More Related Content Similar to Persuasion and Reflective Learning: Closing the Feedback Loop (20) Persuasion and Reflective Learning: Closing the Feedback Loop1. Persuasion and Reflective Learning:
Closing the Feedback Loop
Lars Müller, Verónica Rivera-Pelayo and Stephan Heuer
FZI Research Center for Information Technology Karlsruhe
Persuasive 2012, 7th June 2012
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2. Agenda
▪ Introduction & Motivation
▪ Persuade or support reflection?
▪ Closing the feedback loop
▪ Summary
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3. Introduction
Desired behavioral changes at work are often very
complex
“I want to treat my patients better.”
“I need to reduce my stress.”
“I would like to improve my
communication and teaching skills.”
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4. MIRROR Reflective Learning at Work
▪ Learn by observing others and from experiences
▪ Support learning-on-the-job and experience sharing
▪ Learning by reflection on observed practices and collected
data
▪ Focus on acquisition of
tacit knowledge
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5. Motivation
Encouraging
reflection Persuading
Induce change in
behavior
Support by using information technology
Both use feedback loops
Can both fields of research learn from each other?
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6. Reflective Learning
refers to “those intellectual and affective activities in which individuals engage to
explore their experiences in order to lead to new understandings and
appreciations“ (Boud et. al)
D. Boud, R. Keogh, and D. Walker. Reflection: Turning Experience into Learning, chapter Promoting Reflection in Learning: a
Model., pages 18-40. Routledge Falmer, New York, 1985.
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7. Persuasive Technology
Use of capturing approaches to provide persuasive feedback
Capture behavior and rate it
Provide reinforcement
Limited number of domains
Clear Goals
Specific Behavior http://jawbone.com/up
Behavior that can be measured
http://dub.washington.edu/projects/ubifit
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8. Persuade or Support Reflection
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9. Persuade or Support Reflection
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11. Reflection: A matter of guidance?
Influencing behavior using captured data
▪ Guidance reduces responsibility and effort for the user
▪ Reduces control
Ethical implications
Computer
Supported
Reflective
Learning
Amount of Guidance
Awareness/ Reflection Persuasion Coercion
Mindfulness
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12. Complex goals
Growing number of data sources
Harder to interpret
Difficult to link to a goal
C B
Unknown target behavior
User decides
Cognitive Dissonance Theory
A
Cognitive effort
Three possibly conflicting representations of behavior
A) What really happened in a situation
B) What the person believes had happened
C) What tools have captured about that event
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13. Requirements for capturing behavior
Reflective Learning: Persuasive Technology:
Capturing experiences Capture specific behavior
General capturing Select best capturing
approach approach
Select relevant data Rate behavior
Trigger reflection Provide Reinforcement
Change in behavior
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14. Closing the Feedback Loop
Persuasive Technology already measures behavior
Ask the user
Benefit for capturing?
Is the data reliable?
Using of-the-shelf sensors
Accelerometers
Biosensors
Smart Meters
Biosensors
Which data should be captured to support reflection?
All data?
Quantiative vs. Experiential
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15. Unpredictability of relevance
Which data can help predict relevance?
Affective context by psychophysiological sensors
http://www.affectiva.com/q-sensor/
Social Interaction
computer mediated communication
face to face interaction
Task context
Augment tools
http://hd.media.mit.edu/badges/
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16. Conclusion
Results
Outlined the design space between reflective learning and persuasive
technology
Reflection is a promising approach to induce behavioral change
Three kinds of cues to identify relevant data for reflection
Outlook
More data and sensors
Can we persuade to reflect?
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17. Thank you very much
Questions?
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