Structuring Collaborative Reflection: Integrating Diary Study and Focus Group Discussion

Abstract

We present a structured reflection framework integrating diary study and focus group discussion to support collaborative meaningmaking in HCI education. The framework follows a multi-phase design in which students progress from individual journaling to a two-stage group discussion sequence: first within shared application contexts, then across emergent experiential themes. To support this process, we extended DiaryQuest, a lightweight educational tool incorporating AI-assisted grouping, image-based prompts, and a Jigsaw-inspired workflow to scaffold participation. A preliminary classroom deployment with 11 undergraduate students suggests that the approach lowers the barrier to reflective dialogue, encourages cross-perspective engagement, and helps students surface design-relevant insights grounded in lived experience. These findings point to new opportunities for structuring reflection in sociotechnical learning environments.