The impact of the classroom atmosphere, motivation and reflection on the cognitive process, as well as its influence, new perspectives and an extended understanding on the reflection itself were depicted in three concept maps of German students.
Our framework, in addition, investigates the transfer of learning theories into practice as well as the principles of experiential learning and aspects on motivation and reflection.
Based on these results, some implications on the value aspect of motivation and reflections on the further design of educational agents are discussed.
We conducted a controlled experiment to evaluate the Heatmap module in supporting an effective networked and personalized VBL experience through the support of awareness, reflection, motivation, and feedback.
The main aim of the Heatmap module was to support monitoring, awareness, reflection, motivation, feedback in a networked and personalized VBL environment.
The preliminary evaluation results revealed a user acceptance of CourseMapper as an easy to use and useful collaborative video annotation and analytics platform that has the potential to support monitoring, awareness, reflection, motivation, feedback in VBL learning environments.
We employed an evaluation approach based on the System Usability Scale (SUS) as a general usability evaluation and a custom effectiveness questionnaire to measure whether the goals of monitoring, awareness, reflection, motivation, feedback have been achieved through the support of the Heatmap module.
Reflection, motivation, physical awareness and addiction were important issues when stopping was resolute.
Interviews often expanded beyond these questions and also covered motivation, job satisfaction, reflection, innovation and improvements to services.
