Encouraging Initiative in the Classroom with Anonymous Feedback

Abstract : Inspiring and maintaining student participation in large classes can be a difficult task. Students benefit from an active experience as it helps them better understand the course material. However, it’s easy to stay silent. Opportunities to participate in conversation allow students to question and learn. The Fragmented Social Mirror (FSM) provides students with the ability to anonymously initiate classroom dialog with the lecturer. The system encourages participation by enabling expressive anonymous feedback to reduce evaluation anxiety. The FSM further catalyzes participation by allowing for many simultaneous participants. In this paper, we introduce the FSM as a classroom device, discuss its design, and describe a pilot test of the interface. Initial results indicate a promising direction for future feedback systems.
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Communication dans un congrès
Pedro Campos; Nicholas Graham; Joaquim Jorge; Nuno Nunes; Philippe Palanque; Marco Winckler. 13th International Conference on Human-Computer Interaction (INTERACT), Sep 2011, Lisbon, Portugal. Springer, Lecture Notes in Computer Science, LNCS-6946 (Part I), pp.627-642, 2011, Human-Computer Interaction – INTERACT 2011. 〈10.1007/978-3-642-23774-4_49〉
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Tony Bergstrom, Andrew Harris, Karrie Karahalios. Encouraging Initiative in the Classroom with Anonymous Feedback. Pedro Campos; Nicholas Graham; Joaquim Jorge; Nuno Nunes; Philippe Palanque; Marco Winckler. 13th International Conference on Human-Computer Interaction (INTERACT), Sep 2011, Lisbon, Portugal. Springer, Lecture Notes in Computer Science, LNCS-6946 (Part I), pp.627-642, 2011, Human-Computer Interaction – INTERACT 2011. 〈10.1007/978-3-642-23774-4_49〉. 〈hal-01590543〉

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