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Publisher’s version
Publication year
2024Publisher
International Society of the Learning Sciences
ISBN
9798990698017
In
Clarke-Midura, J.; Kollar, I.; Gu, X. (ed.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning, pp. 163-170Annotation
The 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (Buffalo, USA, June 10-14, 2024)
Publication type
Article in monograph or in proceedings
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Editor(s)
Clarke-Midura, J.
Kollar, I.
Gu, X.
D'Angelo, C.
Organization
SW OZ DCC AI
Languages used
English (eng)
Book title
Clarke-Midura, J.; Kollar, I.; Gu, X. (ed.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning
Page start
p. 163
Page end
p. 170
Subject
Cognitive artificial intelligenceAbstract
Integrating Computer-Supported Collaborative Learning (CSCL) tools in the educational environment is considered to enhance collaborative learning experiences. However, previous research findings have indicated that classroom orchestration adds to the workload of the teachers, therefore potentially introducing their perceived stress levels. This study investigates the extent to which teachers experience stress when orchestrating CSCL activities using multimodal data. Physiological data such as heart rate variability (HRV) was used in this study in addition to subjective data such as self-reported questionnaires and observation notes. A combination of multimodal data and single-subject research design (SSRD) allowed us to investigate the influence of the CSCL orchestration tool on teachers' stress levels. Based on the collected multimodal data, the findings show that the studied tool does not increase the stress levels of the teachers.
This item appears in the following Collection(s)
- Academic publications [245132]
- Electronic publications [132436]
- Faculty of Social Sciences [30339]
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