Abstract:In a collaborative learning environment, the promotion and support of well-balanced student participation is an important step towards the achievement of learning outcomes. Ambient information visualisations can help raise awareness of the balance of distribution in meetings and small learner groups. This paper explores the use of ambient information in the classroom, where we attempt to encourage a proper balance of feedback between student groups during "design critique" studio sessions. The contribution of the paper is two-fold: i) it presents necessary design choices for ambient visualisations that promote feedback balance in classrooms, motivating under-participators while limiting over-participation, and ii) it shows the effects on student perception and feedback participation through the actual deployment of such visualisations in "real classroom sessions".Keywords: learning analytics, ambient displays, ambient information visualisation, discussion participation, design critique, participation balance, awareness, classroom learning activities
IntroductionLearning Analytics, or the collection and analysis of traces that learners leave behind, can help to understand and optimize (human) learning and learning environments (Siemens & Long, 2011). Furthermore, it can help to raise awareness of personal and peer learning activities, help reflect on and make sense of learner traces, and impact behaviour (Verbert, Duval, Klerkx, Govaerts, & Santos, 2013). These traces can reflect activities inside and outside the classroom (Santos et al., 2013) of both students and teachers, but can also be used to impact activities in a live classroom. It allows teachers to intervene or orchestrate (Martinez-Maldonado, Kay, Yacef, & Schwendimann, 2012), and students to become aware of their behaviour and progress on tasks (Dillenbourg et al., 2011).In this paper, we focus on visualising learning analytics live in two Master courses at KU Leuven, Belgium: "Information Visualisation" (IV) and "Fundamentals of Computer-Human Interaction" (FCHI). In these courses, students work in group to design, implement, present and iterate on information visualisations in the former, and to develop a mobile game in the latter. The courses put a large emphasis on peer review, teaching students how to evaluate and discuss their designs and technical implementations, in a community of practice (Wenger, 2011). This is supported through the use of blogs that helps students report and share opinions and knowledge (Marques, Krejci, Siqueira, Pimentel, & Braz, 2013). As communication and collaboration skills are key 21st century competences for lifelong learning (Lee, Tsai, Chai, & Koh, 2014), "design critique" face-to-face sessions are organised where students present their group's progress to the class and provide feedback to each other on their intermediate results.Over-and under-participation in collaborative learning settings can reduce motivation and lower learning outcomes (Salomon & Globerson, 1989). Literature has shown that ambient d...