Ha Yeon Lee
Seoul National University, Seoul, Korea, Republic of
The shift to online education, accelerated by the COVID-19 pandemic, has introduced challenges in monitoring student engagement, an essential aspect of effective teaching. In response, real-time student monitoring interfaces have emerged as potential tools to aid instructors, yet their efficacy has not been thoroughly examined. Addressing this gap, we conducted a controlled experiment with 20 instructors examining the impact of engagement cues (presence versus absence) and student engagement levels (high versus low) on instructors' monitoring effectiveness, teaching behavior adjustments, and cognitive load in online classes. Our findings underscored the fundamental benefits of student engagement monitoring interfaces for improving monitoring quality and effectiveness. Furthermore, our study highlighted the critical need for customizable interfaces that could balance the informational utility of engagement cues with the associated cognitive load and psychological stress on instructors. These insights may offer design implications for the design of future student engagement monitoring interfaces.
doi.org/10.1145/3613904.3642845
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2024.acm.org/)