Aiding digital natives learn positive learning behaviors through reflection

Abstract

Commonly attributed to digital natives is the ability to quickly, yet effectively, shift from one task to another. However, several works have debunked this assumption by showing that multitasking even among digital natives led to poor learning performance and productivity. Our aim is to provide a tool to help digital natives be self-aware of desirable, while curbing undesirable, learning behaviors. Our tool is infused with self-annotation and feedback mechanisms that allow students to reflect upon their entire learning history. Our results indicate that the annotation process with the tool helped students understand their learning behaviors better and identify ways in which their behaviors can be improved.