#808: Towards a Real-time Reciprocal Metacognition Feedback Paradigm in Introductory Computer Science Classrooms

Learning is a continuous process, with a student's level of mastery constantly evolving alongside instruction. While traditional assessment methods excel at assessing mastery at a particular moment in time, they are ill-suited for capturing the incremental nature of learning. We propose a novel system that allows students 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 metacognitive reasoning skills and allow the students to "dog-ear" moments of confusion during the lecture that could be returned to while studying. Through a series of user studies with both students and faculty, we explored the unique interaction challenges of this design space. This paper describes the key components of the proposed paradigm, drawing on these empirical insights to address design challenges.