CoChat
Sign Up
Cited by 7Service-Learning and Community EngagementReflective Practices in EducationStudent Assessment and Feedback

Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning

Open access
Kayan Fadlelmula, Fatma, Qadhi, Saba Mansoor·2024·Education Sciences
DOI 10.3390/educsci14090987
Open this paper in CoChat — free accountOpen PDF

Abstract

Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning.

AI snapshot

Written from the paper’s full text.

TL;DR

This study illustrates how the ORID reflection model, extended with a “solution” stage (ORIDS), structured undergraduate service-learning reflections during the 2022 FIFA World Cup in Qatar. Content analysis of 11 students’ reflection papers showed the model moved students beyond factual reporting into emotional, cognitive, and future-oriented reflection, with the added solution stage capturing creative problem-solving.

Key findings

  • The ORIDS model provided a guided structure across objective, reflective, interpretive, decisional, and solution stages; all students described concrete service details, and challenges included long walking distances (n = 4, 36.4%), language barriers (n = 4, 36.4%), and long volunteering hours (n = 3, 27.3%).
  • In the reflective stage, students reported positive emotions: satisfaction (n = 7, 63.6%), pride (n = 4, 36.4%), and gratefulness (n = 3, 27.3%); all students agreed service-learning improved their self-confidence and that they felt successful/accomplished.
  • In the interpretive stage, students linked service to academic skills such as communication, time management, decision-making, problem-solving, and leadership (n = 6, 54.5%), and to learning about different cultures (n = 4, 36.4%).
  • In the decisional and solution stages, all students expressed willingness to participate in future volunteering/community service, and they proposed creative solutions for challenges, such as alternative transportation, priority lanes, language booklets/workshops, and a non-profit food-waste initiative.

Methods

  • Qualitative content analysis of end-of-semester reflection papers from 11 undergraduate students enrolled in a service-learning course at Qatar University during fall 2022; students volunteered with the Qatar Supreme Committee for Delivery and Legacy during the 2022 FIFA World Cup.
  • The ORID model was used to structure reflections, with an added “solution” stage; researchers developed deductive categories for each ORIDS stage, used an audit trail, identified emerging categories, calculated frequencies, and provided student quotes as illustrations.

Limitations

  • The paper states that the sample of 11 participants limits external validity, that analysis relied only on self-reported reflections that may be biased or inaccurate, and that the particular cultural context may not generalize to other regions or cultures.
  • The authors suggest future studies use multiple data collection methods (e.g., surveys, interviews) and triangulate data from supervisors, community partners, and other stakeholders.
  • The paper also notes that the revised ORIDS model should be validated through expert consultation for international audiences and replication.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3390/educsci14090987

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

15 of 56 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Service-learning practitioners highlight major challenges intensified by the shortage of assessment tools that can reliably and systematically assess students' community experiences.

    “Indeed, service-learning practitioners highlight major challenges intensified by the shortage of assessment tools that can reliably and systematically assess students' community experiences [16][17][18].”
    Quote in the paperSubstantial claim2 of 3 sources checked
    • cites [16] Borges, 2007, Service learning in Medical Education: Project description and evaluation, Int. J. Teach. Learn. High. Educ.

      The Participants and Measure section describes a 32-item questionnaire used to evaluate one service-learning project, but does not say that practitioners face major assessment challenges or that reliable, systematic tools are scarce. Searches for a shortage of assessment tools, measurement reliability, and evaluation challenges found no passage in our copy addressing that claim; page numbers were not available. (LLM, conf=0.72)

      Experimental — accuracy not yet measured
    • cites [17] 2018, Rubrics for Developing Students’ Professional Judgement: A Study of Sustainable Assessment in Arts Education, Stud. Educ. Eval. source
    • cites [18] Zhang, 2011, Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs, J. High. Educ. Outreach Engagem.

      The section “Planning, Implementing, and Assessing Service-Learning Projects: A Multifaceted Task in Need of a Guiding Framework” says that assessment challenges are intensified by the lack of a reliable evaluation model to guide service-learning projects. It does not specifically identify a shortage of tools for systematically assessing students’ community experiences; elsewhere, it describes instruments used to assess student outcomes. Page numbers were not available in our copy. (LLM, conf=0.85)

      Experimental — accuracy not yet measured
  • Interpretationcitation

    The interpretive step of the model is crucial for encouraging critical thinking and connecting real-life experiences to broader contexts.

    “This step is crucial for encouraging critical thinking and connecting the real-life experiences to broader contexts [39,42,43].”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [39] Stanfield, B. (2000). The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers.

      Not checked in the free run.

    • cites [42] Spee, 2005, Using focused conversation in the classroom, J. Manag. Educ. source
    • cites [43] Asghar, 2017, Reciprocity and critical reflection as the key to social justice in service learning: A case study, Innov. Educ. Teach. Int. source
  • Premisecitation

    Reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases.

    “Indeed, reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases [42,43].”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites [42] Spee, 2005, Using focused conversation in the classroom, J. Manag. Educ. source
    • cites [43] Asghar, 2017, Reciprocity and critical reflection as the key to social justice in service learning: A case study, Innov. Educ. Teach. Int. source

      The impact of service-learning for students (p. 9) says students should be challenged to reflect on unconscious biases, and Critical Reflection (p. 14) discusses questioning personal perceptions and values. These passages support the claim about examining underlying assumptions, but the paper does not identify reflection on emotions as the means of doing so. (LLM, conf=0.83)

      Experimental — accuracy not yet measured
  • Premisecitation

    When students analyze their emotions and become more aware of how and why they reacted in particular situations, they can make more deep and insightful reflections.

    “when students analyze their emotions and become more aware of how and why they reacted in particular situations, they can make more deep and insightful reflections [54].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [54] Calvo, 2014, Service-learning as training for social entrepreneurship: An experience in the university, Procedia-Soc. Behav. Sci. source

      The Introduction mentions reflection on small experiences of social engagement, and the Conclusions discuss students’ evaluations of their learning (page numbers unavailable). Neither passage addresses analyzing emotional reactions or says that doing so produces deeper reflections; searches for emotions and reflection found no such passage. (LLM, conf=0.72)

      Experimental — accuracy not yet measured
  • Premisecitation

    Emotional analysis is an important aspect of reflective practice as it enables students to connect their feelings with their actions and earlier experiences, fostering social and emotional intelligence.

    “This emotional analysis is an important aspect of reflective practice as it enables students to connect their feelings with their actions and earlier experiences, fostering social and emotional intelligence [44].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [44] Jacobs, 2023, Affective and Emotional Experiences in Arts-Based Service-Learning Environments, Int. J. Emot. Educ. source

      The Introduction reports that pre-service teachers’ reflections combined emotional learning with critical analysis, and the Discussion (p. 15) describes emotional experiences that helped them understand others’ circumstances. The paper does not establish that emotional analysis connects students’ feelings with their actions and earlier experiences or fosters social and emotional intelligence. (LLM, conf=0.84)

      Experimental — accuracy not yet measured
  • May combine two claims. 60
  • Classified as probably not a substantial claim. 42

  • May combine two claims.

    Premisecitation

    Through reflection, students can deepen their academic understanding, enhance critical thinking, and develop civic responsibility.

    “In particular, through reflection, students can deepen their academic understanding, enhance critical thinking, and develop civic responsibility [9][10][11].”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [9] Deeley, 2010, Service-Learning: Thinking Outside the Box, Act. Learn. High. Educ. source
    • cites [10] Lee, 2018, Exploring students’ perceptions of service-learning experiences in an undergraduate web design course, Teach. High. Educ. source
    • cites [11] Queiruga-Dios, M., Sánchez, M.J.S., Queiruga-Dios, M., Castellanos, P., and Queiruga-Dios, A. (2021). Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review. Front. Psychol., 12. source

      The Introduction (page unavailable) describes reflection as a key part of service-learning and links self-reflection to acquiring and understanding knowledge, skills, and values. It separately says service-learning could help engineering students develop critical-thinking skills and civic responsibility, but does not specifically attribute those two outcomes to reflection. (LLM, conf=0.83)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Reflection papers are among the most commonly used authentic assessment in service-learning.

    “Specially, a recent systematic review highlights that reflection papers are among the most commonly used authentic assessment in service-learning [11].”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [11] Queiruga-Dios, M., Sánchez, M.J.S., Queiruga-Dios, M., Castellanos, P., and Queiruga-Dios, A. (2021). Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review. Front. Psychol., 12. source

      The Results section (‘Assessment Tools to Assess SL Activities’; page unavailable) identifies written reports as service-learning assessment tools. It does not identify those reports as reflection papers or establish that reflection papers are among the most commonly used authentic assessments. (LLM, conf=0.78)

      Experimental — accuracy not yet measured

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Service-learning cultivates students' self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom.

    “In addition to enhancing academic learning in various disciplines, service-learning cultivates students' self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom.”
    • Also stated in: § 1. Introduction · plain
      “In this regard, while strengthening academic understanding in a variety of disciplines, students get opportunities to enhance their social understanding through community involvement and civic responsibility [5], which in turn contributes to the development of a broad range of soft skills including critical thinking, decision-making, and problem-solving [6], as well as interpersonal skills such as”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [5] Celio, 2011, A Meta-Analysis of the Impact of Service-Learning on Students, J. Exp. Educ.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [6] Mtawa, 2021, Enhancing graduate employability attributes and capabilities formation: A service-learning approach, Teach. High. Educ. source
    • cites [7] Beaman, 2020, Global Service-Learning and Covid-19—What the Future Might Look Like?, J. Clin. Nurs. source

      In the paper’s main section (page not provided), the authors describe service-learning as beneficial to students and suggest that a successful lesson is learning to understand and address a community’s needs. That supports the social-responsibility aspect, but the paper does not establish that service-learning cultivates self-awareness or personal values, or equips students with essential skills for life beyond the classroom. (LLM, conf=0.82)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Premisecitation

    Service-learning is community-based learning that links theory with practice, focusing on academic and civic learning through purposeful exploration, action, and reflection.

    “Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection.”
    • Also stated in: § 1. Introduction · plain
      “In this regard, service-learning is community-based learning that links theory with practice [10], focusing on academic and civic learning through purposeful exploration, action, and reflection [11].”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites [10] Lee, 2018, Exploring students’ perceptions of service-learning experiences in an undergraduate web design course, Teach. High. Educ. source
    • cites [11] Queiruga-Dios, M., Sánchez, M.J.S., Queiruga-Dios, M., Castellanos, P., and Queiruga-Dios, A. (2021). Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review. Front. Psychol., 12. source

      The Introduction describes service-learning as combining academic learning with community-based activities and quotes a definition emphasizing structured reflection. It also describes applying engineering concepts in real-life community projects. Our copy does not describe purposeful exploration as a component of the approach, so it supports most, but not all, of the attributed description. (LLM, conf=0.83)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Interpretationcitation

    The decisional step of the model is important for developing a growth mindset and encouraging continuous improvement.

    “This step is important for not only developing a growth mindset but also encouraging continuous improvement, as students think deeply about applying their insights to future settings [39,54].”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites [39] Stanfield, B. (2000). The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers.

      Not checked in the free run.

    • cites [54] Calvo, 2014, Service-learning as training for social entrepreneurship: An experience in the university, Procedia-Soc. Behav. Sci. source

      Section 5 (Conclusions; page unavailable) says students reflected during the evaluation phase and especially valued connecting learning with practice. The paper does not identify a decisional step or say that such a step develops a growth mindset, encourages continuous improvement, or helps students apply insights in future settings. (LLM, conf=0.78)

      Experimental — accuracy not yet measured

  • Classified as probably not a substantial claim.

    Premisecitation

    Incorporating creative thinking into the reflection model can cultivate the development of an entrepreneurial mindset, fostering students' resilience, adaptability, and ability to realize opportunities in their environment where others may see only obstacles.

    “In addition to enhancing the depth of reflection, incorporating creative thinking to the model can cultivate the development of an entrepreneurial mindset, fostering students' resilience, adaptability, and ability to realize the opportunities in their environment where others may see only the obstacles [54].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [54] Calvo, 2014, Service-learning as training for social entrepreneurship: An experience in the university, Procedia-Soc. Behav. Sci. source

      Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Premisecitation

    When students approach challenges with inventive solutions, they can drive meaningful change in their communities and beyond, being proactive citizens and change-makers.

    “When students approach challenges with inventive solutions, they can drive meaningful change in their communities and beyond, being proactive citizens and change-makers in the rapidly evolving world [55].”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [55] Halberstadt, J., Schank, C., Euler, M., and Harms, R. (2019). Learning sustainability entrepreneurship by doing: Providing a lecturer-oriented service learning framework. Sustainability, 11. source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Teacher identity is continuously constructed through teachers' lives and is central to their reflective practice of teaching.

    “Teacher identity is “continuously constructed through their lives as teachers and is central to their reflective practice of teaching” [30] (p.4).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [30] Kawai, T. (2021). A Theoretical Framework on Reflection in Service Learning: Deepening Reflection through Identity Development. Front. Educ., 5. source

  • May combine two claims.

    Premisecitation

    Reflection plays a vital role in teacher education, not only at the level of behavior and competencies but also at the level of identity and mission.

    “Studies emphasize that reflection plays a vital role in teacher education [66,67], not only at the level of behavior and competencies but also at the level of identity and mission where they see why and how they are becoming teachers [30].”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites [66] Korthagen, 2004, In search of the essence of a good teacher: Towards a more holistic approach in teacher education, Teach. Educ. source
    • cites [67] Beauchamp, 2009, Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Camb. J. Educ. source
    • cites [30] Kawai, T. (2021). A Theoretical Framework on Reflection in Service Learning: Deepening Reflection through Identity Development. Front. Educ., 5. source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Two students (18.2%) proposed improving services for vulnerable individuals, especially those with disabilities and special needs.

    “For example, two students (18.2%) proposed improving services for vulnerable individuals, especially those with disabilities and special needs.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students reported facing various difficulties, including long walking distances to reach stadiums (n = 4, 36.4%), language barriers (n = 4, 36.4%), and long volunteering hours (n = 3, 27.3%).

    “students reported facing various difficulties, including long walking distances to reach stadiums (n = 4, 36.4%),language barriers (n = 4, 36.4%), and long volunteering hours (n = 3, 27.3%).”
    • Also stated in: § 5. Discussion and Conclusions · plain
      “Their tasks were tiring and demanding, with various challenges, including long walking distances, language barriers, long volunteering hours, and problems with spectators.”
    • Also stated in: § 5. Discussion and Conclusions · plain
      “They mentioned facing a variety of challenges during their service hours, including walking long distances, language barriers, and extended hours, as well as dealing with disruptive spectators and logistical issues.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    All students concurred that they gained various knowledge and skills during their service, which made them feel more knowledgeable and professional.

    “In addition, regarding knowledge, all students concurred that they gained various knowledge and skills during their service, which made them feel more knowledgeable and professional.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students mentioned learning about the theoretical aspects of community service, benefits and different types of service-learning, and duties, values, and obligations associated with service-learning.

    “Regarding their classroom learning, students mentioned learning about the theoretical aspects of community service, benefits and different types of service-learning, and duties, values, and obligations associated with service-learning.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students stated problems with spectators such as entering matches without a ticket (n = 2, 18.2%), being rude to volunteers (n = 1, 9.1%), negative match experiences (n = 1, 9.1%), food waste (n = 1, 9.1%), and pollution in stadiums (n = 1, 9.1%).

    “In addition, students stated problems with spectators such as entering matches without a ticket (n = 2, 18.2%), being rude to volunteers (n = 1, 9.1%), negative match experiences (n = 1, 9.1%), food waste (n = 1, 9.1%), and pollution in stadiums (n = 1, 9.1%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Students articulated how they could make proactive changes in their personal and academic lives, demonstrating the transformative impact of their community experiences.

    “With this forward-looking approach, students articulated on how they could make proactive changes in their personal and academic lives, demonstrating the transformative impact of their community experiences.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The majority of the students were impressed by the technologies employed during the World Cup events and stated future plans for learning and adopting new technologies.

    “Also, the majority were impressed by the technologies employed during the World Cup events, and stated future plans for learning and adopting new technologies.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    All students agreed that community service matched their expectations and even exceeded their initial expectations.

    “All students agreed that community service matched their expectations and even stated that it exceeded their initial expectations.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Students recognized the value of their community involvement for personal fulfillment and for addressing societal needs.

    “For example, students recognized the value of their community involvement for personal fulfillment and addressing societal needs.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students stated that before participating in the World Cup event they hesitated about safety, the environment, people, and tasks, but during the experience they realized how volunteering could be fun and beneficial both for the volunteer and society.

    “Students stated that before participating in the World Cup event, they hesitated about safety, the environment, people, and tasks.However, during the experience, they realized how volunteering could be fun and beneficial both for the volunteer and society.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Students noticed that no matter how people speak different languages and have dissimilar cultures, they are all united by the love of football (n = 4, 36.4%).

    “Students noticed that no matter how people speak different languages and have dissimilar cultures, they are all united by the love of football (n = 4, 36.4%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Students cited using a social media application tool and a team collaboration application to communicate with their volunteering team and supervisors.

    “students cited using a social media application tool and a team collaboration application to communicate with their volunteering team and supervisors.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    More than half of the students noted feeling a sense of satisfaction (n = 7, 63.6%), pride (n = 4, 36.4%), and gratefulness (n = 3, 27.3%) for participating in such a unique (n = 4, 36.4%) and unforgettable (n = 4, 36.4%) event.

    “more than half of the students noted feeling a sense of satisfaction (n = 7, 63.6%), pride (n = 4, 36.4%), and gratefulness (n = 3, 27.3%) for participating in such a unique (n = 4, 36.4%) and unforgettable (n = 4, 36.4%)event.”
    • Also stated in: § 5. Discussion and Conclusions · boosted
      “Mostly, students expressed strong feelings of satisfaction, pride, and gratitude, recognizing the value of stepping outside their comfort zones during their community services.”
    • Also stated in: § 5. Discussion and Conclusions · plain
      “They were proud to participate in this significant event and serve spectators a pleasant World Cup experience.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Students mentioned other soft skills gained, such as time management (n = 4, 36.4%), leadership (n = 3, 27.3%), teamwork (n = 3, 27.3%), organization (n = 2, 18.2%), and decision-making (n = 1, 9.1%).

    “In addition, they mentioned many other soft skills, such as time management (n = 4, 36.4%),leadership (n = 3, 27.3%), teamwork (n = 3, 27.3%), organization (n = 2, 18.2%), and decision-making (n = 1, 9.1%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students linked their experience with the skills and qualifications needed for community services (n = 8, 72.7%), how to handle difficulties (n = 3, 27.3%), types of community service (n = 3, 27.3%), civic-mindedness (n = 2, 18.2%), and ethics in service-learning (n = 1, 9.1%).

    “they linked their experience with the skills and qualifications needed for community services (n = 8, 72.7%), how to handle difficulties (n = 3, 27.3%), types of community service (n = 3, 27.3%), civic-mindedness (n = 2, 18.2%), as well as ethics in service-learning (n = 1, 9.1%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students wrote that during their service-learning experience they learned how an event works, how a work environment feels, how to deal with diverse people, and the importance of commitment, which they could use in university and professional life.

    “For new information, students wrote that during their service-learning experience, they learned how an event works to significant effect, how a work environment feels, how to deal with diverse people, and the importance of commitment, which they could use in university and professional life.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Most students recalled their previous volunteering experiences (n = 5, 45.5%), at the FIFA Arab Cup in 2021 (n = 3, 27.3%) and in high school (n = 2, 18.2%).

    “most of them recalled their previous volunteering experiences (n = 5, 45.5%) at the FIFA Arab Cup in 2021 (n = 3, 27.3%) and in high school (n = 2, 18.2%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Some students were interested in experiencing different roles and responsibilities to learn more about how other stadium areas operate to maximize their FIFA experience (n = 4, 36.4%).

    “Some students were also interested in experiencing different roles and responsibilities to learn more about how other stadium areas operate to maximize their FIFA experience (n = 4, 36.4%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Other students were responsible for being team leaders (n = 1, 9.1%) or worked at the last mile services, cultural experience services, team services, workforce support services, and the e-sports club (n = 1, 9.1% each).

    “In contrast, others were responsible for being team leaders (n = 1, 9.1%) or worked at the last mile services (n = 1, 9.1%), cultural experience services (n = 1, 9.1%), team services (n = 1, 9.1%), workforce support services (n = 1, 9.1%), and the e-sports club (n = 1, 9.1%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    One student suggested creating a non-profit organization to collect food waste around Qatar and donate it to charities, orphanages, and families within Qatar.

    “one student suggested creating a non-profit organization to collect food waste around Qatar and donate it to charities, orphanages, and even families within Qatar.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Students realized the importance of volunteers' dedication to the event's success.

    “Moreover, students realized the importance of volunteers' dedication to the event's success.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    For language barriers, students suggested providing booklets of helpful phrases in different languages, offering online language workshops, creating teams of people speaking the same language, and engaging in fun language activities.

    “for language barriers, students suggested providing booklets of helpful phrases in different languages, offering online language workshops, creating teams of people speaking the same language, and engaging in fun language activities.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    For long walking distances, students proposed offering alternative transportation, having priority lanes for older people, women, and children, providing electronic scooters, and placing motivational billboards about the benefits of walking.

    “for long walking distances, students proposed offering alternative transportation, having priority lanes for older people, women, and children, providing electronic scooters, and placing motivational billboards on the way about the benefits of walking.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    One student proposed organizing a new project called all-ladies events, where only women run the event, from collecting to volunteering.

    “One student proposed organizing a new project called all-ladies events, where only women run the event, from collecting to volunteering.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Most of the students expressed a strong willingness to engage in future volunteering projects, community services, and charity events, and to explore different roles and responsibilities.

    “For instance, most of the students expressed a strong willingness to engage in future volunteering projects, community services, and charity events, and explore different roles and responsibilities.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Students heard positive comments from spectators and the media about the success of the event (n = 7, 63.6%).

    “They heard positive comments from spectators and the media about the success of the event (n = 7, 63.6%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students reflected on academic skills such as communication, time management, decision-making, problem-solving, and leadership (n = 6, 54.5%), different cultures (n = 4, 36.4%), difficulties in the work environment (n = 2, 18.2%), and the pleasure of doing community work (n = 2, 18.2%).

    “In particular, they reflected on academic skills such as communication, time management, decision-making, problem-solving, and leadership (n = 6, 54.5%), different cultures (n = 4, 36.4%),difficulties in the work environment (n = 2, 18.2%), and the pleasure of doing community work (n = 2, 18.2%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Most students commented on being better prepared in the future in terms of having more energy and positivity (n = 3, 27.3%), being more confident (n = 3, 27.3%), communicating better with spectators, team members, and supervisors (n = 3, 27.3%), and being more spontaneous (n = 1, 9.1%).

    “most of them commented on being better prepared in terms of having more energy and positivity (n = 3, 27.3%), being more confident (n = 3, 27.3%), communicating better with spectators, team members, and supervisors (n = 3, 27.3%), and being more spontaneous (n = 1, 9.1%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    On a personal level, students found walking long distances an opportunity to lose weight and keep healthy (n = 2, 18.2%) and language barriers an opportunity to enhance language and communication skills (n = 3, 27.3%).

    “on a personal level, students found walking long distances an opportunity to lose weight and keep healthy (n = 2, 18.2%) and language barriers an opportunity to enhance language and communication skills (n = 3, 27.3%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students' feelings about their volunteering experience were highly positive, and none of the students indicated a negative emotion.

    “Students' feelings about their volunteering experience were highly positive (Figure 2).None of the students indicated a negative emotion.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Students said that although their tasks were highly tiring and demanding, they felt helpful in their roles.

    “Lastly, regarding effectiveness, students said that although their tasks were highly tiring and demanding, they felt helpful in their roles.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students stated that they would try to be more eager to seek new information (n = 3, 27.3%), pay attention to details (n = 1, 9.1%), and think critically (n = 2, 18.2%).

    “Furthermore, students stated that they would try to be more eager to seek new information (n = 3, 27.3%), pay attention to details (n = 1, 9.1%), and think critically (n = 2, 18.2%).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Students mentioned that before the event started they were reluctant about whether it would be successful, and while volunteering they witnessed how much work was put into organizing a major event like the World Cup.

    “In addition, students mentioned that before the event started, they were reluctant about whether it would be successful.Then, while volunteering, they witnessed how much work was put into organizing a major event like the World Cup.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Almost half of the students (n = 5, 45.5%) were assigned by the Qatar Supreme Committee for Delivery and Legacy to work at spectator services.

    “Regarding roles, almost half of the students were assigned by the Qatar Supreme Committee for Delivery and Legacy to work at spectator services (n = 5, 45.5%).”
    • Also stated in: § 5. Discussion and Conclusions · plain
      “Mostly, students were assigned to spectator services and some worked at the last mile services, cultural experience services, team services, and workforce support services.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    For long volunteering hours, students recommended getting fewer volunteering hours, having a structured check-in system, increasing the number but decreasing the duration of the shifts, and providing breaks.

    “regarding the long volunteering hours, students recommended getting fewer volunteering hours, having a structured check-in system, increasing the number but decreasing the duration of the shifts, and providing breaks.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students felt more social, organized, and confident than they expected themselves to be.

    “Specifically, they felt more social, organized, and confident than they expected themselves to be.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    All students wrote that they received information about their roles, rules, and regulations regarding training.

    “All students wrote that they received information about their roles, rules, and regulations regarding training.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Almost every student served at a different location, with Al Janoub Stadium, Education City Stadium, and Ahmad Bin Ali Stadium each hosting 2 students (18.2%).

    “Regarding location, almost every student served at a different location, such as Al Janoub Stadium (n = 2, 18.2%), Education City Stadium (n = 2, 18.2%), Ahmad Bin Ali Stadium (n = 2, 18.2%), Doha Exhibition and Convention Center (n = 1, 9.1%)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    All students reported interacting with various local and international spectators, FIFA staff, and other volunteers.

    “Moreover, all students reported interacting with various local and international spectators, FIFA staff, and other volunteers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    The students' service experience had a positive impact on their academic growth, equipping them with skills such as communication, leadership, and problem-solving.

    “Moreover, their service experience had a positive impact on their academic growth, equipping them with valuable skills such as communication, leadership, and problem-solving.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    To address the long walking distances, students suggested providing alternative transportation options, creating priority lanes, and placing motivational billboards.

    “For instance, to address the long walking distances, they suggested providing alternative transportation options, creating priority lanes, and placing motivational billboards.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    To manage the long volunteer hours, students proposed reducing shift durations, implementing structured check-in systems, and allowing more frequent breaks.

    “For managing the long volunteer hours, they proposed reducing shift durations, implementing structured check-in systems, and allowing more frequent breaks.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    The objective step is important for capturing the concrete aspects of the authentic learning environment and sets the stage for deeper exploration in the following steps.

    “This step is important for capturing the concrete aspects of the authentic learning environment, and sets the stage for deeper exploration in the following steps [39,42].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [39] Stanfield, B. (2000). The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers.

      Not checked in the free run.

    • cites [42] Spee, 2005, Using focused conversation in the classroom, J. Manag. Educ. source

  • May combine two claims.

    Premisecitation

    Systematic reflection tools can improve understanding between the instructor and students, provide a common consent about how service-learning performance is to be judged, and make assessment more transparent and away from personal prejudices.

    “Indeed, systematic reflection tools can improve understanding between the instructor and students [37], providing a common consent about how service-learning performance is to be judged [38], making assessment more transparent and away from personal prejudices [37].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [37] Venning, 2013, Integrating Assessment Matrices in Feedback Loops to Promote Research Skill Development in Postgraduate Research Projects, Assess. Eval. High. Educ. source
    • cites [38] Stupans, 2013, Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding, Assess. Eval. High. Educ. source

  • May combine two claims.

    Interpretationown data

    As students responded to the sequentially developed guided questions in each stage, they not only reported factual descriptions of their community services but also delved into deep reflections on the emotional, cognitive, and prospective aspects of their learning.

    “As students responded to the sequentially developed guided questions in each stage, they not only reported on the factual descriptions of their community services but also delved into deep reflections on the emotional, cognitive, and prospective aspects of their learning.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Through analysis of emotions, students can better understand how and why they reacted in particular situations, which can lead them through more comprehensive, deep, and insightful reflections.

    “As feelings drive action, through analysis of emotions, students can better understand how and why they reacted in particular situations, which can lead them through more comprehensive, deep, and insightful reflections [53].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [53] Evans, 2013, Promoting learning and critical reflexivity through an organizational case study project, J. Prev. Interv. Community source

  • May combine two claims.

    Premisecitation

    Through structured reflections, students can have more meaningful dialogue, a deeper understanding of their community engagement, and profound personal growth.

    “Particularly, through structured reflections, students can have more meaningful dialogue, a deeper understanding of their community engagement, and profound personal growth [35].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [35] Shea, 2023, How critical is service-learning implementation?, J. Exp. Educ. source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Premisenone given

    All the reflection models possess an organized structure guided through consecutive stages, beginning with a factual description, followed by analysis of the learning experience, and concluding with future plans.

    “Regarding similarities, all the reflection models possess an organized structure guided through consecutive stages.They begin with a factual description, followed by analysis of the learning experience, and conclude with future plans.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    With the solution stage added to the model, students had the opportunity to express their creative thinking, articulating the innovative solutions they proposed to overcome the challenges and how they turned the challenges into favorable outcomes.

    “with the solution stage added to the model, students had the opportunity to express their creative thinking, articulating on the innovative solutions they proposed to overcome the challenges and how they turned the challenges into favorable outcomes.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The ORID model provides the basis for a sequentially generated questioning process that walks students toward a guided and structured reflection.

    “The Objective, Reflective, Interpretive, and Decisional (ORID) model, also referred to as the focused conversation model, developed by the Institute of Cultural Affairs International (ICA), provides the basis for a sequentially generated questioning process that walks students toward a guided and structured reflection [39].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [39] Stanfield, B. (2000). The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers.

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    On a personal level, volunteering helped students get out of their comfort zone, increase their self-confidence, and improve soft skills such as communication, time management, leadership, teamwork, organization, and decision-making.

    “On a personal level, volunteering helped students get out of their comfort zone, increase their self-confidence, and improve soft skills such as communication, time management, leadership, teamwork, organization, and decision-making.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Volunteering helped students develop a civic mindset and a desire to participate in forthcoming projects, community services, and charity events.

    “In addition, it helped students develop a civic mindset and a desire to participate in forthcoming projects, community services, and charity events.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductcitation

    Data were gathered from all the students attending the course, making the case an information-rich case for collecting information of central importance to the purpose of the inquiry.

    “Hence, data were gathered from all the students attending this course, being an”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [57] Ritzer, G. (2007). Sampling, qualitative (purposeful). The Blackwell Encyclopedia of Sociology, John Wiley & Sons, Ltd. source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Before actual analysis, an audit trail was implemented to address potential areas of researcher bias; the auditor had no investment in service-learning or the ORID model and reviewed the categories for clarity.

    “Before moving to actual analysis of students' reflection papers, an audit trail was implemented to address potential areas of researcher bias.The auditor had no investment in service-learning or the ORID model.The auditor reviewed the categories for clarity and suggested refining operational definitions to include concrete examples of the information that could fit into each category.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Based on Kolb's experiential learning model, the ORID model includes a consecutive four-stage process of reflection that explores students' observations, feelings, interpretations, and possible actions or implications for the future.

    “Based on Kolb's experiential learning model that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation [41], the ORID model includes a consecutive four-stage process of reflection that explores students' observations (objective stage), feelings (reflective stage), interpretations (interpretive stage), and possible actions or implications for”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [39] Stanfield, B. (2000). The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers.

      Not checked in the free run.

    • cites [41] Kolb, D.A. (1984). Experiential Learning Experience as the Source of Learning and Development, Prentice Hall Inc.

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Without an organized approach, students may lack the focus to connect their service experiences with academic learning and may report merely on events instead of critically evaluating their meaning or impact.

    “Without an organized approach, students may lack the focus to connect their service experiences with academic learning, and report merely on events instead of critically evaluating their meaning or impact [34].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [34] Hatcher, 2004, Designing Effective Reflection: What Matters to Service-Learning?, Mich. J. Community Serv. Learn.

  • May combine two claims.

    Interpretationown data

    Despite the obstacles, students demonstrated resilience and felt successful in accomplishing their roles.

    “Yet, despite the obstacles, students demonstrated resilience and felt successful in accomplishing their roles.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    The ORID model closely aligns with Kolb's experiential learning model and has a specific focus on analysis of emotions.

    “The major difference is that the ORID model closely aligns with Kolb's experiential learning model [41], and has a specific focus on analysis of emotions.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [41] Kolb, D.A. (1984). Experiential Learning Experience as the Source of Learning and Development, Prentice Hall Inc.

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    Developing tailored categories for each ORIDS stage provided researchers a structured and systematic approach for interpreting students' reflections, thereby enhancing relevance, consistency, and accuracy.

    “In essence, developing these tailored categories significantly contributed to the actual data analysis, as they provided researchers a structured and systematic approach for interpreting students' reflections, thereby enhancing relevance, consistency, and accuracy.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    This integration fosters a proactive and entrepreneurial mindset and makes reflections more comprehensive, meaningful, and profound.

    “This integration fosters a proactive and entrepreneurial mindset, and makes reflections more comprehensive, meaningful, and profound.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The research was conducted within a particular cultural context, which may not be generalized to other regions or cultures.

    “Then, the research was conducted within a particular cultural context, which may not be generalized to other regions or cultures.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Reflection can serve as a powerful tool for evaluating both the depth of student learning and the effectiveness of teaching practices.

    “Reflection can serve as a powerful tool for evaluating both the depth of student learning and the effectiveness of teaching practices [25,35].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [25] Moon, 2004, Using reflective learning to improve the impact of short courses and workshops, J. Contin. Educ. Health Prof. source
    • cites [35] Shea, 2023, How critical is service-learning implementation?, J. Exp. Educ. source

  • May combine two claims.

    Interpretationreasoning

    The solution stage was important for nurturing students' creative thinking and entrepreneurial mindset, fostering a sense of agency, resilience, and adaptability essential for both academic and professional success.

    “Overall, the solution stage was important for nurturing students' creative thinking and entrepreneurial mindset, fostering a sense of agency, resilience, and adaptability essential for both academic and professional success.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    The ORID model gave students the opportunity to note and consider aspects of a film beyond the central plot or dialogue, moving them beyond emotional and intellectual tension to consider implications for action and decision.

    “giving students “the opportunity to note and consider aspects of a film beyond the central plot or dialogue”, and moving them beyond the “the emotional and intellectual tension” to an “open a space to consider the implications for action and decision” (p.108).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [64] Austin, 2012, Cinema and Public Administration Theory in the Classroom, Adm. Theory Prax. source

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    Such reflective practices can foster lifelong learning, encouraging a mindset of continuous learning and professional development.

    “Overall, such reflective practices can foster lifelong learning, encouraging a mindset of continuous learning and professional development.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Students' grades were determined by the depth of their reflections, which required reporting on each stage of the model and giving detailed explanations in response to the guided questions.

    “Students' grades were determined by the depth of their reflections, which required reporting on each stage of the model and giving detailed explanations in response to the guided questions.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Well-developed rubrics can reduce complexity and enhance the objectivity of assessment.

    “As well-developed rubrics can reduce complexity and enhance the objectivity of assessment [17,38]”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [17] 2018, Rubrics for Developing Students’ Professional Judgement: A Study of Sustainable Assessment in Arts Education, Stud. Educ. Eval. source
    • cites [38] Stupans, 2013, Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding, Assess. Eval. High. Educ. source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    For the purpose of data analysis, the researchers developed subcategories for each stage of the model, outlining what is targeted and what sort of data to be incorporated, with possible questions to be answered.

    “Later, for the purpose of data analysis, researchers developed subcategories for each stage of the model, outlining what is targeted and what sort of data to be incorporated, with possible questions to be answered.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    The ORID reflection model helped students utilize their observation and analytic skills while immersing themselves in their cognitive and affective experiences, guiding them through critical thinking and decision-making.

    “In particular, the reflection model helped students “to utilize their observation and analytic skills while immersing themselves in their cognitive and affective experiences” (p.203), guiding them through critical thinking and decision-making.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [63] Bjornestad, 2016, Service learning in schools: Training counselors for group work, J. Spec. Group Work source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The analysis relied on students' self-reported reflections, which may be biased or inaccurate.

    “Next, the analysis merely relied on the students' self-reported reflections, which may be biased or inaccurate.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    The ORID model is inherently experience based, allowing for active learning.

    “Moreover, the findings highlighted that “the model is inherently experience based, allowing for active learning” (p.455).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [65] Liapis, A., Yannakakis, G., Gentile, M., and Ninaus, M. (2019, January 27–29). A Focused Conversational Model for Game Design and Play-Tests. Proceedings of the Games and Learning Alliance. GALA 2019, Athens, Greece. source

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The categories created by the researchers for the data analysis can guide future research by providing an evidence-based reference for developing a thorough, equitable, and structured rubric to evaluate student reflections through the ORIDS model in practice.

    “the results of this study, specifically the categories created by the researchers for the data analysis, can guide future research by providing an evidence-based reference for developing a thorough, equitable, and structured rubric to evaluate student reflections through the ORIDS model in practice.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: There is no rubric for guiding practitioners on how to assess students' reflections with specific performance criteria and descriptions of performance levels.

  • May combine two claims.

    Premisecitation

    In a game education case study, the ORID reflection model allows for an examination and reflective process and works effectively when combined with activity-based learning.

    “The results revealed that the reflection model “allows for an examination and reflective process, and it works effectively when combined with an activity-based learning” (p.448).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [65] Liapis, A., Yannakakis, G., Gentile, M., and Ninaus, M. (2019, January 27–29). A Focused Conversational Model for Game Design and Play-Tests. Proceedings of the Games and Learning Alliance. GALA 2019, Athens, Greece. source
82 of 82

  • The paper relies on this without support.

    There is a significant lack of documentation illustrating the practical application of the ORID model, particularly in service-learning.

    “While the literature highlights the ORID model as a comprehensive and structured framework for critical reflection [32,[39][40][41][42][43], there remains a significant lack of documentation illustrating its practical application, particularly in service-learning.”

  • The paper relies on this without support.

    Existing reflection models mostly promote critical thinking but overlook the important element of creative thinking.

    “It is important to highlight that while the existing reflection models mostly promote critical thinking, they overlook the important element of creative thinking.”

  • The paper relies on this without support.

    The reflective stage is a missing element in other reflection models.

    “with the reflective stage, which is a missing element in other reflection models, the ORIDS model helped students to explore their emotions, articulating on how specific moments evoked their feelings, such as frustration, joy, confusion, or accomplishment.”

  • The paper relies on this without support.

    There is no rubric for guiding practitioners on how to assess students' reflections with specific performance criteria and descriptions of performance levels.

    “although plenty of resources explain this reflection model in theory, there is no rubric for guiding practitioners on how to assess students' reflections with specific performance criteria and descriptions of performance levels.”
4 of 4

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

  • Incorrect percentage for Arts and Sciences students

    Minor

    Five of the eleven participants is 45.5% to one decimal place, not 46.5%.

    Reported 46.5 · recomputed 45.454545

  • Incorrect percentage for students with prior volunteering experience

    Minor

    Five of the eleven participants is 45.5% to one decimal place, not 46.5%.

    Reported 46.5 · recomputed 45.454545

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 5

  1. Mezirow, J., and Taylor, E.W. (2009). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education, John Wiley & Sons.
  2. Kolb, D. (2021). Experiential Learning: Experience as the Source of Learning and Development, Pearson Education.
  3. Wee, 2008, The ORID in IS Classes, Inf. Syst. Educ. J., 6, 1
  4. Kolb, D.A. (1984). Experiential Learning Experience as the Source of Learning and Development, Prentice Hall Inc.
  5. Ash, 2005, Integrating reflection and assessment to improve and capture student learning, Mich. J. Community Serv. Learn., 11, 49

Cited by

Sorted by citations

Related

Authors
Kayan Fadlelmula, F., & Qadhi, S. M.
Affiliations
  • Core Curriculum Program, Deanship of General Studies, Qatar University, Doha 2713, Qatar
  • Qatar University (QA)
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2024-09-07
Volume
14
Issue
9
Pages
987
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci14090987
OpenAlex
W4402369175
Cited by
7
References
57
Citations by year
2026: 6 · 2024: 1
FWCI
8.85
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Qatar University QSpace (Qatar University) (submittedVersion)
Funders
Qatar University
Topics
  • Social Sciences › Education › Service-Learning and Community Engagement
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
service-learning, student reflection, reflection papers, community-based learning, volunteering, 2022 FIFA World Cup, undergraduate students, self-awareness, social responsibility

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-29.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-29.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review