Co-Designing Classroom Practice to Improve Student Attention and Engagement in Computer Science Degree Programmes

Educators have long researched student attention and how this influences learning, teaching and assessment. Focusing on how this specifically impacts upon CS education, we present early work that constructs a deeper understanding of CS student attention during learning and teaching activities, alongside co-designing a set of recommendations. We conducted an in-depth analysis of student perspectives and experiences related to their attention in CS courses through diaries and focus groups, working with students as partners on recommendations for increasing student attention and engagement. The outcomes of this preliminary work provides the foundation for developing future engagement activities and targeted interventions for undergraduate CS students.