Investigating teacher orchestration load in scripted CSCL: a multimodal data analysis perspective

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• dc.contributor.author Hakami, Lubna
• dc.contributor.author Hernández-Leo, Davinia
• dc.contributor.author Amarasinghe, Ishari
• dc.contributor.author Sayis, Batuhan
• dc.date.accessioned 2025-05-19T07:39:44Z
• dc.date.available 2025-05-19T07:39:44Z
• dc.date.issued 2024
• dc.description.abstract Despite the growing interest in using multimodal data to analyse students' actions in Computers-Supported Collaborative Learning (CSCL) settings, studying teacher's orchestration load in such settings remains overlooked. The notion of classroom orchestration, and orchestration load, offer a lens to study the implications of increasingly complex technology-supported learning environments on teacher performance. A combination of multimodal data may aid in understanding teachers' orchestration actions and, as a result, gain insights regarding the orchestration load teachers perceive in scripted CSCL situations. Studying teacher orchestration load in CSCL helps understand the workload teachers experience while facilitating student collaboration and assists in informing design decisions for teacher supporting tools. In this paper, we collect and analyse data from different modalities (i.e. electrodermal activity, observation notes, log data, dashboard screen recordings and responses to self-reported questionnaires) to study teachers' orchestration load in scripted CSCL. A tool called PyramidApp was used to deploy CSCL activities and a teacher-facing dashboard was used to facilitate teachers in managing collaboration in real time. The findings of the study show the potential of multimodal data analysis in investigating and estimating the orchestration load experienced by teachers in scripted CSCL activities. Study findings further demonstrate factors emerging from multimodal data such as task type, activity duration, and number of students influenced teachers' orchestration load.
• dc.description.sponsorship This work is co funded by MICIU/AEI/10.13039/501100011033 (PID2020-112584RB-C33, CEX2021-001195-M), the Planetary Wellbeing Program of UPF (PLAWB00322), and the Department of Research and Universities of the Government of Catalonia (SGR 00930). DHL (Serra Húnter) also acknowledges the support by ICREA under the ICREA Academia programme.
• dc.format.mimetype application/pdf
• dc.identifier.citation Hakami L, Hérnandez-Leo D, Amarasinghe I, Sayis B. Investigating teacher orchestration load in scripted CSCL: a multimodal data analysis perspective. Br J Educ Technol. 2024 Sep;55(5):1926-49. DOI: 10.1111/bjet.13500
• dc.identifier.doi http://dx.doi.org/10.1111/bjet.13500
• dc.identifier.issn 0007-1013
• dc.identifier.uri http://hdl.handle.net/10230/70432
• dc.language.iso eng
• dc.publisher Wiley
• dc.relation.ispartof British Journal of Educational Technology: Journal of the Council for Educational Technology. 2024 Sep;55(5):1926-49
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
• dc.rights © 2024 The Author(s). British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
• dc.subject.keyword Computers-supported collaborative learning (CSCL)
• dc.subject.keyword Multimodal data analysis
• dc.subject.keyword Orchestration load
• dc.title Investigating teacher orchestration load in scripted CSCL: a multimodal data analysis perspective
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion