persuasion and reflective learning: closing the feedback loop

© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu

Persuasion and Reflective Learning: Closing the Feedback Loop

Lars Müller, Verónica Rivera-Pelayo and Stephan HeuerFZI Research Center for Information Technology Karlsruhe

Persuasive 2012, 7th June 2012


Agenda

▪ Introduction & Motivation

▪ Persuade or support reflection?

▪ Closing the feedback loop

▪ Summary

2


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.”

3


▪ Learn by observing others and from experiences

▪ Support learning-on-the-job and experience sharing

▪ Learning by reflection on observed practices and collected

data

4

MIRROR Reflective Learning at Work

▪ Focus on acquisition of

tacit knowledge


Motivation

Support by using information technology Both use feedback loops

Can both fields of research learn from each other?

Induce change in behavior

Encouraging reflection Persuading

5


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.

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 Behavior that can be measured

http://dub.washington.edu/projects/ubifit

http://jawbone.com/up

8


Persuade or Support Reflection

9


Persuade or Support Reflection

10


Example: Jawbone UP

11


Influencing behavior using captured data▪ Guidance reduces responsibility and effort for the user▪ Reduces control Ethical implications

Computer Supported Reflective Learning

Reflection: A matter of guidance?

CoercionAwareness/Mindfulness

PersuasionReflection

Amount of Guidance

12


Complex goals

Growing number of data sources

Harder to interpret Difficult to link to a goal

Unknown target behavior

User decides Cognitive Dissonance Theory 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

A

BC

13


Requirements for capturing behavior

Reflective Learning: Capturing experiences

General capturing approach

Select relevant data

Trigger reflection

Persuasive Technology: Capture specific behavior

Select best capturing approach

Rate behavior

Provide Reinforcement

Change in behavior

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

15


Unpredictability of relevance

Which data can help predict relevance?

Affective context by psychophysiological sensors

Social Interaction computer mediated communication face to face interaction

Task context Augment tools

http://www.affectiva.com/q-sensor/

http://hd.media.mit.edu/badges/

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?

17


Questions?

Thank you very much

18

persuasion and reflective learning: closing the feedback loop

Education

eu ist fp7

mirror reflective learning

behavior support

experiences support

comup behavior

data reliable

captured data guidance

behaviorreflective learning