#662: Estimating Teacher Orchestration Load in Co-located and Online CSCL: Multimodal Data Analysis

Teacher orchestration load has been an area of interest in the field of Computer-Supported Collaborative Learning (CSCL) as it reflects the real-time cognitive and emotional burden teachers experience. Orchestrating CSCL activities, especially in different learning environments, may impose stress on teachers. This study investigates teacher orchestration load when using a scripting tool, focusing on two learning settings: co-located and online. Multimodal data combined self-reports with physiological measures to capture teacher orchestration load. In this context, electrodermal activity (EDA) was used to capture physiological indicators of teacher orchestration load. EDA peaks corresponded with self-reported stressful moments, serving as an additional indicator for estimating orchestration load. Results revealed higher orchestration load in co-located settings compared to online. Moreover, factors such as the number of students and task type affect teacher orchestration load in both settings. Understanding these factors can support the design of teacher-supporting technologies that may assist in balancing teacher workload.