构建教育场景下多模态互动自动分析的方法框架

The TRAIMA project (TRaitement Automatique des Interactions Multimodales en Apprentissage), conducted between March 2019 and June 2020, investigates the potential of automatic processing of multimodal interactions in educational settings. The project addresses a central methodological challenge in educational and interactional research: the analysis of verbal, paraverbal, and non-verbal data is currently carried out manually, making it extremely time-consuming and difficult to scale. TRAIMA explores how machine learning approaches could contribute to the categorisation and classification of such interactions. The project focuses specifically on explanatory and collaborative sequences occurring in classroom interactions, particularly in French as a Foreign Language (FLE) and French as a First Language (FLM) contexts. These sequences are analysed as inherently multimodal phenomena, combining spoken language with prosody, gestures, posture, gaze, and spatial positioning. A key theoretical contribution of the project is the precise linguistic and interactional definition of explanatory discourse as a tripartite sequence (opening, explanatory core, closure), drawing on discourse analysis and interactional linguistics. A substantial part of the research is devoted to the methodological foundations of transcription, which constitute a critical bottleneck for any form of automation. The report provides a detailed state of the art of existing transcription conventions (ICOR, Mondada, GARS, VALIBEL, Ferr{é}), highlighting their respective strengths and limitations when applied to multimodal classroom data. Through comparative analyses of manually transcribed sequences, the project demonstrates the inevitable variability and interpretative dimension of transcription practices, depending on theoretical positioning and analytical goals. Empirical work is based on several corpora, notably the INTER-EXPLIC corpus (approximately 30 hours of classroom interaction) and the EXPLIC-LEXIC corpus, which serve both as testing grounds for manual annotation and as reference datasets for future automation. Particular attention is paid to teacher gestures (kin{é}sic and proxemic resources), prosodic features, and their functional role in meaning construction and learner comprehension. The project also highlights the strategic role of the Techn{é}LAB platform, which provides advanced multimodal data capture (multi-camera video, synchronized audio, eye-tracking, digital interaction traces) and constitutes both a research infrastructure and a test environment for the development of automated tools. In conclusion, TRAIMA does not aim to deliver a fully operational automated system, but rather to establish a rigorous methodological framework for the automatic processing of multimodal pedagogical interactions. The project identifies transcription conventions, annotation categories, and analytical units that are compatible with machine learning approaches, while emphasizing the need for theoretical explicitness and researcher reflexivity. TRAIMA thus lays the groundwork for future interdisciplinary research at the intersection of didactics, discourse analysis, multimodality, and artificial intelligence in education.