| 1. |
- Husain, Layla, et al.
(författare)
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Supporting Early Math : Rationales and Requirements for High Quality Software
- 2015
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Ingår i: The Journal of computers in mathematics and science teaching. - : Association for the Advancement of Computing in Education (AACE). - 0731-9258 .- 1943-5908. ; 34:4, s. 409-429
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Tidskriftsartikel (refereegranskat)abstract
- There is substantial evidence that preschooler' performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math development. Furthermore it is argued that the content of early math software should be centered around notions such as number sense and spontaneous focus on numerosity. Beyond that, the paper argues for seven design criteria to consider if the goal is to provide strong support for early math via educational software: (1) use a pedagogical approach clearly based on research on early learning of mathematics, (2) provide a set of relevant representations in an appropriate order, (3) provide informative and meaningful feedback, (4) pay attention to motivational aspects for the age group, (5) provide individually adapted support as well as challenge, (6) include a reporting function for educators, and (7) enable the use of an inclusive pedagogy. These seven design criteria are described and illustrated by concrete examples drawn from a newly developed play-&-learn game in early math: Magical Garden.
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| 2. |
- Tärning, Betty, et al.
(författare)
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Young children's experience and preference of feedback - Sense and sensibility
- 2018
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Ingår i: Interaction Design and Architecture(s). - Rome : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :37, s. 206-230
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3 rd and 5 th graders preferred 1 or 3 bars but where the 2 nd graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.
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| 3. |
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| 4. |
- Gulz, Agneta, et al.
(författare)
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Lärande och kognition
- 2012
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Ingår i: Kognitionsvetenskap. - Lund : Studentlitteratur. - 9789144051666 ; , s. 219-228 (10 s.)
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Gulz, Agneta, et al.
(författare)
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Samarbete ger lyckat resultat
- 2012
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Ingår i: Sydsvenska dagbladet. - Malmö : Bonnier. - 1652-814X .- 1104-0068.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ta några ingenjörsstudenter, släng in ett par kognitionsvetarstudenter och ge dem ett problem att lösa. Ut kommer interaktiva dataspel för skolan och robotar som kan imitera människors rörelser.– Vi kombinerar doing och thinking, säger Agneta Gulz, professor i kognitionsvetenskap.
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| 6. |
- Haake, Magnus, et al.
(författare)
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Pedagogical agents: Pedagogical interventions via integration of task-oriented and socially oriented conversation.
- 2011
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the motivation for and outcome of the addition of socially oriented so called “off-task” conversational abilities to an existing “teachable agent” (TA) in an educational mathematics game. The purpose of the extension is to affect constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of the game. A comparison of students that played the educational game with the off-task interaction included to those who played without it, indicate that the former had a more positive experience of the game, and that they also learnt more in the sense of teaching their TA better. The potential for pedagogical interventions in this and similar systems is discussed as well as differences found between high- and low-achievers.
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| 7. |
- Silvervarg, Annika, 1974-, et al.
(författare)
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Assessment of Students' Feedback Behavior in A Game-Based Automated Feedback System-A Cross-Cultural Replication Study
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - Kuala Lumpur, Malaysia. - 9789869721493 ; , s. 292-301
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Konferensbidrag (refereegranskat)abstract
- In this paper, we argue for the importance of conducting replication studies over various schools and countries when addressing topics about learning and instruction and propose educational technology to be a tool for this endeavor. We present an example of a cross-cultural replication study that makes use of educational technology in the form of a digital game-based automated feedback system. The study addresses feedback related behavior in 11-15-year-old students in US and Swedish classrooms, investigating students' choices to seek confirmatory (i.e., positive) or critical (i.e., negative) feedback, as well as their subsequent choices to revise their work based on this feedback. Comparisons of the data collected at several schools in the US and Sweden showed similar patterns of relationships among students' feedback-seeking behavior, their tendency to revise their work, and their learning outcomes in and outside the assessment environment. Overall, the findings revealed that this assessment approach seems to be generalizable from a North American to a European population. However, the findings showed both a significant difference between Sweden and the US regarding the preference for critical feedback and between different schools within each country. Thus, it is possible that the difference between countries reflects school differences rather than cultural differences.
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| 8. |
- Gulz, Agneta, et al.
(författare)
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Early Math in a Preschool Context : Spontaneous Extension of the Digital into the Physical
- 2020
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Ingår i: Interaction Design and Architecture(s). - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; 44, s. 129-154
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Tidskriftsartikel (refereegranskat)abstract
- The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.
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| 9. |
- Sjödén, Björn, et al.
(författare)
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Extending an educational math game with a pedagogical conversational agent – facing design challenges
- 2010
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Ingår i: Proceedings of the 1st International Conference on Interdisciplinary Research on Technology, Education and Communication (ITEC 2010). - Berlin, Heidelberg : Springer. - 9783642200731 - 9783642200748 ; , s. 116-130
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We describe our work-in-progress of developing an educational game in mathematics for 12-14 year olds, by adding social and conversational abilities to an existing “teachable agent” (TA) in the game. The purpose of this extension is to affect cognitive, emotional and social constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of interacting with the agent over an extended period of time. Drawing from the EnALI framework, which states practical design guidelines, we discuss specific design challenges and exemplify research considerations as to developing the agent’s visual representation and conversational module. We present some initial findings from using prototype agents with students from the target group. Promising developments seem to reside in pronouncing the agent’s personality traits and expanding its knowledge database, particularly its range of conversational topics. Finally we propose some future studies and research directions.
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| 10. |
- Haake, Magnus, et al.
(författare)
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Visual Stereotypes and Virtual Pedagogical Agents
- 2008
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Ingår i: Educational Technology & Society. - Palmerston North : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 11:4, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual pedagogical characters introduce anything novel with regard to the use of visual stereotypes - as compared both to real life interaction between humans and to the use of visual stereotypes in traditional non-interactive media such as magazines, film, television and video. It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters. The conclusion of the paper is that knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.
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