Paper Info
Title
Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information.
Abstract
Reflecting on their performance during classroom-teaching is an important competence for teachers. Such reflection-in-action (RiA) enables them to optimize teaching on the spot. But RiA is also challenging, demanding extra thinking in teachers' already intensive routines. Little is known on how HCI systems can facilitate teachers' RiA during classroom-teaching. To fill in this gap, we evaluate ClassBeacons, a system that uses spatially distributed lamps to depict teachers' ongoing performance on how they have divided their time and attention over students in the classroom. Empirical qualitative data from eleven teachers in 22 class periods show that this ambient information facilitated teachers' RiA without burdening teaching in progress. Based on our theoretical grounding and field evaluation, we contribute empirical knowledge about how an HCI system enhanced teachers' process of RiA as well as a set of design principles for unobtrusively supporting RiA.
Year
DOI
Venue
2019
10.1145/3290605.3300321
CHI
Keywords
Field
DocType
ambient information system, distributed cognition, periphery of attention, reflection-in-action, reflective practitioner, teacher
Design elements and principles,Qualitative property,Empirical evidence,Computer science,Human–computer interaction,Socially distributed cognition,Reflective practice
Conference
ISBN
Citations 
PageRank 
978-1-4503-5970-2
3
0.41
References 
Authors
0
6
Name
Order
Citations
PageRank
Pengcheng An185.88
Saskia Bakker228429.46
Sara Ordanovski330.41
Ruurd Taconis433.12
Chris L. E. Paffen531.09
Berry Eggen677294.83