Multimodal Learning Interactions Using MATLAB Technology in a Multinational Statistical Classroom

This study explores and models the use of MATLAB technology in multimodal learning interactions to address the challenges of teaching and learning statistics in a multinational postgraduate classroom. The term multimodal refers to the deliberate integration of multiple representational and interaction modes, i.e., visual, textual, symbolic, and interactive computational modelling, within a coherent instructional design. MATLAB is utilised as it is a comprehensive tool for enhancing students’ understanding of statistical skills, practical applications, and data analysis—areas where traditional methods often fall short. International postgraduate students were chosen for this study because their diverse educational backgrounds present unique learning challenges. A qualitative case study design was employed, and data collection methods included classroom observations, interviews, and student work analysis. The collected data were analysed and modelled by conceptualising key elements and themes using thematic analysis, with findings verified through data triangulation and expert review. Emerging themes were structured into models that illustrate multimodal teaching and learning interactions. The novelty of this research lies in its contribution to multimodal teaching and learning strategies for multinational students in statistics education. The findings highlight significant challenges international students face, including language and technical barriers, limited prior content knowledge, time constraints, technical difficulties, and a lack of independent thinking. To address these challenges, MATLAB promotes collaborative learning, increases student engagement and discussion, boosts motivation, and develops essential skills. This study suggests that educators integrate multimodal interactions in their teaching strategies to better support multinational students in statistical learning environments.