Designing for Self-awareness: Supporting Students’ Reflexive Interactions Based on Photos

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Educators in professional higher education experience difficulties addressing students’ self-awareness in their courses. The topic is often dismissed by students as ‘vague’ or ‘irrelevant’. This is detrimental for learning since knowing who you are and who you want to be is crucial: it guides behaviour and helps to feel balanced and in control. Support is needed to trigger students’ self-awareness and to make this process less demanding. In this paper we present guidelines for interactive triggers supporting students in developing their self-awareness. We asked students to discuss self-made photos in small groups and offered them three paper prototypes of triggers to work with. Questionnaire results and analysis of students’ discussions resulted in insights on how these triggers provoke distinct interaction and support self-awareness. Insights in advantages and disadvantages of the triggers can be used to design and implement innovative interactive systems that engage students in the process of developing self-awareness.
Original languageEnglish
Title of host publicationProceedings of the 14th Creativity and Cognition 2022
Place of PublicationNew York
PublisherAssociation for Computing Machinery
ChapterPaper and Pictorial Session: Narratives and Sensemaking
ISBN (Print)9781450393270
Publication statusPublished - Jun 2022
EventThe 14th ACM conference on Creativity & Cognition : Theme: Creativity, Craft, and Design - Venice, Italy
Duration: 20 Jun 202223 Jun 2022

Publication series

NameACM Creativity and Cognition Conference Series


ConferenceThe 14th ACM conference on Creativity & Cognition


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