We present design guidelines for incorporating fidgeting into the virtual world as a tool for students in online lectures. Fidgeting is associated with increased attention and self-regulation, and has the potential to help students focus. Currently there are no fidgets, physical or virtual, designed for preserving attention specifically in online learning environments, and no heuristics for designing fidgets within this domain. We identify three virtual fidget proxies to serve as design probes for studying student experiences with virtual fidgeting. Through a study of eight students using our virtual fidget proxies in online lectures, we identify eight emergent themes that encompass student experience with virtual fidgeting in lectures. Based on these themes, we present four principles for designing domain-specific virtual fidgets for online lectures. We identify that virtual fidgets for lectures should be context-aware, visually appealing, easy to adopt, and physically interactive.

翻译：我们提出了将坐立不安行为融入虚拟世界作为在线课堂学生工具的设计指南。坐立不安与提高注意力和自我调节能力相关，有助于学生集中注意力。目前，无论是实体还是虚拟的坐立不安工具，都未针对在线学习环境中的注意力保持进行专门设计，也缺乏该领域内设计坐立不安工具的启发式规则。我们确定了三种虚拟坐立不安代理，作为研究学生在虚拟坐立不安体验方面的设计探索工具。通过对八名学生在在线课堂中使用虚拟坐立不安代理的研究，我们识别出涵盖学生在课堂中虚拟坐立不安体验的八个涌现主题。基于这些主题，我们提出了为在线课堂设计领域特定虚拟坐立不安工具的四条原则。我们发现，课堂虚拟坐立不安工具应具备情境感知、视觉吸引力、易于采用和物理交互性。