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This paper presents experiences from a flipped classroom M.Sc. course onHuman-Computer Interaction (HCI). The students that finished successfully thiscourse participated in twelve short workshops, based on a flipped classroommodel. Each workshop focused on a specific HCI activity, while before theworkshops, a two-hour lecture was used to introduce the students in the flippedlearning concept. All the rest of the educational material was offered to thestudents online before each workshop. Such material was mainly short lecturesfrom the professor, in the form of videos uploaded in the course's YouTubechannel and documents delivered using the university learning management system(LMS). For each workshop the students had to be prepared to participate, whichwas tested using brief quizzes before the start of specific workshops. Theactivity presented in this paper was the design and evaluation of aninteractive system. The students were asked to form six groups comprising ofthree to four students each. Then a system's description, vague enough tostimulate creativity, was randomly assigned to each group. This activitypresented in this paper was the longest activity of the entire course and itwas conducted in four consequent workshops. The paper presents the setting ofthis experiment, the peer assessment method and the use of eye-tracking datacollected and analysed to aid the students towards improving their design. Thestudents created a working model of the system with limited functionality andimproved this model using eye-tracking data from the peer evaluation of thismodel. The use of these data offered them the insight to improve their modelsand to undergo design changes. The paper presents samples of the progress madebetween various versions of the models and concludes presenting the preliminarypositive results of the students qualitative evaluation of this experiment.

Teaching HCI Design in a Flipped Learning M.Sc. Course Using Eye-Tracking Peer Evaluation Data