  This paper presents experiences from a flipped classroom M.Sc. course on
Human-Computer Interaction (HCI). The students that finished successfully this
course participated in twelve short workshops, based on a flipped classroom
model. Each workshop focused on a specific HCI activity, while before the
workshops, a two-hour lecture was used to introduce the students in the flipped
learning concept. All the rest of the educational material was offered to the
students online before each workshop. Such material was mainly short lectures
from the professor, in the form of videos uploaded in the course's YouTube
channel and documents delivered using the university learning management system
(LMS). For each workshop the students had to be prepared to participate, which
was tested using brief quizzes before the start of specific workshops. The
activity presented in this paper was the design and evaluation of an
interactive system. The students were asked to form six groups comprising of
three to four students each. Then a system's description, vague enough to
stimulate creativity, was randomly assigned to each group. This activity
presented in this paper was the longest activity of the entire course and it
was conducted in four consequent workshops. The paper presents the setting of
this experiment, the peer assessment method and the use of eye-tracking data
collected and analysed to aid the students towards improving their design. The
students created a working model of the system with limited functionality and
improved this model using eye-tracking data from the peer evaluation of this
model. The use of these data offered them the insight to improve their models
and to undergo design changes. The paper presents samples of the progress made
between various versions of the models and concludes presenting the preliminary
positive results of the students qualitative evaluation of this experiment.
