Lisa Bardach

Abstract Implementing new technologies and practices in schools is complex, but these efforts often fail in predictable ways. Implementation Science offers clear criteria for conducting a well-planned project and identifying the “known unknowns” to proactively anticipate likely complications, but its frameworks are complex and difficult to use. We present a simplified, user-friendly protocol for implementing evidence-based pedagogical practices and technologies in real-world educational settings.

1 Introduction The acquisition of skills in core domains such as mathematics is a fundamental aspect of education and is key to the ability to fully participate in modern societies (Handel 2016; Meehan et al. 2023). Digital learning software, such as intelligent tutoring systems (ITSs), has been developed to facilitate domain-specific learning processes, particularly in mathematics (Anderson et al. 1985; Koedinger et al. 1997; Kulik and Fletcher 2016; Mavrikis et al. 2022; vanLehn 2011; Wang et al.

Abstract Identifying personal characteristics associated with teachers’ stress is a longstanding research goal with important implications for practice. The present work revisits the effects of individual characteristics in terms of neuroticism, classroom management self-efficacy, and cognitive (reasoning) abilities on stress using virtual reality (VR).