Encouraging initiative in the classroom with anonymous feedback

Tony Bergstrom, Andrew Harris, Karrie Karahalios

Research output: Chapter in Book/Report/Conference proceedingConference contribution


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.

Original languageEnglish (US)
Title of host publicationHuman-Computer Interaction - INTERACT 2011 - 13th IFIP TC 13 International Conference, Proceedings
Number of pages16
EditionPART 1
StatePublished - 2011
Event13th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2011 - Lisbon, Portugal
Duration: Sep 5 2011Sep 9 2011

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
NumberPART 1
Volume6946 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Other13th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2011


  • Anonymous
  • Classroom
  • Feedback
  • Social Mirrors

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)


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