Abstract
Providing students with research-based learning tools is a necessary part of developing learning environments, and additionally, the design of those learning features is critical for their success. It is well established that doing practice questions while reading is better for learning—yet how students monitor and navigate to this formative practice in the learning platform can impact the success of this study tool. In this paper, we address the learning science and design considerations of a student-facing progress panel using the learning engineering process model as the development framework. Student data and survey feedback is interpreted from the first class of university students to complete the formative practice using the progress panel in the textbook e-reader platform. Directions for future iterative improvements and research are also discussed.
