P11: Ellen Rusman and Barbara van den Broek, “‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: The design of a digital reflection tool for primary school children with language impairments”

(back to all papers)

Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at lei-sure). In this study, a digital reflection tool has been designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life with the help of an artefact they create. Sub-sequently, this artefact is used to support children to reflect on this critical incident, individually or together with their teacher, coach, parents or peers, across social contexts they engage in.
The aim of this study was to design a usable and user-friendly digital reflection tool to enhance children’s (self-insight in) their communication skills and improve their communicative behavior. The study is organized in two phases: in the first phase a theoretically informed digital reflection tool was designed and evaluated on its usability and user-friendliness through a design-based research approach with various stakeholders. In the second phase, the tool was evaluated on expected effects on communication insight, skills and behaviour of primary school children with specific language impairments in educational practice.
This paper reports on theoretical concepts that guided the design-based research phase and informed the design of the digital reflection tool.

https://hls-d3.iucc.ac.il/wp-content/uploads/2019/09/P11_Russman_etal.pdf

P11_Russman_etal