Organizations: Institute of Education, National Cheng Kung University · Institute of Intelligent System, National Yang Ming Chiao Tung University · Department of Computer Science, University at Albany, State University of New York
Collaborative game-based learning environments offer rich opportunities for small-group knowledge construction, yet automatically predicting student collaboration satisfaction remains challenging. A critical barrier is modality degradation: in educational deployments, individual modalities such as eye gaze exhibit inconsistent informativeness across student cohorts, causing implicit attention-based fusion to produce brittle multimodal representations. We propose the Affinity-Aligned Multimodal Learning Analytics (AAMLA) framework, whose core contribution is the Cross-modal Affinity-guided Modality Alignment (CAMA) module, which explicitly models inter-modal relationships via affinity matrices and enforces cross-modal consistency through contrastive learning, enabling adaptive suppression of uninformative modalities without discarding them. AAMLA further applies modality-specific projection layers to map heterogeneous features, including facial action units, head pose, eye gaze, and interaction trace logs, into a unified semantic space prior to alignment. Experiments on 50 middle school students in the EcoJourneys collaborative learning environment demonstrate consistent improvements over unimodal baselines and prior cross-attention approaches under standard and modality degradation conditions, with SHAP and t-SNE analyses confirming that CAMA produces robust, interpretable cross-modal representations for student collaboration modeling.
Centralized multimodal learning commonly compresses language, acoustic, and visual signals into a single fused representation for prediction. While effective, this paradigm suffers from two limitations: modality dominance, where optimization gravitates towards the path of least resistance, ignoring weaker but informative modalities, and spurious modality coupling, where models overfit to incidental cross-modal correlations. To address these, we propose Group Cognition Learning (GCL), a governed collaboration paradigm that applies a two-stage protocol after modality-specific encoding. In Stage 1 (Selective Interaction), a Routing Agent proposes directed interaction routes, and an Auditing Agent assigns sample-wise gates to emphasize exchanges that yield positive marginal predictive gain while suppressing redundant coupling. In Stage 2 (Consensus Formation), a Public-Factor Agent maintains an explicit shared factor, and an Aggregation Agent produces the final prediction through contribution-aware weighting while keeping each modality representation as a specialization channel. Extensive experiments on CMU-MOSI, CMU-MOSEI, and MIntRec demonstrate that GCL mitigates dominance and coupling, establishing state-of-the-art results across both regression and classification benchmarks. Analysis experiments further demonstrate the effectiveness of the design.
Cross-modal alignment (CA) and cross-modal prediction (CP) are the dominant paradigms for multimodal representation learning, yet there is no systematic understanding of when each succeeds and when each fails --- a gap that leaves practitioners, especially in scientific domains with heterogeneous instruments and multiple levels of measurement, unable to diagnose why standard methods underperform the best single modality. We study both objectives under a spiked signal-plus-noise model with structured cross-modal nuisance correlation, the ingredient that breaks the classical recovery guarantees, and derive separation ratios that expose complementary failure modes: alignment whitens each modality and fails when nuisance is strongly correlated across views; prediction encodes whatever is cross-predictable through a one-sided whitening, with recovery governed by source-modality quality. The resulting phase diagram partitions multimodal problems into four regimes --- Both, CA only, CP only, and Neither --- refined by a recovery count that separates partial recovery from complete failure. We present a data-driven procedure to locate real-world datasets in this diagram using a small labeled subsample, identifying the preferred objective and prediction direction before any cross-modal training, and identifying when no objective in the CA/CP family can improve on the stronger modality alone. Experiments on synthetic data, stereo-vision benchmarks, image--caption pairs, and two real scientific domains --- astronomy and single-cell multi-omics --- validate the predictions in the nonlinear regime, including both faces of the Neither regime. Code to reproduce the results is available at https://github.com/IlayMalinyak/mm_align_vs_pred.
Multimodal affective analysis aims to understand human sentiment and emotion by jointly modeling heterogeneous modalities such as text and images. However, multimodal models often fail to consistently outperform strong text-only baselines, with performance varying significantly across fusion strategies. In this work, we identify representation misalignment between independently pretrained modality encoders as a key bottleneck for effective multimodal learning, and show through controlled experiments that alignment prior to fusion is often more important than fusion complexity. To address this issue, we propose a unified multimodal affective analysis framework that leverages vision-language models (VLMs) to convert visual content into structured textual descriptions, projecting heterogeneous modalities into a shared linguistic space and enabling interpretable text-centric reasoning. To further improve robustness, we introduce a hybrid learning strategy that combines semantic token selection with a batch-level uniformity regularization objective, encouraging a more dispersed and stable global feature space while mitigating noise introduced by VLM-generated descriptions. Experiments on multiple multimodal sentiment and emotion benchmarks show that our method consistently outperforms strong unimodal and multimodal baselines, achieving state-of-the-art performance. Our analysis further highlights the critical role of representation alignment in multimodal affective learning.