Reflection in Learning through a Self-monitoring Device - Design Research on EEG Self-Monitoring during a Study Session

Oct 15, 2026

The paper examines how self-monitoring technologies can support reflective learning by combining guidance, real-time EEG monitoring, and later visualization. A design study presents Feeler, a system that follows a learning script, records students’ electroencephalogram changes during a study session, and then visualizes the data. Qualitative interview data from six participants show that the script and EEG visualization foster curiosity, puzzlement, and personal inquiry, strengthening reflective skills. Proof-of-concept results also highlight how personal experience, confronting assumptions, and contextualizing EEG data trigger reflection.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Reflection as a High-Order Skill

Self-Monitoring, Quantified Self, and Learning

Brain-Activity Monitoring in Educational Contexts

Durall, E., et al. (2017). Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session. Designs for Learning, 9(1),10–20, DOI: [https://doi.org/10.16993/dfl.75](https://doi.org/10.16993/dfl.75) | RESEARCH
Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session
Eva Durall*, Teemu Leinonen*, Begoña Gros† and Tania Rodriguez-Kaarto* | | --- | | The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one’s own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler’s learning script and visualization of the EEG data supported greater levels of reflection by fostering students’ curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students’mental states when they perform academic tasks. | | Keywords: reflection; awareness; design; self-monitoring; technology-enhanced learning | Introduction The ability to reflect is considered a high-order thinking skill (Strampel & Oliver, 2007). According to Dewey (1933), reflection consists of active and careful thought about the assumptions that underlie any belief or form of knowledge, as well as the implications that these assumptions might have in the future. Whether reflection takes place during an action, as reflection-in-action (Schön, 1983), or after, as reflection-on-action (Kolb, 1984), reflection has been considered key for creating new understanding (Boud, Keogh & Walker, 1985), making sense of past experiences (Kolb, 1984; Boyd & Fales, 1983), making decisions (Pee et al., 2000), problem solving (Hmelo-Silver, 2004), and changing and transforming (Boud, Keogh & Walker, 1985; Mezirow, 1991) . Specifically, in learning, reflective skills have been connected to self-knowledge and self-regulation (Zimmerman, 2002): The more students are aware of their acts and practices and understand why they do them, the more likely students are to make better decisions and control their learning process. * Aalto University, FI † University of Barcelona, ES Corresponding author: Eva Durall ([eva.durall@aalto.fi](eva.durall@aalto.fi)) An emerging new media culture, in which ubiquitous information and communication technology surrounds us and provides continuous access to social media and social networking services, provides challenges to focused and reflective learning. The new forms of media, however, may offer opportunities for reflection. Due to the increasing availability of devices that automatically record everyday life events, people can collect various types of personal data and reflect about their behaviors. An example of this trend is the Quantified Self (QS) movement, whose followers engage in self-monitoring in order to increase their understanding of themselves. In the literature, a growing number of scholars have empha

FAQs

What is the Feeler system and what does it do?

Feeler guides students through a specific learning script, monitors changes in their EEG while studying, and later visualizes the EEG data to support reflection.

How was the proof-of-concept study conducted?

The research used a prototype and collected qualitative interview data with six participants to evaluate whether Feeler supported students’ reflective skills.

Which factors were found to trigger reflective thinking?

Thematic analysis indicates that personal experience, challenging assumptions, and contextualizing the EEG data help trigger reflective thinking.

Oct 15, 2026

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