Abstract
Reading and discussing complex texts is a recurring challenge in higher education, particularly in seminar-style courses. While the Think–Pair–Share (TPS) method provides a structured approach to collaborative learning, its application to text-based activities is often hindered by media discontinuities and limited support for reflection. We present digital Read-Pair-Share (dRPS), a fully digital implementation of TPS that integrates guided reading, annotation, question answering, peer discussion, and visual reading analytics in a single web-based system. We deployed dRPS in a visualization course to support students in reading a chapter from Munzner’s Visualization Analysis and Design. Our initial evaluation shows solid reading comprehension, positive student perceptions, and the emergence of distinctive reading and answering strategies, which were effectively reflected upon using the analytics interface. We conclude that dRPS addresses key limitations of traditional TPS and has the potential to enhance reading engagement and learning outcomes across disciplines.
Publication
López García, I., Riehmann, P., Girgensohn, K., Voigt, J., Froehlich, B.
Digital Read-Pair-Share: A Didactic Application for Collaborative Reading and Visual Reading Analytics
Accepted. To appear in: EuroVis 2026 - Education Papers
[preprint]