Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information
| Autor: | An, Pengcheng, Bakker, Saskia, Ordanovski, Sara, Taconis, Ruurd, Paffen, C.L.E., Eggen, Berry, Leerstoel Stigchel, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), Afd Psychologische functieleer |
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| Přispěvatelé: | Future Everyday, Leerstoel Stigchel, Helmholtz Institute, Experimental Psychology (onderzoeksprogramma PF), Afd Psychologische functieleer |
| Rok vydání: | 2019 |
| Předmět: |
Reflective practitioner
Reflection-in-action Reflection in action Computer science Periphery of attention Teacher Reflective practice 05 social sciences Ambient information system Design elements and principles 020207 software engineering 02 engineering and technology Distributed cognition Socially distributed cognition ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Mathematics education 0501 psychology and cognitive sciences Empirical evidence Competence (human resources) 050107 human factors |
| Zdroj: | CHI Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1. Association for Computing Machinery (ACM) STARTPAGE=1;TITLE=Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems CHI 2019-Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems |
| DOI: | 10.1145/3290605.3300321 |
| Popis: | © 2019 Association for Computing Machinery. Reflecting on their performance during classroom-teaching is an important competence for teachers. Such reflection-inaction (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. |
| Databáze: | OpenAIRE |
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