Developing a Student Feedback System using a DesignBased Research Approach We have developed a webbased feedback system that students can use to report difficult, easy, engaging, and boring sections of a lecture in realtime. Such feedback can identify potentially problematic lecture content, track cognitiveaffective dynamics in a classroom, and assist instructors in retrospective selfevaluation. We use a mixedmethod approach within a designbased research (DBR) framework. In this paper, we discuss initial development and implementation of the feedback system, which constitutes the first cycle of DBR in the project. We discuss potential usecases of such data and follow the DBR framework to identify strengths and weaknesses in the current prototype and its implementation. Based on such an analysis we come up with a list of modifications for the next cycle of DBR.

The relation between academic achievement and the spontaneous use of designthinking strategies Abstract   Designthinking strategies are believed to enhance performance and learning, but it is unclear whether these strategies have any relation to the types of learning measured by tests of academic achievement. This study examines the relations between studentsu0027 prior academic achievement, their choices to use designthinking strategies of seeking critical feedback and revising their work, and their learning during a 1015min online activity. Sixthgrade students designed three digital posters. After each poster, they had chances to seek either critical or confirmatory feedback, followed by a chance to revise the poster or not. Results show that prior academic achievement is positively related to studentsu0027 spontaneous use of critical feedbackseeking and that critical feedbackseeking is positively associated with studentsxe2x80x99 performance on the poster design task through revising, regardless of prior academic achievement. Prior academic achievement indirectly predicts performance, first through critical feedbackseeking and then through revising. One possible interpretation is that students who exhibit higher academic achievement attained those levels because they had spontaneously employed these strategies during their academic studies. To test this claim, future work needs to determine if instruction in designthinking strategies increases student academic achievement.