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oai:uvadoc.uva.es:10324/249132021-06-23T13:28:03Zcom_10324_1191com_10324_931com_10324_894col_10324_1379

Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support Bordiés López, Osmel Dimitriadis Damoulis, Ioannis Producción Científica Artifact flow represents an important aspect of teaching/learning processes, especially in CSCL situations in which complex relationships may be found. However, explicit modeling of CSCL processes with artifact flow may increase the cognitive load and associated effort of the teachers-designers and therefore decrease the efficiency of the design process. The empirical study, reported in this paper and grounded on mixed methods, provides evidence of the effort overload when teachers are involved in designing CSCL situations in a controlled environment. The results of the study illustrate the problem through the subjective perception of the participating teachers, complemented with objective parameters, such as time consumed, errors committed, uncertainty and objective complexity metrics. 2017-08-18T10:51:27Z 2017-08-18T10:51:27Z 2016 info:eu-repo/semantics/article Bordiés-López, O., Dimitriadis, Y. Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support. Journal of Universal Computer Science. 22(10):1398-1417, October 2016. http://uvadoc.uva.es/handle/10324/24913 10.3217/jucs-022-10-1398 eng http://www.jucs.org/jucs_22_10/exploring_teachers_perceptions_on info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 International Graz University of Technology, Institut für Informationssysteme und Computer Medien (IICM) SI