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We present design guidelines for incorporating fidgeting into the virtualworld as a tool for students in online lectures. Fidgeting is associated withincreased attention and self-regulation, and has the potential to help studentsfocus. Currently there are no fidgets, physical or virtual, designed forpreserving attention specifically in online learning environments, and noheuristics for designing fidgets within this domain. We identify three virtualfidget proxies to serve as design probes for studying student experiences withvirtual fidgeting. Through a study of eight students using our virtual fidgetproxies in online lectures, we identify eight emergent themes that encompassstudent experience with virtual fidgeting in lectures. Based on these themes,we present four principles for designing domain-specific virtual fidgets foronline lectures. We identify that virtual fidgets for lectures should becontext-aware, visually appealing, easy to adopt, and physically interactive.

Virtual Fidgets: Opportunities and Design Principles for Bringing Fidgeting to Online Learning