"An Instructor is [already] able to keep track of 30 students": Students’ Perceptions of Smart Classrooms for Improving Teaching & Their Emergent Understandings of Teaching and Learning
A storyboard Speed Dating study of how college STEM students judge classroom sensing systems that turn their data into feedback for instructors.
Abstract
Multi-modal classroom sensing systems can collect complex behaviors in the classroom at a scale and precision far greater than human observers to capture learning insights and provide personalized teaching feedback. As students are critical stakeholders in the adoption of smart classrooms for the improvement of teaching, open questions remain in understanding student perspectives on the use of their data to provide insights to instructors. We conducted a Speed Dating with storyboards study to explore student values and boundaries regarding the acceptance of classroom sensing systems in STEM college courses. We found that students have several emergent beliefs about teaching and learning that influence their views towards smart classroom technologies. Students also held contextual views on the boundaries of data use depending on the outcome. Our findings have implications for the design and communication of classroom sensing systems that reconcile student and instructor beliefs around teaching and learning.