Research on the Effects of Different Reflective Action Models on Service Learning in Design Education

• Published in: 2025 13th International Conference on Information and Education Technology (ICIET) pp. 360 - 364
• Main Author: Shu-Yin, Yu
• Format: Conference Proceeding
• Language: English
• Published: IEEE 18.04.2025
• Subjects: academic performance; Collaboration; learning effectiveness; Reflection; reflective action; reflective practice; service learning; Stress; Training; Uncertainty
• DOI: 10.1109/ICIET66371.2025.11046332

Design education focuses on developing professional talent by requiring students to gain practical experience. A key element of this training is reflective practice. In this active process, students engage in repeated cycles of reflection to assess, revise, and internalize insights as part of their learning. Reflective students enhance both self-communication and external dialogue skills, which are critical to professional growth. This research explores reflective practice in design education, where students participate in reflective cycles throughout their learning. Reflective practice here includes three models of actions: Reflection-in-Action (RiA), Reflection-on-Action (RoA), and Reflection-with-Others (RO). The study investigates how these models impact seven variables related to self-reflection (selfassessment and improvement motivation), confidence (general and communication), learning stress (uncertainty and peer interaction), and satisfaction (Part 1). It also examines whether these actions affect students' learning outcomes (effectiveness in service learning, design implementation, and execution learning) and academic performance (reflection, team, and overall scores) (Part 2). Finally, it evaluates whether reflective actions can predict students' reflective practice, learning effectiveness, and academic performance (Part 3). Results showed significant differences across variables, with all three actions impacting reflective practice, except stress and interaction with peer(SiP). Only RiA showed a significant relationship with learning outcomes, while only RO and service learning effectiveness were linked among the sub-variables. General confidence positively influenced reflection, team, and overall scores, and specific reflective actions had predictive value: RO predicted self-assessment and satisfaction; RoA predicted confidence; and RiA predicted uncertainty. In conclusion, each reflective action has unique predictive effects. Reflective action, whether during, after, or in collaboration, partially affects learning outcomes and performance. Students recognize their strengths, manage stress, and rebuild learning and communication confidence, enhancing learning satisfaction. RoA helps evaluate learning confidence, while RO aids in assessing cooperative strengths.