Using emojis to monitor student wellbeing - Education Matters Magazine
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Using emojis to monitor student wellbeing

In response to growing concerns about student wellbeing and its link to academic performance, a new classroom tool uses emojis, customisable polls and screen mirroring to measure student engagement and wellbeing in real-time.

Launched by education technology company Vivi, the Student Feedback Tool was developed in partnership with teachers. It aims to provides an intuitive way to gather real-time feedback from students about how they are feeling, and whether they are keeping up or need more help during classes.

The tool uses emojis, customisable polls and screen mirroring to allow teachers to:

  • provide students with a safe, discrete way to communicate their emotional state and general wellbeing (through a series of emojis tailored to school requirements)
  • monitor student engagement to identify disengaged, bored or challenged students, and help personalise the learning environment
  • share instant results related to lessons with the class (or keep them private), and
  • set up alerts for school staff triggered by results of wellbeing polls.

CEO of Vivi, Natalie Mactier, said the new tool builds on Vivi’s existing screen mirroring solution, which is already used by teachers in 23 per cent of Australian private schools to engage students via a more visual and collaborative style of learning.

“It has never been more challenging to be a teacher. Meanwhile, students have never had so many distractions, nor so much pressure to succeed,” she said.

“We know that student wellbeing, engagement and performance are inextricably linked. Until now, teachers have had to read the room using their professional experience and intuition, or clunky manual tools, and it’s been hard for them to build a case for resourcing support when they need it.

Ms Mactier added that the Student Feedback Tool makes student engagement and wellbeing visible and measurable, allowing teachers to change their approach during lessons, and better personalise learning for students who are struggling emotionally or academically.

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