Characterizing Questioning Patterns and Student Engagement Through Contextual Analysis of Real-Time Classroom Interactions

This research explores a novel approach to analyzing real-time classroom polling data, moving beyond simple correctness scores to contextualize responses within lecture transcripts. The study aims to determine how a poll's instructional function and its answer can be understood by integrating it with the broader lecture content, thereby characterizing questioning patterns and student engagement.

Understanding the nuanced function of real-time polling in educational settings can significantly improve pedagogical strategies and the effectiveness of instructional delivery. This approach allows for a deeper analysis of student-teacher interactions and engagement, moving beyond superficial metrics to derive actionable insights for curriculum design and teaching methodologies.

Traditional real-time classroom polling data is often interpreted narrowly, focusing on correctness or participation numbers.

Forward consideration, not a verified fact.