Name
Abstract | ||
|---|---|---|
Feedback is a key element of project-based learning, but only if students reflect on and learn from the feedback they receive. Students often struggle to deeply engage with feedback, whether due to lack of confidence, time, or skill. This work seeks to identify challenges that make reflecting on feedback difficult for students, and to design possible solutions for supporting reflection. Through observing two university game design courses, our research found that without concrete reflection strategies, students tended to be attracted to feedback that looks useful, but does not necessarily them move forward. When we introduced three different reflection scaffolds to support students, we found that the most effective approach promoted interactive learning by allowing time for self-reflection before team reflection, offering time limits, providing activities for feedback prioritization, helping teams align their goals, and equalizing team member participation. We present design guidelines for future systems to support reflection on feedback.
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Year | DOI | Venue |
|---|---|---|
2020 | 10.1145/3357236.3395480 | DIS '20: Designing Interactive Systems Conference 2020
Eindhoven
Netherlands
July, 2020 |
DocType | ISBN | Citations |
Conference | 978-1-4503-6974-9 | 0 |
PageRank | References | Authors |
0.34 | 0 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Amy Cook | 1 | 0 | 0.34 |
| Steven Dow | 2 | 1252 | 92.97 |
| Jessica Hammer | 3 | 68 | 25.95 |