrating how this approach has been employed to analyze the cognitive, emotional, and motivational factors that influence novice programmers' learning processes. Additionally, I will highlight the challenges associated with implementing multi-modal methodologies, including data collection complexities, signal processing, and ethical considerations related to student privacy. By leveraging insights from my research, I will demonstrate how multi-modal approaches can inform instructional design, support personalized learning interventions, and enhance retention rates in computer science education—particularly among women and underrepresented minorities.

Biography:
Dr. Zahra Atiq is an Assistant Professor of Practice in the Department of Computer Science and Engineering at The Ohio State University. At OSU, she teaches large sections of introductory programming courses in Java, as well as an introductory course on quantum computing. Her research focuses on how novice students learn programming and the non-cognitive factors influencing their learning experiences. Specifically, she employs multi-modal methodologies to examine the interplay of emotions, motivation, and cognition in introductory programming courses. Additionally, she investigates how these complex interactions contribute to long-term retention in computer programming, particularly among women and underrepresented minorities. Dr. Atiq integrates insights from her research into her teaching practices to enhance student learning outcomes. She also serves as the faculty advisor for ACM-W, an organization dedicated to supporting and promoting women in computer science. Furthermore, she holds the position of Associate Editor for ACM Transactions on Computing Education.