StepOn consists of a tangible tool that supports children aged (11-12)  in planning out how to achieve their goal. And a digital environment where children record their reflections through video fragments in which they either reflect individually or have a group reflection, both based on personally picked questions by the teacher. They asses their work attitude and the quality of the reflection they delivered and are given constructive feedback on this by the teacher. By dividing and achieving the goal in steps children train actively and deliberately using metacognitive strategies.

The paper presents four main contributions: (1) Lessons from the iterative design process and the evaluation of StepOn 2.0; (2) A new approach to reflection by combining it with actively teaching metacognitive strategies; (3) Findings from an evaluation in a group eight class; (4) Discussion of the design choices that facilitate and constrain the development of a tool to support in depth reflection and train metacognitive skills for a primary educational school in group 8.

In the paper I describe the iterative process of designing StepOn and the evaluation of one of its prototypes in a group 8 class. The evaluation consists of a qualitative study determining the main design needs for such tool (supporting the development of metacognitive strategies and achieving depth in reflections). Clarity, guidance, combining different ways of reflection, dispersion of levels and time are keywords. And video recording seems to be the best strategy for achieving qualitative reflections. Future work should include testing StepOn 3.0 and verifying the claims, regarding the design needs, which were made in a new situation.