Participatory activity carried out using electronic devices is enhanced by occupying the attention of participants who complete a task before a set completion time. For example, a request or question having an expected response time less than the remaining answer time may be provided to early-finishing participants. In another of the many embodiments, the post-response tasks are different for each participant, depending upon, for example, the rate at which the participant has successfully provided answers to previous questions. This ensures continuous engagement of all participants.
In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how students are reading before class. We find that, with this platform, students spend an above average amount of time reading (compared to that reported in the literature) and that most students complete their reading assignments before class. We identify specific reading behaviors that are predictive of in-class exam performance. We also demonstrate ways that the platform promotes active reading strategies and produces high-quality learning interactions between students outside class. Finally, we compare the exam performance of two cohorts of students, where the only difference between them is the use of the platform; we show that students do significantly better on exams when using the platform.