#541: Physiological Indicators of Teacher Stress in CSCL Versus Non-Collaborative Learning Sessions

This exploratory single-subject study examines teacher physiological stress across Computer-Supported Collaborative Learning (CSCL) versus non-CSCL sessions. One teacher was observed across 22 sessions using biosensors (heart rate variability, electrodermal activity) and questionnaires. Multivariate analysis revealed no overall physiological differences. However, exploratory analysis showed significantly elevated post-session electrodermal activity after CSCL. Given the single-subject design, findings provide methodological insights and hints for new knowledge regarding cumulative arousal, rather than broad generalizations.