New feed system for interactive labs

Abstract

A phenomenon known as the learning-by-teaching effect may be observed in circumstances where students offer explanations to an audience, either real or simulated, that is not capable of interacting with them. The specific mechanisms that facilitate the acquisition of knowledge through non-interactive teaching methods in the college setting remain ambiguous. Additionally, it remains unclear why a number of recent investigations have failed to reproduce this phenomenon. Furthermore, certain studies have reported insignificant results or even negative consequences of non-collaborative teaching on particular aspects of students' academic performance. The diverse outcomes can be attributed to varying aspects of the research, suggesting that there may be certain limitations that determine the success of non interactive instruction. This thesis endeavors to introduce an advanced system that streamlines the responsibility of instructors in monitoring the progress of individual students during laboratory exercises and classifies participants based on their proficiency in a designated task using event-driven architecture. The implementation of such an approach has the capability to facilitate educators in efficiently organizing their syllabi and adapting their laboratory provisions to accommodate the proficiencies of distinct student groups, together with the ability of monitoring students' performance during laboratory sessions. Ongoing analyses regarding the efficacy of the system are currently being conducted, with initial findings indicating the system's potential to support instructors in the management of their students' activities. Additionally, we will examine the challenges and limitations of using news feeds in laboratory courses and identify strategies to overcome them