Saudi Cultural Missions Theses & Dissertations
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Item Restricted The ethical implications of using Multimodal Learning Analytics: a framework for research and practice(University College London (UCL), 2025) Alwahaby, Hifa; Cukurova, MutluA growing number of multimodal data (MMD) streams and complex artificial intelligence (AI) models are being used in learning analytics research to allow us to better understand, model and support learning, together with teaching processes. Considering MMDs’ potentially more invasive, extremely granular and temporal nature compared to log files, they may present additional ethical challenges in comparison to more traditional learning activity data. The systematic review undertaken during this study revealed a dearth of ethical considerations in previous multimodal learning analytics (MMLA) literature. Consequently, this study aims to identify the ethical issues associated with the use of MMLA and propose a practical framework to assist end-users to become more aware of these issues and potentially mitigate them. To gain a better understanding of the ethical issues and how they may be mitigated, the study aims to investigate the ethical concerns associated with the use of MMLA in higher education by collecting the opinions and experiences of appropriate stakeholders. Accordingly, structured individual interviews were conducted via Microsoft Teams, a video conferencing software, due to COVID-19 restrictions. In total, 60 interviews were conducted with educational stakeholders (39 higher education students, 12 researchers, eight educators and one representative of an educational technology company). Based on the thematic coding of verbatim transcriptions, nine distinct themes were identified. In response to the themes and accompanying probing questions presented to the MMLA stakeholders, and based on the ethical guidance and recommendations identified from previous literature, a first draft of the MMLA ethical framework was prepared. Subsequently, the draft was evaluated by 27 evaluators (seven higher-education students, 13 researchers–practitioners, four teachers, one ethics expert and two policymakers) by means of structured interviews. Additionally, a group of researchers adopted the framework in their research and provided constructive feedback. Based on the thematic analysis of the interviews, the framework was continually improved for three rounds until data saturation was achieved. This resulted in the presentation of the first MMLA ethical framework, which was the principal goal of this study. This thesis delivers three key contributions: (1) a systematic review of previous MMLA literature that confirms the lack of ethical considerations in the literature; (2) an examination of the ethical issues connected with MMLA from the perspective of different stakeholders; and (3) an ethical MMLA framework for higher education. By developing the framework, this thesis aims to increase awareness of the potential ethical issues and therefore, alleviate them by promoting a more ethical design, along with the development and use of MMLA in a higher education setting.13 0Item Restricted Large-System Transformation in Healthcare and the Roles of Senior Leaders: A Case Study from Saudi Arabia(University of Manchester, 2024) Bawhab, Omar; Nelson, Adrian; Coleman, Anna; Mahon, AnnThe implementation of large-system transformation in healthcare is complex and multi-faceted, requiring effective leadership at all levels, particularly from senior leaders. However, there is limited conceptual clarity around large-system transformations in healthcare and the roles senior leaders play in driving such transformations, especially in a non-Western context. This thesis addresses these knowledge gaps by exploring senior leaders' perceptions of large-system transformation and their role in its implementation in Saudi Arabia. Using a qualitative single case study design, this research gathered insights from 22 senior leaders at national and regional levels of the Saudi healthcare system through semi-structured interviews. The study employed an inductive-deductive thematic analysis approach, guided by the Health System Dynamics Framework, sensemaking theory, and systems leadership perspectives. Two conceptual frameworks were developed: one delineating ten key components of large-system transformation in healthcare, and another outlining seven critical roles of senior leaders during such transformations, six categories of enablers, and eight types of challenges. The large-system transformation framework highlights the interconnected nature of contextual triggers, climate for change, vision, leadership, governance, actors, resources, processes, social forces (e.g., resistance to change), and information flow. The senior leaders’ roles, enablers, and challenges framework emphasizes leaders' responsibilities in creating a climate for change, communicating and learning, managing resources, engaging stakeholders, setting strategic direction, managing social dynamics, and developing key leadership attributes. The framework also indicates multiple enablers and challenges relevant to the roles of senior leaders, providing a nuanced understanding of the complexities involved in healthcare system transformations. This research contributes to the theoretical understanding of large-system transformation in healthcare and senior leaders' roles, enablers, and challenges, particularly in a non-Western context. It offers practical implications for healthcare leaders and policymakers engaged in system-wide transformations. Future research directions are suggested to further validate and expand upon these findings.20 0Item Restricted Large-System Transformation in Healthcare and the Roles of Senior Leaders: A Case Study from Saudi Arabia(University of Manchester, 2024) Bawhab, Omar; Nelson, Adrian; Coleman, Anna; Mahon, AnnThe implementation of large-system transformation in healthcare is complex and multi-faceted, requiring effective leadership at all levels, particularly from senior leaders. However, there is limited conceptual clarity around large-system transformations in healthcare and the roles senior leaders play in driving such transformations, especially in a non-Western context. This thesis addresses these knowledge gaps by exploring senior leaders' perceptions of large-system transformation and their role in its implementation in Saudi Arabia. Using a qualitative single case study design, this research gathered insights from 22 senior leaders at national and regional levels of the Saudi healthcare system through semi-structured interviews. The study employed an inductive-deductive thematic analysis approach, guided by the Health System Dynamics Framework, sensemaking theory, and systems leadership perspectives. Two conceptual frameworks were developed: one delineating ten key components of large-system transformation in healthcare, and another outlining seven critical roles of senior leaders during such transformations, six categories of enablers, and eight types of challenges. The large-system transformation framework highlights the interconnected nature of contextual triggers, climate for change, vision, leadership, governance, actors, resources, processes, social forces (e.g., resistance to change), and information flow. The senior leaders’ roles, enablers, and challenges framework emphasizes leaders' responsibilities in creating a climate for change, communicating and learning, managing resources, engaging stakeholders, setting strategic direction, managing social dynamics, and developing key leadership attributes. The framework also indicates multiple enablers and challenges relevant to the roles of senior leaders, providing a nuanced understanding of the complexities involved in healthcare system transformations. This research contributes to the theoretical understanding of large-system transformation in healthcare and senior leaders' roles, enablers, and challenges, particularly in a non-Western context. It offers practical implications for healthcare leaders and policymakers engaged in system-wide transformations. Future research directions are suggested to further validate and expand upon these findings.20 0Item Restricted Saudi Arabia Teachers’ Use of Formative Assessment in 8th Grade Mathematics and Its Impact on Female Students’ Attitudes(University of North Texas, 2024-05) Almalki, Shorouq Mohammed A; Morton, Karisma; Eddy, Colleen; Long, Chris; Khan, NaziaThis dissertation aims to understand the female Saudi mathematics teachers' formative assessment practices after coming back to in-person instruction and the impact of such practices on female student attitudes toward learning mathematics. The study was conducted in two middle schools located in the North and South districts of a large city in Saudi Arabia, using a sequential mixed study design methodology . The study's sample included 4 female mathematics teachers and 104 8th grade mathematics female students. For the qualitative research design, I conducted four interviews and used the NVivo program to thematically analyze my results. Additionally, I used AssessToday observational protocol to conduct 12 observations (three per teacher) and triangulated to analyze the data, including my filled notes, lessons audio recordings, and photos. For my quantitative design, I administered the Attitudes Towards Mathematics Inventory (ATMI) Scale to 104 8th-grade mathematics female students in a pre- and post-survey and I performed a confirmatory factor analysis (CFA) to assess the internal structure of my data. Overall, the study revealed that despite teachers' claims of practicing formative activities, their actual practices may not reflect it. The study confirmed the literature that using AssessToday is applicable regardless of the location, culture, language, and education system. The study contributes to short-cycle formative assessment literature by showing a positive and linear relationship (although not statistically significant) between teacher's use of formative assessment and students' attitudes toward learning mathematics.27 0