Digital devices (most often laptops and smartphones), though desired tools by students in a higher education classroom, have in the past been shown to serve more as distractors than supporters of learning. One of the reasons is the o.en undirected nature of the devices' usage. With our work we aim to turn students' digital devices into teaching and communication tools by seamlessly interleaving lecture material and complex questions in the students' browser through ASQ, a Web application for broadcasting and tracking interactive presentations. ASQ's €ne-grained logging abilities allow us to track second by second to what extent students are engaging with ASQ which in turn enables insights into student behaviour dynamics. This setup enables us to conduct "in situ" experiments. Based on the logs collected in a longitudinal study over a ten week period across 14 lectures with more than 300 students, we investigate (i) to what extent ASQ can be reliably employed to assess a.ention and learning in the classroom, and (ii) whether di.erent in-class question spacing strategies impact student learning and engagement.@en

ASQ is a Web application for broadcasting and tracking interactive presentations, which can be used to support active learning pedagogies during lectures, labs and exercise sessions. Students connect their smartphones, tablets or laptops to receive the current slide as it is being explained by the teacher. Slides can include interactive teaching elements (usually questions of different forms). In contrast to other existing platforms, ASQ does not only collect, aggregate and visualize the answers in real-time, it also supports the data analytics in the classroom paradigm by providing the teacher with a real-time analysis of student behaviour during the entire session. One vital aspect of student behaviour is (in)attention and in this paper we discuss how we infer — in real-time — student attention based on log traces ASQ collects.@en