Designing a Meta-Reflective Dashboard for Instructor Insight into Student-AI Interactions
This addresses the challenge for instructors in AI-supported learning environments to monitor student progress without invasive surveillance.
The researchers tackled the problem of instructors losing visibility into student-AI interactions by proposing a meta-reflective dashboard that summarizes sessions without exposing raw chat logs, finding it reduces sensemaking effort and mitigates privacy concerns.
Generative AI tools are increasingly used for coursework help, shifting much of students' help-seeking and reasoning into student-AI chats that are largely invisible to instructors. This loss of visibility can weaken instructors' ability to understand students' difficulties, ensure alignment with course goals, and uphold course policies. Yet transcript-level access is neither scalable nor ethically straightforward: reading raw chat logs across a class is impractical, and exposing detailed dialogue can raise privacy concerns and chilling effects on help seeking. As a result, instructors face a tension between needing actionable insight and avoiding default surveillance of student conversations. To address this gap, we propose a meta-reflective dashboard that makes student-AI sessions interpretable without exposing raw chat logs by default. After each help-seeking session, a reflection AI produces a structured, session-level summary of the student's interaction trajectory, AI usage patterns, and potential risks. We co-designed the dashboard with instructors and students to surface key challenges and design goals, and conducted a formative evaluation of perceived usefulness, trust in the summaries, and privacy acceptability. Findings suggest that the proposed dashboard can reduce instructors' sensemaking effort while mitigating privacy concerns associated with transcript-level access, and they also yield design implications for evidence, governance, and scalable class-level analytics for AI-supported learning.