Encouraging initiative in the classroom with anonymous feedback

Authors:
Tony Bergstrom;Andrew Harris;Karrie Karahalios
Affiliations:
Department of Computer Science, University of Illinois at Urbana-Champaign;Department of Computer Science, University of Illinois at Urbana-Champaign;Department of Computer Science, University of Illinois at Urbana-Champaign
Venue:
INTERACT'11 Proceedings of the 13th IFIP TC 13 international conference on Human-computer interaction - Volume Part I
Year:
2011

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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.