Please cite as: Hakami, E., Hakami, L., Amarasignhe, I., Hernández-Leo, Triggers of teacher-perceived stressful moments using a LA dashboard for CSCL orchestration, LASI Spain, Madrid, 29-30 June 2023. Abstract: Teachers' well-being may be negatively impacted by the widespread adoption of educational technologies. The stress linked with teachers' use of digital technologies is an emerging area of research. To promote teachers' well- being through the design of CSCL tools, it is crucial to gain a deeper understanding of the stressful moments experienced by teachers when orchestrating collaborative learning activities facilitated by technology. Following a mixed method approach, this paper sheds light on the triggers of teachers’ perceived stressful moments when using a CSCL tool in F2F and online classes. In the scenarios studied, teachers report feeling less stressful moments during online sessions. However, more stress-related triggers and orchestrated actions happened during F2F sessions. It was found that technological difficulties, students’ behavior, and time constraints all contributed to the highlighted stressful moments. In addition, the dashboard interventions were found more related to the stressful moments than other actions such as teacher-class interaction. This work provides an initial understanding of what makes teachers stressed when orchestrating CSCL activities from their perceptions. Collecting objective data about stress and orchestration load is needed to assert the findings of this work.

1. Triggers of teacher-perceived stressful moments using
a LA dashboard for collaborative learning orchestration
Eyad Hakami, Lubna Hakami, Ishari
Amarasinghe and Davinia Hernandez-Leo
davinia.hernandez-leo@upf.edu
@daviniahl
Please cite as: Hakami, E., Hakami, L., Amarasignhe, I., Hernández-Leo, Triggers of teacher-perceived stressful
moments using a LA dashboard for CSCL orchestration, LASI Spain, Madrid, 29-30 June 2023.

2. 2
Outline
● Introduction
● Methodology
● Results
● Conclusions

3. 3
Orchestration: the real-time management of a learning
activity activity across multiple planes and under multiple
constraints (Dillenbourg, 2013)
Aspects:
cognitive (e.g., managing individual, small-group, and class wide interactions);
pedagogical (e.g., real-time adaptation of intended activities to classroom
demands);
and technology (e.g., management of the transactions between software
components)
Introduction

4. 4
Orchestration load: Overall teachers’ effort in in their orchestions
tasks (Amarasinghe et al., 2022). It may involve a perception of stress.
Stress: Feelings about unpredictability and loss of control,
frustrations causing changes in one's confidence in their capability
to deal with challenging situations (Phillips, 2013).
Introduction
Amarasighe, I., van Leeuwen, A., Dimitriadis, Y., Martínez-Monés, A., Hernández-Leo, D., Ulrich Hoppe, H., Wiley, K., &
Martinez-Maldonado, R. (2022). Teacher orchestration load: What is it and how can we lower the burden? Rapid Community Report
Series. Digital Promise and the International Society of the Learning Sciences.
https://repository.isls.org//handle/1/7665https://repository.isls.org//handle/1/7665

5. 5
LA tools such as dashboards may support teachers orchestration.
However, introducing teacher supporting tools as additional
technology (e.g., dashboards) may add to the overall teacher’s
orchestration load.
Related work about stress in the workplaces when integration of
technology.
Introduction

6. 6
- Focus on understanding teacher perceived stress in
orchestrating CSCL activities using LA dashboards.
- Aims to identify triggers of stress and their relation to
learning scenario and dashboard design.
Introduction

7. 7
- Five university educators
- 36 collaborative learning activities (Pyramid App)
- Fall 2021 and Fall 2022.
- Due to the lasting consequences of Covid, ten of these
sessions occurred during online classes.
Data Collection

8. 8
The Pyramid activity
First Item
Evaluate your perception of the stress you
experienced throughout the entire class from 1 to
10 (not necessarily related to the cognitive load)
Second Item
Were there any particularly stressful moments?
Could you describe it in detail focusing on the
specific emotion (frustration, confusion etc.)?
What was the trigger?
PyramidApp
PyramidApp is web based CSCL tool that
enables teachers to implement Pyramid
pattern-based learning activities
(Manathunga & Hernández-Leo, BJET 2018)

9. PyramidApp (Manathunga & Hernández-Leo, BJET 2018)
Manathunga, K., Hernández-Leo, D.,
(2018), Authoring and enactment of
mobile pyramid-based collaborative
learning activities, British Journal of
Educational Technology, 49(2),262–275,
doi:10.1111/bjet.12588, open access:
https://repositori.upf.edu/handle/10230/33
322

10. (Amarasinghe, Hernández-Leo, Michos, Vujovic, IEEE TLT 2020)
Learning Analytics dashboard
Amarasinghe, I., Hernández-Leo, D., Michos, K., & Vujovic, M. (2020). An Actionable Orchestration Dashboard to
Enhance Collaboration in the Classroom. IEEE Transactions on Learning Technologies, 13(4), 662-675.

11. Deconstructing orchestration load: comparing teacher support through mirroring and guiding
Iterated coding scheme
Previous work
(...)
Epistemic Network Analysis Main results
Guiding support more
orchestration actions, more
targeted interactions and more
announcements to the class
(vs. mirroring support).
Deconstruction of orchestration
load: situation evaluation,
goal formation, and action
taking.
Amarasinghe, I., Hernández-Leo, D. & Hoppe, U. (2021) Deconstructing orchestration load: comparing teacher support through
mirroring and guiding. Intern. J. Comput.-Support. Collab. Learn 16, pp. 307–338 (2021). https://doi.org/10.1007/s11412-021-09351-9

12. Exploring Teacher's Orchestration Actions in Online and In-class Computer-Supported
Collaborative Learning
Previous work
During the in-class sessions there were more: teacher-individual
interactions, announcements, checking participation/responses tabs, and
dashboard interventions.
In the online setting, however, more teacher-class interactions.
Hakami, L., Amarasinghe, I., Hakami, E., & Hernandez-Leo, D. (2022). Exploring Teacher’s Orchestration Actions in Online and
In-Class Computer-Supported Collaborative Learning. In Educating for a New Future: Making Sense of Technology-Enhanced
Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September
12–16, 2022, Proceedings (pp. 521-527). Cham: Springer International Publishing.

13. 13
The study was designed to
collect post-activity data from
teachers
The Pyramid activity
Using PyramidApp which is web based CSCL tool that enables
teachers to implement Pyramid pattern-based learning activities
First Item
Evaluate your perception of the stress you
experienced throughout the entire class from 1 to
10 (not necessarily related to the cognitive load)
Second Item
Were there any particularly stressful moments?
Could you describe it in detail focusing on the
specific emotion (frustration, confusion etc.)?
What was the trigger?
Self-report questionnaire

14. 14
Three main themes were
identified as triggers of
teacher-perceived stressful
moments during
orchestrating CSCL
activities
Categories of triggers of teacher-perceived stressful moments
Exploratory results

15. 15
Triggers of teacher-perceived stressful moments
A further in-depth analysis
was conducted to break
down the aforementioned
themes into more specific
triggers, resulting in eight
triggers.
Exploratory results

16. 16
Exploratory results

17. 17
Exploratory results
See more data in: Hakami, E., Hakami, L., Amarasignhe, I., Hernández-Leo, Triggers of teacher-perceived
stressful moments using a LA dashboard for CSCL orchestration, LASI Spain, Madrid, 29-30 June 2023.

18. 18
- Exploration teacher stress in CSCL activity orchestration. Several
factors.
- Identifying triggers of stress and their relation to learning scenario,
effects of the orchestration. Needs of different settings.
Future Work
- Extending the analysis to triangulate with objective data (e.g.,
physiological data).
- More scenarios.
Conclusion

19. 19
Thank you!!
Any Questions?
Triggers of teacher-perceived stressful moments using a LA dashboard
for collaborative learning orchestration
Eyad Hakami, Lubna Hakami, Ishari Amarasinghe and Davinia Hernandez-Leo
Universitat Pompeu Fabra