Authors:
Bhojan Anand
and
Hu Yuxin
Affiliation:
School of Computing, National University of Singapore
Keyword(s):
Pedagogy, Reflective Learning, Automated Reflection Analysis, Peer Evaluation.
Abstract:
Reflective learning has various benefits for students, such as increased motivation, empathy, and academic success. This paper presents a tool for self-regulated reflective learning in creative media courses. We have studied the effect of using the tool in three courses with a strong demand for creativity and technical skills. The courses are CS3247 (Game Development), CS4240 (Interaction Design for Virtual and Augmented Reality), and CS4350 (Game Development Project). Each project team is considered an indie game development studio and adopts best practices from the industry. The projects will go through multiple iterations during the semester, which are graded. Reflective learning is implemented by allowing students to reflect on their past experiences between each iteration. Reflections are assessed by teaching assistants to evaluate the quality of reflections based on standardized rubrics. Two rounds of the study were conducted over 2021/2022 Semester 2 and 2022/2023 Semester 1.
The first round was a pilot study, and the feedback from the first round was used to reflect on the experimental methodology and modify it for the second round. One key finding was that free-form reflection writing with guidelines had pushed for better quality reflections than a more specific set of questions. Overall, we have shown positive correlations between the mean student reflection scores in a team and the marks their team earned for submissions of each iteration with moderate inter-rater reliability. In addition, implementing reflective learning in these courses has increased the overall module and teaching feedback scores.
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