TY - GEN
T1 - Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information
AU - An, Pengcheng
AU - Bakker, Saskia
AU - Ordanovski, Sara
AU - Taconis, Ruurd
AU - Paffen, C.L.E.
AU - Eggen, Berry
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
U2 - 10.1145/3290605.3300321
DO - 10.1145/3290605.3300321
M3 - Conference contribution
SP - 1
EP - 14
BT - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
ER -