Multimodal analysis has long been an integral part of studying learning. Historically multimodal analyses of learning have been extremely laborious and time intensive. However, researchers have recently been exploring ways to use multimodal computational analysis in the service of studying how people learn in complex learning environments. In an effort to advance this research agenda, we present a comparative analysis of four different data segmentation techniques. In particular, we propose affect- and pose-based data segmentation, as alternatives to human-based segmentation, and fixed-window segmentation. In a study of ten dyads working on an open-ended engineering design task, we find that affect- and pose-based segmentation are more effective, than traditional approaches, for drawing correlations between learning-relevant constructs, and multimodal behaviors. We also find that pose-based segmentation outperforms the two more traditional segmentation strategies for predicting student success on the hands-on task. In this paper we discuss the algorithms used, our results, and the implications that this work may have in non-education-related contexts.