Literacy education across languages in writing centers.

Literacy education in writing carried out through writing centers (WCs) is a practice that occurs beyond one individual language; rather, almost every developed country provides some extent of education regarding written communication in an alternate language, whether facilitated through a WC or a classroom. Many of these countries’ methods for writing education have been documented in either self-reported evaluation or surveys; however, this documentation of methods is only the beginning of a larger conversation about how these international writing methods have evolved into discussions on topics related to these methods. Writing education that occurs in multiples languages within the same institution is one such example that is vitally important for further study. It opens up the topic of research on how the approach to writing education might change from one language to another, and if so, the degree to which tutors and institutions should cater to that change for the purpose of fostering more effective tutoring and/or teaching

Value Co-Creation in Smart Services: A Functional Affordances Perspective on Smart Personal Assistants

In the realm of smart services, smart personal assistants (SPAs) have become a popular medium for value co-creation between service providers and users. The market success of SPAs is largely based on their innovative material properties, such as natural language user interfaces, machine learning-powered request handling and service provision, and anthropomorphism. In different combinations, these properties offer users entirely new ways to intuitively and interactively achieve their goals and thus co-create value with service providers. But how does the nature of the SPA shape value co-creation processes? In this paper, we look through a functional affordances lens to theorize about the effects of different types of SPAs (i.e., with different combinations of material properties) on users’ value co-creation processes. Specifically, we collected SPAs from research and practice by reviewing scientific literature and web resources, developed a taxonomy of SPAs’ material properties, and performed a cluster analysis to group SPAs of a similar nature. We then derived 2 general and 11 cluster-specific propositions on how different material properties of SPAs can yield different affordances for value co-creation. With our work, we point out that smart services require researchers and practitioners to fundamentally rethink value co-creation as well as revise affordances theory to address the dynamic nature of smart technology as a service counterpart

Scaffolding: Defining the Metaphor

Scaffolding embodies much of the activity that goes on in classroom teaching and teacher-learner interaction. As the metaphor of scaffolding has become popularized, it has often been adopted as a general term that is used to describe all types of support and guidance offered in the classroom. Due to its popularization, scaffolding has become difficult to define, and perhaps even unbounded from its theoretical underpinnings (Palincsar, 1988). This paper revisits the concept of scaffolding by (1) introducing its origin and connection to sociocultural theory, (2) reviewing some of the empirical and pedagogical endeavors that expanded the definition over the last forty years, and (3) considering its current application to the language classroom. It concludes with suggestions regarding some directions for future research on the role of scaffolding in the field of second language teaching and learning

Pedagogy and power relations in English studies ; insights from literary and rhetorical theory

In this dissertation, I examine, against a history of current literature and composition teaching, the question of teacher authority versus student freedom in four different sites: the writing conference, especially as it takes place in writing centers; the“open” class discussion, particularly the issue of whether it encourages dissent or defusesit; non authoritarian strategies such as teaching in a circle and all they signify about classroom hierarchies; and the use of networked computers in the reading and writing course, which has been both endorsed and excoriated by leaders in the discipline.Chapter two draws heavily on recent social constructionist theories of composition to interrogate tutoring practices, while chapter three employs critiques of Mikhail Bakhtin’s dialogism in questioning models of classroom conversation. Chapter three problematizes, through applications of Louis Althusser and Michel Foucault, what may be seen as utopian techniques rooted in Paulo Freire and his followers. Finally, chapter five uses the theorists of the preceding three chapters, and touches briefly upon JacquesDerrida, in the analysis of online class interactions. Each site reveals the paradox thatEnglish pedagogies that at first seem liberatory for both teachers and students often reveal themselves, under theoretical and empirical pressure, as conservative at best and oppressive at worst. In each chapter and an afterword, I propose a demystifying pedagogy for English studies that foregrounds asymmetrical power relations between teachers and students and allows instructors to proclaim their vision of social justice

Chinese International Students\u27 Informal Second Language (L2) Learning Through Technology for Enhancing Lived Experiences in Canada

An increasing amount of attention has been drawn to international students’ academic development in the context of studying abroad; however, few studies shed light on students’ studying and lived experiences outside of school. This thesis explores how technology can enhance Chinese international students’ informal acquisition of second language (L2) and their lived experiences in Canada. Through a qualitative case study, I describe what language difficulties newly arrived Chinese international students encounter, and how they cope with those language difficulties through technology-assisted informal L2 learning. Data sources include in-depth interviews and follow-up interviews, participants’ personal narratives, and researchers’ reflective journals. Theories of multiliteracies, basic interpersonal communicative skills and cognitive academic language proficiency distinction, as well as a communicative competence framework have been adopted as the theoretical frameworks for data analysis. The findings show that newly arrived Chinese international students’ major language difficulties includes lack of non-academic vocabulary, lack of understanding of sociocultural differences, and unfamiliarity with informal context embedded phrases. To overcome these language difficulties, they creatively design informal L2 learning experiences through the combinational use of technology tools. The results have significant implications for newly arrived Chinese international students’ informal L2 learning

Social Student Bodies in the IM World: Digital Vernaculars and Self-Reflexive Rhetoric

Recent rhetoric, composition, and literacy scholarship has refocused attention on the body’s role in reading and writing, arguing against abstracting literacy practices and texts from material situations, contexts, and the physical bodies who create them. This scholarship challenges descriptions and accounts of emerging media and digital writing situations as “disembodying.” This thesis argues that in the “IM world” in which incoming college students learn to write by participating in online communities, their digital writing can be considered “embodied” as real-world, socially-situated practice. By actively participating in online communities, many incoming college students learn distinct online language practices outside of school; they acquire digital vernacular literacy practices that can be useful when they encounter school literacies. To illustrate the importance of digital vernaculars for students growing up in the IM world, this project analyzes digital classroom writing from thirty-one students at the University of Tennessee. Writing online in blog and chat forums, these students drew from past digital rhetorical knowledge to produce identity-building writing with wide- ranging motives while negotiating present academic writing situations. The project concludes by suggesting that incorporating digital writing in classroom situations can help first-year writing teachers teach students to become self-reflective rhetorical practitioners, rhetors who use all available means across different writing situations and domains

Framing university small group talk : knowledge construction through lexical concepts

PhD ThesisKnowledge construction in educational discourse continues to interest practitioners and researchers due to the conceptually “natural” connection between knowledge and learning for professional development. Frames have conceptual and practical advantages over other units of inquiry concerning meaning negotiation for knowledge construction. They are relatively stable data-structures representing prototypical situations retrieved from real world experiences, cover larger units of meaning beyond the immediate sequential mechanism at interaction, and have been inherently placed at the semantic-pragmatic interface for empirical observation. Framing in a particular context – university small group talk has been an under-researched field, while the relationship between talk and knowledge through collaborative work has been identified below/at the Higher Educational level. Involving higher level cognitive activities and distinct interactional patterns, university small group talk is worth close examination and systematic investigation. This study applies Corpus Linguistics and Interactional Linguistics approaches to examine a subset of a one-million-word corpus of university small group talk at a UK university. Specifically, it provides a detailed examination of the participants’ framing behaviours for knowledge construction through their talk of disciplinary lexical concepts. Analysis reveals how the participants draw upon schematized knowledge structures evoked by particular lexical choices and how they invoke expanded scenarios via pragmatic mappings in the ongoing interaction. Additionally, it is demonstrated how the framing moves are related to the structural uniqueness of university small group talk, the contextualized speaker roles and the institutional procedures and routines. This study deepens the understanding of the relationship between linguistically constructed knowledge and the way interlocutors conceptualize the world through institutionalized collaboration, building upon the existing research on human reliance upon structures to interpret reality at both the conceptual and the action levels. The study also addresses interaction research in Higher Educational settings, by discussing how the cognitive-communicative duality of framing is sensitive to various contextual resources, distinct discourse structures and task procedures through the group dynamics

Designing online learning for scientific writing: Collaborations, creations and transformations

This thesis is a multilayered approach to understanding the complex processes involved in designing, developing, implementing and evaluating online learning environments for academic writing in discipline contexts. The study is broadly situated in the field of educational design research (EDR). It brings together theories of pedagogical design, including those of multimodality and educational linguistics, with the practical implementation and evaluation of designs in context. From an applied perspective, the research addresses the problem of providing support for students to improve their academic writing, in particular the writing of the laboratory report genre, a key genre in science and engineering disciplines. For teachers and others involved in the design of online teaching and learning, the aim is to provide design principles to support the process of creating effective resources to teach academic writing online. These principles cover all stages of the process from design to evaluation. The thesis comprises three main stages which focus on the processes involved in the development of an online program for supporting students writing a report in Physiology, the Flexible Electronic Report-writing Tool (FLERT). The first focuses on the collaborations of the design team in creating the online learning resources within a ‘communities of practice’ framework. I use discourse analysis, based on the theory of systemic functional linguistics (SFL), to identify knowledge and relationship building among participants. The second draws on both multimodal social semiotics and SFL to examine how network and screen designs created for laboratory report writing programs in science and engineering have evolved over time. The third uses a multi- and mixed methods approach, together with SFL, to examine two cycles of implementation and evaluation of FLERT to assess how students have transformed their learning through their interactions with the program. The relationships among the outcomes from these three stages provides insights into: • the practice of design for learning; • the meaning making characteristics of the products of design for teaching and learning purposes; • the interactions of student users with the designed products and the influence of design features on student learning; • design principles, both general principles for online learning program design and those, at a more local level, for teaching academic writing online

정신건강에서 사용자 내러티브와 자아성찰을 지원하는 대화형 에이전트 디자인

학위논문 (박사) -- 서울대학교 대학원 : 융합과학기술대학원 융합과학부(디지털정보융합전공), 2020. 8. 서봉원.In the advent of artificial intelligence (AI), we are surrounded by technological gadgets, devices and intelligent personal assistant (IPAs) that voluntarily take care of our home, work and social networks. They help us manage our life for the better, or at least that is what they are designed for. As a matter of fact, few are, however, designed to help us grapple with the thoughts and feelings that often construct our living. In other words, technologies hardly help us think. How can they be designed to help us reflect on ourselves for the better? In the simplest terms, self-reflection refers to thinking deeply about oneself. When we think deeply about ourselves, there can be both positive and negative consequences. On the one hand, reflecting on ourselves can lead to a better self-understanding, helping us achieve life goals. On the other hand, we may fall into brooding and depression. The sad news is that the two are usually intertwined. The problem, then, is the irony that reflecting on oneself by oneself is not easy. To tackle this problem, this work aims to design technology in the form of a conversational agent, or a chatbot, to encourage a positive self-reflection. Chatbots are natural language interfaces that interact with users in text. They work at the tip of our hands as if SMS or instant messaging, from flight reservation and online shopping to news service and healthcare. There are even chatbot therapists offering psychotherapy on mobile. That machines can now talk to us creates an opportunity for designing a natural interaction that used to be humans own. This work constructs a two-dimensional design space for translating self-reflection into a human-chatbot interaction, with user self-disclosure and chatbot guidance. Users confess their thoughts and feelings to the bot, and the bot is to guide them in the scaffolding process. Previous work has established an extensive line of research on the therapeutic effect of emotional disclosure. In HCI, reflection design has posited the need for guidance, e.g. scaffolding users thoughts, rather than assuming their ability to reflect in a constructive manner. The design space illustrates different reflection processes depending on the levels of user disclosure and bot guidance. Existing reflection technologies have most commonly provided minimal levels of disclosure and guidance, and healthcare technologies the opposite. It is the aim of this work to investigate the less explored space by designing chatbots called Bonobot and Diarybot. Bonobot differentiates itself from other bot interventions in that it only motivates the idea of change rather than direct engagement. Diarybot is designed in two chat versions, Basic and Responsive, which create novel interactions for reflecting on a difficult life experience by explaining it to and exploring it with a chatbot. These chatbots are set up for a user study with 30 participants, to investigate the user experiences of and responses to design strategies. Based on the findings, challenges and opportunities from designing for chatbot-guided reflection are explored. The findings of this study are as follows. First, participants preferred Bonobots questions that prompted the idea of change. Its responses were also appreciated, but only when they conveyed accurate empathy. Thus questions, coupled with empathetic responses, could serve as a catalyst for disclosure and even a possible change of behavior, a motivational boost. Yet the chatbot-led interaction led to surged user expectations for the bot. Participants demanded more than just the guidance, such as solutions and even superhuman intelligence. Potential tradeoff between user engagement and autonomy in designing human-AI partnership is discussed. Unlike Bonobot, Diarybot was designed with less guidance to encourage users own narrative making. In both Diarybot chats, the presence of a bot could make it easier for participants to share the most difficult life experiences, compared to a no-chatbot writing condition. Yet an increased interaction with the bot in Responsive chat could lead to a better user engagement. On the contrary, more emotional expressiveness and ease of writing were observed with little interaction in Basic chat. Coupled with qualitative findings that reveal user preference for varied interactions and tendency to adapt to bot patterns, predictability and transparency of designing chatbot interaction are discussed in terms of managing user expectations in human-AI interaction. In sum, the findings of this study shed light on designing human-AI interaction. Chatbots can be a potential means of supporting guided disclosure on lifes most difficult experiences. Yet the interaction between a machine algorithm and an innate human cognition bears interesting questions for the HCI community, especially in terms of user autonomy, interface predictability, and design transparency. Discussing the notion of algorithmic affordances in AI agents, this work proposes meaning-making as novel interaction design metaphor: In the symbolic interaction via language, AI nudges users, which inspires and engages users in their pursuit of making sense of lifes agony. Not only does this metaphor respect user autonomy but also it maintains the veiled workings of AI from users for continued engagement. This work makes the following contributions. First, it designed and implemented chatbots that can provide guidance to encourage user narratives in self-reflection. Next, it offers empirical evidence on chatbot-guided disclosure and discusses implications for tensions and challenges in design. Finally, this work proposes meaning-making as a novel design metaphor. It calls for the responsible design of intelligent interfaces for positive reflection in pursuit of psychological wellbeing, highlighting algorithmic affordances and interpretive process of human-AI interaction.최근 인공지능(Artificial Intelligence; AI) 기술은 우리 삶의 면면을 매우 빠르게 바꿔놓고 있다. 특히 애플의 시리(Siri)와 구글 어시스턴트 (Google Assistant) 등 자연어 인터페이스(natural language interfaces)의 확장은 곧 인공지능 에이전트와의 대화가 인터랙션의 주요 수단이 될 것임을 능히 짐작케 한다. 실상 인공지능 에이전트는 실생활에서 콘텐츠 추천과 온라인 쇼핑 등 다양한 서비스를 제공하고 있지만, 이들의 대부분은 과업-지향적이다. 즉 인공지능은 우리의 삶을 편리하게 하지만, 과연 편안하게 할 수 있는가? 본 연구는 편하지만 편하지 않은 현대인을 위한 기술의 역할을 고민하는 데에서 출발한다. 자아성찰(self-reflection), 즉 자신에 대해 깊이 생각해 보는 활동은 자기인식과 자기이해를 도모하고 배움과 목표의식을 고취하는 등 분야를 막론하고 널리 연구 및 적용되어 왔다. 하지만 자아성찰의 가장 큰 어려움은 스스로 건설적인 성찰을 도모하기 힘들다는 것이다. 특히, 부정적인 감정적 경험에 대한 자아성찰은 종종 우울감과 불안을 동반한다. 극복이 힘든 경우 상담 또는 치료를 찾을 수 있지만, 사회적 낙인과 잣대의 부담감으로 꺼려지는 경우가 다수이다. 성찰 디자인(Reflection Design)은 인간-컴퓨터상호작용(HCI)의 오랜 화두로, 그동안 효과적인 성찰을 도울 수 있는 디자인 전략들이 다수 연구되어 왔지만 대부분 다양한 사용자 데이터 수집 전략을 통해 과거 회상 및 해석을 돕는 데 그쳤다. 최근 소위 챗봇 상담사가 등장하여 심리상담과 치료 분야에 적용되고 있지만, 이 또한 성찰을 돕기보다는 효율적인 처치 도구에 머무르고 있을 뿐이다. 즉 기술은 치료 수단이거나 성찰의 대상이 되지만, 그 과정에 개입하는 경우는 제한적이라고 할 수 있다. 이에 본 연구는 성찰 동반자로서 대화형 에이전트인 챗봇을 디자인할 것을 제안한다. 이 챗봇의 역할은 사용자의 부정적인 감정적 경험 또는 트라우마에 대해 이야기할 수 있도록 도울 뿐 아니라, 그 과정에서 반추를 통제하여 건설적인 내러티브를 이끌어 내는 가이드를 제공하는 것이다. 이러한 챗봇을 설계하기 위해, 선행 연구를 기반으로 사용자의 자기노출(user self-disclosure)과 챗봇 가이드(guidance)를 두 축으로 한 디자인 공간(design space)을 정의하였다. 그리고 자기노출과 가이드의 정도에 따른 네 가지 자아성찰 경험을 분류하였다: 자기노출과 가이드가 최소화된 회상 공간, 자기노출이 위주이고 가이드가 최소화된 설명 공간, 자기노출과 챗봇이 이끄는 가이드가 혼합된 탐색 공간, 가이드를 적극 개입시켜 자기노출을 높이는 변화 공간이 그것이다. 본 연구의 목표는 상술된 디자인 공간에서의 성찰 경험과 과정을 돕는 챗봇을 구현하고, 사용자 실험을 통해 성찰 경험과 디자인 전략에 대한 반응을 수집 및 분석함으로써 챗봇 기반의 자아 성찰 인터랙션을 새롭게 제시하고 이에 대한 실증적 근거를 마련하는 것이다. 현재까지 많은 성찰 기술은 회상에 집중되어 있기에, 나머지 세 공간에서의 성찰을 지원하는 보노봇과 기본형반응형 일기봇을 디자인하였다. 또한, 사용자 평가를 바탕으로 도출한 연구결과를 통해 도래한 인간-인공지능 상호작용(human-AI interaction)의 맥락에서 성찰 동반자로서의 챗봇 기술이 갖는 의미와 역할을 탐구한다. 보노봇과 일기봇은 인간중심상담과 대화분석의 이론적 근거를 바탕으로 한 정서지능(emotional intelligence)과 절차지능(proecedural intelligence)을 핵심 축으로, 대화 흐름 제어(flow manager)와 발화 생성(response generator)을 핵심 모듈로 구현하였다. 먼저, 보노봇은 동기강화상담(motivational interviewing)을 기반으로 고민과 스트레스에 대한 내러티브를 이끌어내어, 이에 대한 해결을 위한 가이드 질문을 통해 변화를 위한 성찰을 돕는다. 챗봇의 구현을 위해, 동기강화상담의 네 단계 대화를 설정하고 각 단계를 구성할 수 있는 상담사 발화 행동을 관련문헌에서 수집 및 전처리 과정을 거쳐 스크립트화하였다. 또한, 사전 전처리된 문장이 맥락을 유지할 수 있는 대화에 쓰일 수 있도록, 대화의 주제는 대학원생의 어려움으로 한정하였다. 보노봇과의 대화가 사용자의 성찰에 미치는 영향과 이에 대한 인식을 탐색하기 위해 질적 연구방법을 사용하여 30명의 대학원생과 사용자 실험을 진행하였다. 실험결과, 사용자는 변화 대화를 유도할 수 있는 다양한 탐색 질문을 선호하였다. 또한, 사용자의 맥락에 정확히 들어맞는 질문과 피드백은 사용자를 더욱 적극적인 자기 노출로 이끌게 할 수 있음을 발견하였다. 그러나 챗봇이 마치 상담사처럼 대화를 이끌어갈 경우, 높아진 사용자의 기대 수준으로 인해 일부 사용자가 변화에 대한 동기를 표출하였음에도 불구하고 변화에 대한 자율성을 챗봇에 양도하려는 모습 또한 나타남을 분석하였다. 보노봇 연구를 바탕으로 일기봇은 챗봇 대신 사용자가 보다 적극적으로 성찰 내러티브를 전개할 수 있도록 디자인하였다. 일기봇은 트라우마에 대한 표현적 글쓰기를 지원하는 챗봇으로, 기본형 또는 반응형 대화를 제공한다. 기본형 대화는 트라우마에 대해 자유롭게 설명할 수 있는 대화 환경을 제공하고, 반응형 대화는 사용자가 작성한 내러티브에 대한 후속 인터랙션을 통해 과거의 경험을 재탐색하도록 하였다. 또한, 후속 인터랙션의 발화 행동은 다양한 상담치료에서 발췌하되 유저의 내러티브에서 추출한 감정어 및 인간관계 키워드를 활용하도록 하였다. 각 일기봇에 대한 반응을 비교 분석하기 위해, 챗봇 없이 도큐먼트에 표현적 글쓰기 활동만을 하는 대조군을 설정하고 30명의 사용자를 모집하여 각 조건에 랜덤으로 배정, 설문과 면담을 동반한 4일간의 글쓰기 실험을 진행하였다. 실험결과, 사용자는 일기봇과의 인터랙션을 통해 보이지 않는 가상의 청자를 상상함으로써 글쓰기를 대화 활동으로 인지하고 있음을 알 수 있었다. 특히, 반응형 대화의 후속 질문들은 사용자로 하여금 상황을 객관화하고 새로운 관점으로 생각해 볼 수 있는 효과를 거두었다. 반응형 대화에서 후속 인터랙션을 경험한 사용자는 일기봇의 인지된 즐거움과 사회성, 신뢰도와 재사용 의향에 대한 평가가 다른 두 조건에서보다 유의하게 높았다. 반면, 기본형 대화 참여자는 다른 두 조건에서보다 감정적 표현의 용이성과 글쓰기의 어려움을 각각 유의하게 높게, 그리고 낮게 평가하였다. 즉, 챗봇은 많은 인터랙션 없이도 청자의 역할을 수행할 수 있었지만, 후속 질문을 통한 인터랙션이 가능했던 반응형 대화는 더욱 적극적인 유저 참여(engagement)를 이끌어낼 수 있었다. 또한, 실험이 진행됨에 따라, 사용자가 반응형 일기봇의 알고리즘에 자신의 글쓰기 주제와 단어 선택 등을 맞게 바꾸어 가는 적응적(adaptive) 행동이 관찰되었다. 앞선 연구결과를 통해, 다양한 챗봇 디자인 전략을 바탕으로 사용자의 내러티브가 다르게 유도될 수 있으며, 따라서 서로 다른 유형의 성찰 경험을 이끌어낼 수 있음을 발견하였다. 또한, 자율적인 행위인 자아성찰이 기술과의 상호작용으로 호혜적 성질을 갖게 될 때 사용자의 자율성, 상호작용의 예측가능성과 디자인 투명성에서 발생할 수 있는 갈등관계(tensions)를 탐색하고 인공지능 에이전트의 알고리즘 어포던스(algorithmic affordances)를 논의하였다. 보이지 않는 챗봇 알고리즘에 의해 사용자의 성찰이 유도될 수 있다는 것은 기존의 인간-컴퓨터 상호작용에서 강조되는 사용자 제어와 디자인 투명성에서 전복을 초래하는 것처럼 보일 수 있으나, 상징적 상호작용(symbolic interaction)의 맥락에서 오히려 사용자가 알고리즘에 의해 지나간 과거에 대한 새로운 의미를 적극 탐색해나가는 과정이 될 수 있다. 본 연구는 이것을 새로운 디자인 메타포, 즉 의미-만들기(meaning-making)로 제안하고 알고리즘의 넛지(nudge)에 의한 사용자의 주관적 해석 경험(interpretive process)을 강조한다. 이것은 하나의 챗봇 알고리즘이라 할지라도 서로 다른 사용자의 다양한 성찰 경험을 유도해낼 수 있다는 것을 의미하며, 이러한 맥락에서 인공지능은 기존의 블랙 박스를 유지하면서도 사용자의 자율성을 보장할 수 있다. 본 연구는 우리와 협업하는 인공지능 챗봇 기술의 디자인에 대한 경험적 이해를 높이고, 이론을 기반으로 한 챗봇을 구현함으로써 디자인 전략에 대한 실증적 근거를 제시한다. 또한 자아 성찰 과정에 동행하는 동반자(companion)로서의 기술로 새로운 디자인 메타포를 제시함으로써 인간컴퓨터상호작용(HCI)의 이론적 확장에 기여하고, 사용자의 부정적 경험에 대한 의미 추구를 돕는 관계지향적 인공지능으로서 향후 현대인의 정신건강에 이바지할 수 있는 사회적, 산업적 의의를 갖는다.CHAPTER 1. INTRODUCTION １ 1.1. BACKGROUND AND MOTIVATION １ 1.2. RESEARCH GOAL AND QUESTIONS ５ 1.2.1. Research Goal ５ 1.2.2. Research Questions ５ 1.3. MAJOR CONTRIBUTIONS ８ 1.4. THESIS OVERVIEW ９ CHAPTER 2. LITERATURE REVIEW １１ 2.1. THE REFLECTING SELF １１ 2.1.1. Self-Reflection and Mental Wellbeing １１ 2.1.2. The Self in Reflective Practice １５ 2.1.3. Design Space ２２ 2.2. SELF-REFLECTION IN HCI ２６ 2.2.1. Reflection Design in HCI ２６ 2.2.2. HCI for Mental Wellbeing ３６ 2.2.3. Design Opportunities ４０ 2.3. CONVERSATIONAL AGENT DESIGN ４２ 2.3.1. Theoretical Background ４２ 2.3.2. Technical Background ４７ 2.3.3. Design Strategies ４９ 2.4. SUMMARY ６９ CHAPTER 3. DESIGNING CHATBOT FOR TRANSFORMATIVE REFLECTION ７１ 3.1. DESIGN GOAL AND DECISIONS ７１ 3.2. CHATBOT IMPLEMENTATION ７６ 3.2.1. Emotional Intelligence ７６ 3.2.2. Procedural Intelligence ７７ 3.3. EXPERIMENTAL USER STUDY ７９ 3.3.1. Participants ７９ 3.3.2. Task ８０ 3.3.3. Procedure ８０ 3.3.4. Ethics Approval ８０ 3.3.5. Surveys and Interview ８１ 3.4. RESULTS ８２ 3.4.1. Survey Findings ８２ 3.4.2. Qualitative Findings ８３ 3.5. IMPLICATIONS ８８ 3.5.1. Articulating Hopes and Fears ８９ 3.5.2. Designing for Guidance ９１ 3.5.3. Rethinking Autonomy ９２ 3.6. SUMMARY ９４ CHAPTER 4. DESIGNING CHATBOTS FOR EXPLAINING AND EXPLORING REFLECTIONS ９６ 4.1. DESIGN GOAL AND DECISIONS ９６ 4.1.1. Design Decisions for Basic Chat ９８ 4.1.2. Design Decisions for Responsive Chat ９８ 4.2. CHATBOT IMPLEMENTATION １０２ 4.2.1. Emotional Intelligence １０３ 4.2.2. Procedural Intelligence １０５ 4.3. EXPERIMENTAL USER STUDY １０６ 4.3.1. Participants １０６ 4.3.2. Task １０７ 4.3.3. Procedure １０７ 4.3.4. Safeguarding of Study Participants and Ethics Approval １０８ 4.3.5. Surveys and Interviews １０８ 4.4. RESULTS １１１ 4.4.1. Quantitative Findings １１１ 4.4.2. Qualitative Findings １１８ 4.5. IMPLICATIONS １２７ 4.5.1. Telling Stories to a Chatbot １２８ 4.5.2. Designing for Disclosure １３０ 4.5.3. Rethinking Predictability and Transparency １３２ 4.6. SUMMARY １３３ CHAPTER 5. DESIGNING CHATBOTS FOR SELF-REFLECTION: SUPPORTING GUIDED DISCLOSURE １３５ 5.1. DESIGNING FOR GUIDED DISCLOSURE １３９ 5.1.1. Chatbots as Virtual Confidante １３９ 5.1.2. Routine and Variety in Interaction １４１ 5.1.3. Reflection as Continued Experience １４４ 5.2. TENSIONS IN DESIGN １４５ 5.2.1. Adaptivity １４５ 5.2.2. Autonomy １４７ 5.2.3. Algorithmic Affordance １４８ 5.3. MEANING-MAKING AS DESIGN METAPHOR １５０ 5.3.1. Meaning in Reflection １５１ 5.3.2. Meaning-Making as Interaction １５３ 5.3.3. Making Meanings with AI １５５ CHAPTER 6. CONCLUSION １５８ 6.1. RESEARCH SUMMARY １５８ 6.2. LIMITATIONS AND FUTURE WORK １６１ 6.3. FINAL REMARKS １６３ BIBLIOGRAPHY １６５ ABSTRACT IN KOREAN １９２Docto