Debbané, Amy Gabriela2022-01-172022-01-172022-01-172022-01-06http://hdl.handle.net/10012/17892Benefits of learning by teaching (LbT) have been highlighted by previous studies from a pedagogical lens, as well as through computer-supported systems. However, the challenges that university students face in technology-mediated LbT—whether it be teaching oneself, teaching a peer, or teaching an agent—is not well understood. Furthermore, there is a gap in knowledge on the challenges that students encounter throughout the process of teaching (content selection, preparation, teaching, receiving and giving feedback, and reflection) despite its importance to the design of LbT platforms. Thus, we conducted a thematic analysis on results we gathered from 24 university students where they taught content that they had not fully grasped and their semi-structured interviews. Results demonstrate that the participants encountered the following challenges: psychological barriers relating to self and others, and lack of know-how. Furthermore, we illuminate design implications required to overcome these challenges and benefit from LbT without requiring prior training in pedagogy. In addition, we outline university students’ perception on various tools and configurations a LbT platform could include.enlearning by teachingapplied computingcollaborative learningComputer-assisted instructionHuman-centered computingcollaborative and social computing systems and toolscomputer- supported cooperative worksocial computingMaster Thesis