Pammer-Schindler Viktoria, Prilla Michael
2021
A substantial body of human-computer interaction literature investigates tools that are intended to support reflection, e.g. under the header of quantified self or in computer-mediated learning. These works describe the issues that are reflected on by users in terms of examples, such as reflecting on financial expenditures, lifestyle, professional growth, etc. A coherent concept is missing. In this paper, the reflection object is developed based on activity theory, reflection theory and related design-oriented research. The reflection object is both what is reflected on and what is changed through reflection. It constitutes the link between reflection and other activities in which the reflecting person participates. By combining these two aspects—what is reflected on and what is changed—into a coherent conceptual unit, the concept of the reflection object provides a frame to focus on how to support learning, change and transformation, which is a major challenge when designing technologies for reflection.
Renner Bettina, Wesiak Gudrun, Pammer-Schindler Viktoria, Prilla Michael, Müller Lars, Morosini Dalia, Mora Simone, Faltin Nils, Cress Ulrike
2019
Fessl Angela, Pammer-Schindler Viktoria, Blunk Oliver, Prilla Michael
2016
Reflective learning has been established as a process that deepenslearning in both educational and work-related settings. We present a literaturereview on various approaches and tools (e.g., prompts, journals, visuals)providing guidance for facilitating reflective learning. Research consideredin this review coincides common understanding of reflective learning, hasapplied and evaluated a tool supporting reflection and presents correspondingresults. Literature was analysed with respect to timing of reflection, reflectionparticipants, type of reflection guidance, and results achieved regardingreflection. From this analysis, we were able to derive insights, guidelinesand recommendations for the design of reflection guidance functionality incomputing systems: (i) ensure that learners understand the purpose of reflectivelearning, (ii) combine reflective learning tools with reflective questions either inform of prompts or with peer-to-peer or group discussions, (iii) for work-relatedsettings consider the time with regard to when and how to motivate to reflect.
Kravcik Milos, Mikroyannidis Alexander, Pammer-Schindler Viktoria, Prilla Michael , Ullmann T.D.
2015