hello this is sally harkwash from coach university i am presenting our paper
qualitative dimensions of technology
mediated's reflective learning the case
of vr experience of psychosis
we focus on reflection in the context of technology mediated social and emotional
learning using ambiguous design thus we
deal with the qualitative and subjective
nature of reflective activity our goal
was to create a vr experience of
psychosis to provide psychology students
with an experiential learning
opportunity through reflection we used
immersed immersive vr to improve
effective skills such as perspective
taking reflective thinking and empathy
our work contributes to the literature
on technology supported reflective
learning and we are developers designing
social and emotional experiences for
reflection
reflection deflection is self-evaluation of one's
influential processes at the face of
ambiguous experiences pushing one to
re-imp interpret the experience and
update existing knowledge reflection is
often triggered by complex social and
emotional experiences as they can result
in ambiguity and unpredictability in
inference ambiguity of information
during an interpretative process can
generate individual differences in
interpreting the meaning of an
experience as these complex
interpretative experiences are hard to
quantify a qualitative study of using
ambiguity in designing for reflection
can contribute to the understanding of
users subjective experiences when they
engage in reflection
as a case which is marked by the need to
explain reality through
self-construction we believe that
psychosis is well-suited to investigate
reflective processes as it exemplifies
the interpretative struggle of an
individual in making sense of the world
individual diversity in the experience
of psychosis is highlighted in
diagnostic and statistical manual of
mental disorders dsm-5 which makes this
diagnosis and treatment tailored around
the subjective experiences of
individuals presenting with the symptoms
we focused on the experience of
psychosis in schizophrenia spectrum
particularly paranoid schizophrenia
we focused on hallucinations and
delusions as they are among the common
symptoms
symptoms
symptoms the psychotic experience is not only
subjectively diverse but it is also
malleable to different social and
emotional contexts
emotional contexts as a frequently applied concept in human
computer interaction research reflection
is mostly addressed in the area of
personal informatics which focuses on
users
users
users reflection on personal data to promote
well-being productivity
well-being productivity for social and environmental behavior
the underlying design question in
personal informatics is finding design
strategies for generating and sorting
relevant information for users to
self-reflect what is common to these
design strategies is enabling users
engage with their personal data
presented in a comprehensible form this
way users can make sense of self-related
data efficiently and effortlessly
many in the field of aci criticize the
tendency to major reflection through the
outcome of reflection such as an
observable change in behavior that is
because it is unclear whether this
change in quantity is attributable to
the process of reflection stop or some
other confounding co-founding factor
bomber claims that the reflective
process and its outcome cannot be easily
measured or observed by quantitative
terms because it's a usually qualitative
change in your moment ambiguous design
is used in works that investigate the
subjective and qualitative nature of
reflection activity as gamer at all
suggests ambivalent thoughts and
feelings lead to the experience of
uncertainty and invite a person to
search for alternative connections in
reconstructing the experience in
experiential learning approaches to
reflection learning style diverse social
and emotional experiences are
particularly emphasized on this backdrop
we use ambiguity of media to design a
learning experience of psychosis by
creating an environment which stimulates
thought and uncertainty in relation to
reality construction
thus ambiguous design can facilitate experiential learning by having students
relate to the subjective qualities of
reality perception in psychosis
we had a core design workshop with an
interdisciplinary team or pr developers
psychology medical school students
clinical practitioners and academicians
in the field of psychology and
psychiatry a total of 18 18 participants
joined the four-day workshop to design a
vr prototype the code design process
involved the phases of debriefing idea
generation and prototyping
rvr prototype included ambiguous
stimulus at perceptual cognitive
affective and social levels a total of
14 under undergraduate psychology
students participated in the study
our tools for evaluating user experience
involved
involved
involved semi-structured in their in-depth
interviews that lasted 30 to 45 minutes
we post questions that deal with the
symptomation of the experience depicted
by this prototype to elaborate more on
participants effective experiences we
also use the clinical interviewing tool
called emotional wheel frequently used
in counseling sessions to un identify
individuals on affective states the
emotional meal in our study describes
six basic emotions of fear anger sadness
surprise joy and love by dividing it
into multiple levels of detail and
elaboration
elaboration participants description of the
symptomatic features presented in the vr
experience shows similarities regarding
the form of hallucinations
visual and auditory and
delusions which are per secondary
however there was a considerable
diversity in participants descriptions
of the content of the hallucinations and
delusions that they explained with
reference to the kind of agents involved
and the presence of fiction or
non-fiction elements thus although
participants focused on similar
perceptual experiences they interpreted
the meaning of the experience
differently this is because ambiguity is
processed differently by each
participant they follow different
strategies to make connections between
inconsistent multisensory stimuli and
engage in decision making process which
favored one sensory input over another
competing stimulus
competing stimulus stimuli reflection in this vein can be
understood as a process of
reconstructing consistency within
subjective reality the coherence of
which is disrupted by the experience of
uncertainty and doubt through ambivalent
thoughts and feelings our in-depth
thematic analysis of the interview of
data reveals that reflection in the
context of emotional social emotional
learning entails two interrelated
components spontaneous perspective
taking shifting the point of view from
self to another
and shared state of effect an effective
response to an experience that is
contingent upon the effective response
of others in the same context of
interaction
interaction the process of observing the situation
from another person's point of view cast
itself as an object of observation and
evaluation this meta-level cognitive
process initiated by perspective taking
probate a critical stance towards
existing understanding beliefs emotions
and behaviors that are involved in the
process of interpreting the vr
experience users did not necessarily
reflect on their experience deliberately
by choosing the time to reflect rather
it is the specific interaction they
engage in that prop in
that problem to reflect on the
experience almost spontaneously
our vr experience involved perspective
taking not only at a cognitive level but
also at an effective one which helped
building empathy through the emotional
legal activity they all elaborated their
own effective states as well as that of
the individual with psychosis in the vr
experience
experience we observed a wire wider range of
effective responses when part
participants reflected on their own
experience compared to when they did on
the patient's experience participants
not only exhibited an awareness of
another effective states but also of
effective states being shared this is to
say although the effective responses to
the experience show variety from one
participant to another there was an
overlap between the effective state of
the self and effective states of states
attributed to the other
reflection at its core is a subjectively construed learning process that focuses
on one's thinking patterns and effective
states in making sense of an ambiguous
experience therefore reflection is often
unstructured and spontaneous experience
of ambiguity as
can pave the way for including other
social agents subjective experiences
into the process of reconstructing
meaning which facilitates a shared
effective framework for interpretation
vr offers various possibilities for
designing ambiguous experience
experiences stimulated by inconsistent
or conflicting multi-sensory stimuli to
trigger terrible reflective processes
when designing vr experiences for
reflection qualitative approaches could
be more appropriate to capture the
variety and the extent of social
emotional factors and individual
diversity
diversity
diversity although we adopted a qualitative
approach to reflection we do not
necessarily claim that quantitative
approaches are inferior rather we
suggest that the kind of reflective
inquiry aim to be facilitated
through various design strategies should
match with the kind of reflective style
they want users to engage