Supporting Reflective Learning For Daily Activities Using An Interactive Dashboard

This paper presents the motivation, design and evaluation of an interactive dashboard, supporting reflective learning for daily activities. Based on gathering data from a 4-week field trial in which 24 participants used a Fitbit and a GPS tracker, design and interaction recommendations were made by taking the Fitbit dashboard as a starting point. A dashboard was developed according to the visual analytics model proposed by Keim, Mansmann, Schneidewind, Thomas, and Ziegler (2008). This model describes the iterative process of data gathering and exploration, hypothesis building, visualization design and analysis, and the gaining of insight by directly interacting with the gathered data. This study aims to evaluate the e↵ectiveness of using a visual analytics tool to facilitate insight into how this daily physical activity data yields to reflective learning, also known as learning by returning to and evaluating past work performances and personal experiences in order to promote continuous learning and improve future experiences (Boud, 1985).