El grupo de investigación TIDE de la Universidad Pompeu Fabra, Barcelona, ha publicado recientemente dos estudios sobre el uso de analíticas multimodales para estimar la carga de orquestación del docente cuando usa dashboards con analíticas de aprendizaje cuando gestiona actividades de aprendizaje colaborativo apoyado por ordenador.

Hakami, L., Sayis, B., Amarasinghe, I., & Hernandez-Leo, D. (2024). Exploring Teacher Orchestration Load in Scripted CSCL: The Role of Heart Rate Variability. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 163-170. International Society of the Learning Sciences.


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.

Hakami, L., Hernández‐Leo, D., Amarasinghe, I., & Sayis, B. (2024). Investigating teacher orchestration load in scripted CSCL: A multimodal data analysis perspective. British Journal of Educational Technology.


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.