{'fraction_non_alphanumeric': 0.013358778625954198, 'fraction_numerical': 0.003816793893129771, 'mean_word_length': 5.435582822085889, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Does the use of multimedia technology change or improve first year Information System students’ level of reflection?

This research investigates if the use of multimedia technology to record reflective learning changed or improved first year information system students’ level of reflection. The research is essentially a descriptive case study which utilises data collected from only one institution, a post-1992 UK university. Students prepared two reflections, one written and one where they could use whatever multimedia method they preferred. Gender made a significant impact on research findings, with some female students choosing not to submit a multimedia reflection in order to avoid using technology, while male students spent longer working on the multimedia reflection than they did on their written one, but the use of technology did not enhance their level of reflection or their grade. The research makes recommendations on how reflective practice and the craft aspects of IT related degrees should be considered mutually important.