Effects of reflective writing for students in the design project

Abstract

In the field of design, experts employ flexible design methods and resources to solve problems, which would be the learning goal that learners might be able to accomplish step by step by reflection. Efficient learning requires more than just accumulating knowledge. It necessitates proper organization, internalization, and reflection. In this study, we integrated the adjusted empathy maps as reflection tools into the "Archaeology and Design" course to assess the students‘ reflective states in the design process. This course involves a design project centered around indigenous culture, guided by the four stages of the Double Diamond design model (2003). The research focused on the students' thinking process and their reflective abilities. With the aims mentioned above, this study used qualitative data based on the empathy maps on students' reflections on the design process and their own reflection status on the four design stages from the Double Diamond design model (2003). We instructed students to journal down the circumstances they encountered and the feelings they experienced. They had to do the reflection by answering the questions on the empathy map at every stage of the design process. Aside from that, we also did the reflection questionnaires having been designed by Kember et al.(2000) and Sobral( 2001), which could demonstrate the change before and after the 4 stages of reflection. For the analysis, the reflective texts were analyzed based on the model created by Terry Borton (1970), which consisted of three key questions: what, so what, and now what. And, the results of the questionnaires would be analyzed with Wilcoxon signed rank test by using SPSS 19.After the analysis, we not only observed an increase in the amount of reflective content, but also identified three main points that appeared in the texts of the reflective writings. These points included the integration of information, fostering more creative thinking, and developing a heightened awareness of student designers themselves and their peers. Based on these ascertainments, we concluded that through this form of reflective writing, students are able to retrospect the past and contemplate their next steps. By engaging in reflective practices, students not only enhance their design and reflective abilities, but also develop a deeper understanding of themselves and others throughout the design project, which are significant in the process of becoming an expert. Additionally, the study aims to promote design reflection and extend the impact of this research by sharing its results.