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Course selection is a crucial activity for students as it directly impactstheir workload and performance. It is also time-consuming, prone tosubjectivity, and often carried out based on incomplete information. This taskcan, nevertheless, be assisted with computational tools, for instance, bypredicting performance based on historical data. We investigate the effects ofshowing grade predictions to students through an interactive visualizationtool. A qualitative study suggests that in the presence of predictions,students may focus too much on maximizing their performance, to the detrimentof other factors such as the workload. A follow-up quantitative study exploredwhether these effects are mitigated by changing how predictions are conveyed.Our observations suggest the presence of a framing effect that induces studentsto put more effort into course selection when faced with more specificpredictions. We discuss these and other findings and outline considerations fordesigning better data-driven course selection tools.

Showing Academic Performance Predictions during Term Planning: Effects on Students' Decisions, Behaviors, and Preferences