M3 – Unit 3: Designing for Interaction

So far, we have seen why engagement matters (Unit 1) and how specific nudges can increase participation (Unit 2). In this unit, the focus expands to lesson design as a whole. Instead of thinking of nudges as occasional tactics, the goal is to embed them into the very rhythm of teaching.

A well-designed digital session should flow in such a way that interaction becomes the default. Learners should expect to contribute at predictable intervals and feel confident about when and how to do so. Educators, meanwhile, should be able to rely on self-nudges and structural cues that make engagement easier to manage without requiring constant improvisation.

In digital teaching, structure is not a constraint—it is a form of support. Without it, both learners and teachers fall into passive patterns. Long monologues, unclear transitions, and absent opportunities for input all contribute to disengagement.

Structured design offers three main benefits:

1. Cognitive rhythm – students know when to listen, when to reflect, and when to act.
2. Reduced uncertainty – clear signals minimize hesitation about participation.
3. Teacher relief – educators no longer rely on spontaneous inspiration to prompt engagement.

Behavioural science emphasizes that predictability reduces friction. A rhythm of interaction points makes it easier for both sides to stay active.

One effective approach is to design interaction loops every 10–12 minutes. These are deliberate pauses where students perform a cognitive action—no matter how small. Each loop reinforces attention and signals shared responsibility for learning.

Examples of interaction loops:

• Minute 3: First-click warm-up poll
• Minute 12: Chat prompt: “What was the clearest or most confusing idea so far?”
• Minute 22: Pair-and-share in breakout rooms
• Minute 32: Collective Jamboard annotation
• Minute 40: Exit poll or reflection

Notice how each loop alternates between input, reflection, and collaboration. This variety sustains energy and ensures different learning preferences are addressed.

Interactive design does not only rely on tools; it also depends on social norms. Learners are more likely to participate when expectations are shared and co-owned. At the start of a course, invite students to help define digital classroom norms such as:

• “Use the chat for short reactions and questions.”
• “Every student contributes at least once per class.”
• “Emoji reactions are welcome during explanations.”

When students contribute to setting these norms, they feel greater responsibility to uphold them. This also reduces educator pressure to enforce participation.

Small design choices have a disproportionate effect in digital learning:

• Visual cues: Use icons or slide markers to signal an upcoming interaction.
• Colour coding: Apply consistent colours for “listen,” “do,” and “reflect” slides.
• Templates: Reuse pacing templates with interaction slots pre-built.

These micro-design elements act as self-nudges for educators and visual nudges for learners, ensuring everyone anticipates interaction moments.