a model of complementarity. SRSs andTRSs features can be combined to support both structured activities and enablespontaneous adaptation

interpret evolving classroom cues and adapt in real time in the context of the currentclass

widescale deployment of the technology required ap-proval from institutional IT Support departments, which proved difficult to secure

The five states of the ELF confusion cue

ools that both minimize teacher burden and support real-time,flexible responsiveness

pre-scripted interactions can limit pedagogical agility

neg-ative impact on lesson planning [7], tension between technological engagement andlesson flow [8], and a demand for greater technical competence [9].

Theanonymous format leads to a higher level of inclusivity since students feel free to par-ticipate without the fear of judgement from peers [5].

a sort of Teacher Response System (TRS)—designed to support decision-making,reduce friction, and enhance teacher-student responsiveness in real time

When a tool fails to adapt to a teacher’ssituated needs, it risks undermining both instructor agency and the student empower-ment it exists to support.

The slow uptake of such a seemingly promising tool may lie in its fundamental asym-metry