Many years of research into using Electronic Voting Systems (EVS) within lectures has so far led to the conclusion that EVS is of beneficial value to student learning by involving students directly in conversation and deeper reflection. EVS researchers have proposed that using the voting data from EVS outside the lecture theatre may also benefit learning. They suggest that an Integrated Learning Environment (ILE) presenting this data would enable students to self-direct their learning and tutors to continue the dialogue from lectures. This book describes the implementation of such an ILE used within an introductory programming course at the University of Glasgow, in order to investigate these proposed benefits. This book also discusses what impact the instructional design of the course has on student learning and uses this discussion to illuminate the findings. This reasoning leads to suggested changes to the instructional design to provide better opportunity for deeper reflection amongst the students.