Supporting Reflection in Informal Learning

Abstract

This paper analyzes how different visualisations of interaction information can be used to indicate user activity and support informal learning. The question for research is how to support learners in unstructured and emerging environments to become aware of their often unconscious learning processes. Based on this question, two design studies and three experiments were conducted, to analyze the effects of indicators on informal learning. From the findings of the research we identified that the reception of interaction information is dependent on the context of the learners. “Relatedness” seems to be important for designing indicators that support learning.