Abstract:

Learning is a continuous process, with a student's level of mastery constantly evolving alongside instruction. While traditional assessment methods excel at assessing a student's level of mastery at a particular moment in time, they are ill-suited for capturing the incremental nature of the learning process. We propose a novel system that gives students the opportunity to provide continuous feedback about their perceived mastery throughout a lecture. With this data, instructors could more effectively respond to individual and class-wide misunderstandings in real-time. This new interaction paradigm would also promote beneficial metacognitive reasoning skills and allow the students to ``dog-ear'' moments of confusion during the lecture that could be returned to while studying. We discuss the unique interaction challenges of this design space and insights from some preliminary user interviews. Finally, we describe the key components of the proposed paradigm, drawing on the insights from our preliminary research to address potential design challenges.

Keywords:

Technology, Education, Metacognition.