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Objective:This study aims to test the hypothesis that breathing can be directly linked to postural stability and psychological health. A protocol enabling the simultaneous analysis of breathing, posture, and emotional levels in university students is presented. This aims to verify the possibility of defining a triangular link and to test the adequacy of various measurement techniques.Participants and Procedure:Twenty-three subjects (9 females and 14 males), aged between 18 and 23 years, were recruited. The experiment consisted of four conditions, each lasting 3 minutes: Standard quiet standing with open eyes 1), with closed eyes 2), and relaxed quiet standing while attempting deep abdominal breathing with open eyes 3) and with closed eyes 4). These latter two acquisitions were performed after subjects were instructed to maintain a relaxed state.Main Outcome Measures:All subjects underwent postural and stability analysis in a motion capture laboratory. The presented protocol enabled the extraction of 4 sets of variables: Stabilometric data, based on the displacement of the center of pressure and acceleration, derived respectively from force plate and wearable sensors. Postural variables: angles of each joint of the body were measured using a stereophotogrammetric system, implementing the Helen Hayes protocol. Breathing compartment: optoelectronic plethysmography allowed the measurement of the percentage of use of each chest compartment. Emotional state was evaluated using both psychometric data and physiological signals. A multivariate analysis was proposed.Results:A holistic protocol was presented and tested. Emotional levels were found to be related to posture and the varied use of breathing compartments. Abdominal breathing proved to be a challenging task for most subjects, especially females, who were unable to control their breathing patterns. In males, the abdominal breathing pattern was associated with increased stability and reduced anxiety.Conclusion:In conclusion, difficulties in performing deep abdominal breathing were associated with elevated anxiety scores and decreased stability. This depicts a circular self-sustaining relationship that may reduce the quality of life, undermine learning, and contribute to muscular co-contraction and the development of musculoskeletal disorders. The presented protocol can be utilized to quantitatively and holistically assess the healthy and/or pathological condition of subjects.

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.