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Teacher-student interaction (TSI) is essential for learning efficiency andharmonious teacher-student interpersonal relationships. However, studies on TSIsupport tools often focus on teacher needs while neglecting student needs andautonomy. To enhance both lecturer competence in delivering interpersonalinteraction and student autonomy in TSI, we developed NaMemo2, a novelaugmented-reality system that allows students to express their willingness toTSI and displays student information to teachers during lectures. The designand evaluation process follows a new framework, STUDIER, which can facilitatethe development of theory-based ethnics-aware TSI support tools in general. Thequantitative results of our four-week field study with four classes in auniversity suggested that NaMemo2 can improve 1) TSI in the classroom from bothteacher and student perspectives, 2) student attitudes and willingness to TSI,and 3) student attitudes to the deployment of NaMemo2. The qualitative feedbackfrom students and teachers indicated that improving TSI may be responsible forimproved attention in students and a better classroom atmosphere duringlectures.

NaMemo2: Facilitating Teacher-Student Interaction with Theory-Based Design and Student Autonomy Consideration