This research article investigates the potential of educational data mining techniques to explore and uncover multicultural perspectives within educational contexts. Specifically, the study focuses on analyzing the rich data generated through Slack channels, a popular communication platform used in educational settings. Drawing on poststructural theoretical perspectives, the research aims to understand how different cultural identities are constructed, negotiated, and represented within these digital spaces.
Using a mixed-methods approach, the study examines the interactions among students, teachers, and administrators in Slack channels, and employs advanced data mining techniques to identify patterns and trends in the data. By applying natural language processing algorithms, sentiment analysis, and network analysis, the research explores complex relationships and interactions between individuals, groups, and cultural norms. Additionally, the study employs causal models to investigate the potential influence of cultural factors on students’ learning outcomes and engagement.
The findings of this research contribute to the understanding of multicultural perspectives in educational settings and the role of digital platforms in shaping these perspectives. The study provides valuable insights into how educators can leverage educational data mining to identify, analyze, and promote diverse cultural narratives, ultimately fostering inclusive and equitable learning environments. Moreover, the research highlights the importance of considering poststructural theories in analyzing educational data, as it illuminates the ways in which power dynamics, social structures, and discourses intersect in the construction of cultural identities.
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