Paper Number
ICIS2025-1052
Paper Type
Short
Abstract
Reflective writings are increasingly recognized to promote self-reflection about learning strategies and experiences in higher education. The development of this skill is important to foster metacognitive skills and critical thinking. Yet, students often struggle to engage in meaningful reflection without guidance. Lecturers, in turn, face challenges in monitoring and supporting students' reflective writing skills, particularly at scale. In this short paper, we present the first steps of a design science research project aimed at developing an AI-driven dashboard to assist lecturers in scaffolding students’ reflective practices. By leveraging generative AI and learning analytics, such systems can provide formative insights into students’ self-regulated learning behaviors and reflection quality. Grounded in self-regulated learning theory and informed by lecturer interviews, we derive preliminary requirements and design principles for a lecturer-oriented dashboard for reflective writing. This work adds design knowledge and understanding on the use of AI-driven dashboards for the scaffolding of reflective writing.
Recommended Citation
Wettstein, Léane and Rietsche, Roman, "Towards Design Principles of Lecturer Dashboards for Reflective Writing" (2025). ICIS 2025 Proceedings. 1.
https://aisel.aisnet.org/icis2025/learn_curricula/learn_curricula/1
Towards Design Principles of Lecturer Dashboards for Reflective Writing
Reflective writings are increasingly recognized to promote self-reflection about learning strategies and experiences in higher education. The development of this skill is important to foster metacognitive skills and critical thinking. Yet, students often struggle to engage in meaningful reflection without guidance. Lecturers, in turn, face challenges in monitoring and supporting students' reflective writing skills, particularly at scale. In this short paper, we present the first steps of a design science research project aimed at developing an AI-driven dashboard to assist lecturers in scaffolding students’ reflective practices. By leveraging generative AI and learning analytics, such systems can provide formative insights into students’ self-regulated learning behaviors and reflection quality. Grounded in self-regulated learning theory and informed by lecturer interviews, we derive preliminary requirements and design principles for a lecturer-oriented dashboard for reflective writing. This work adds design knowledge and understanding on the use of AI-driven dashboards for the scaffolding of reflective writing.
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