| 1. |
- Axelsson, Anton, 1981-, et al.
(författare)
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Can preschoolers profit from a teachable agent based play-and-learn game in mathematics?
- 2013
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Ingår i: Artificial Intelligence in Education. - Berlin, Heidelberg : Springer Berlin/Heidelberg. - 9783642391118 - 9783642391125 ; LNCS, vol 7926, s. 289-298
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Konferensbidrag (refereegranskat)abstract
- A large number of studies carried out on pupils aged 8-14 have shown that teachable agent (TA) based games are beneficial for learning. The present pioneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA’s socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The participants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveils exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs.
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| 2. |
- Axelsson, Anton, 1981-
(författare)
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Experience and Visual Expertise : A First Look at Eye Behaviour in Train Traffic Control
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated differences in visual expertise across levels of proficiency in train traffic control during a simulated scenario. Eye tracking metrics found to correlate with expertise reported in a meta-analysis on visual expertise were used. The aim of the study was to investigate whether the same results found in the meta-study could be obtained in the less controlled and dynamic work environment of train traffic control. Studies of this character are rare and also notoriously difficult to conduct due to a high level of potential noise. Results of the study indicates that eye behaviour seemed to correlate with years of experience also in a more naturalistic setting, but it did not correlate with expert ranking by instructors or a post-hoc measure of proactivity in task performance. A discussion is provided where a delineation of experience and expertise is made in light of differences between eye movement behaviour and cognitive aspects of problem-solving.
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| 3. |
- Axelsson, Anton, 1981-
(författare)
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Experience and Visual Expertise : A First Look at Eye Behaviour in Train Traffic Control
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated differences in visual expertise across levels of proficiency in train traffic control during a simulated scenario. Eye tracking metrics found to correlate with expertise reported in a meta-analysis on visual expertise were used. The aim of the study was to investigate whether the same results found in the meta-study could be obtained in the less controlled and dynamic work environment of train traffic control. Studies of this character are rare and also notoriously difficult to conduct due to a high level of potential noise. Results of the study indicates that eye behaviour seemed to correlate with years of experience also in a more naturalistic setting, but it did not correlate with expert ranking by instructors or a post-hoc measure of proactivity in task performance. A discussion is provided where a delineation of experience and expertise is made in light of differences between eye movement behaviour and cognitive aspects of problem-solving.
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| 4. |
- Axelsson, Anton, 1981-
(författare)
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Knowledge elicitation as abstraction of purposive behaviour
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Researchers use knowledge elicitation methods to document expert knowledge for the primary purpose of understanding cognitive processes and with this understanding, technical solutions to resolve human factors issues can be produced. This dissertation offers a novel perspective on knowledge elicitation as an abstraction process. Such a theoretical framework has emerged by consolidating the ecological approach of Brunswikian psychology with the ideas of tacit and personal knowledge of Polanyian epistemology. Traditionally, knowledge elicitation has been considered an extraction process in which knowledge can be readily transferred from one individual to another. Here, this traditional position is rejected in favour of Polanyi’s premise that much of the knowledge individuals possess is tacit in nature, which implies that it cannot be documented easily, expressed in explicit form or explained. In this dissertation, knowledge is characterised as a personal process of knowing, highlighting context as a subjective knowledge structure of personal experiences that is formulated implicitly and indirectly over time through a dynamic interaction with the environment. Therefore, tacit knowledge cannot be articulated or shared; however, learners can be inspired by observing other individuals' purposive (i.e., goal-directed) behaviours and thus shape their own tacit knowledge once they practise the observed skills and develop conceptual understanding through reasoning about the learning process. Knowledge elicitation thereby makes use of observations, questions, or more structured process tracing methods in environments familiar to the observed individuals to elicit purposive behaviour from them. Accordingly, functional descriptions can be produced in this process that further conceptual understanding of a particular domain. Knowledge elicitation procedures are a powerful set of methods for reaching such functional descriptions. Moreover, by understanding the resulting knowledge elicitation data as an abstraction derived from multiple collection points in the same environment, the focus shifts from purely subjective mental constructs to the impact of environmental constraints.
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| 5. |
- Axelsson, Carl-Anton Werner, 1981-, et al.
(författare)
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Bad News in the civics classroom : How serious gameplay fosters teenagers’ ability to discern misinformation techniques
- 2024
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Ingår i: Journal of Research on Technology in Education. - : Routledge. - 1539-1523 .- 1945-0818. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Although the serious game Bad News has been used to inoculate citizens against misinformation, it has not been formally evaluated in traditional classrooms. We therefore evaluated its impact on 516 upper-secondary Swedish students playing individually, paired, or with the whole class. Results show that students improved their ability to discern manipulation techniques in social media posts. Students with prior positive attitudes to credible news sources were better discerners, and this attitude became significantly more positive post-intervention. Rationales for identifying manipulative techniques increased among those who improved their credibility ratings pre-to post-intervention. Lastly, enjoyment of and interest in the intervention was higher in the whole-class setting. This study offers insights for educators on using serious games in formal teaching to foster media and information literacy.
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| 6. |
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| 7. |
- Axelsson, Carl-Anton Werner, 1981-, et al.
(författare)
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Learning How to Separate Fake From Real News : Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning
- 2021
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Ingår i: Future Internet. - : MDPI. - 1999-5903. ; 13:3
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Tidskriftsartikel (refereegranskat)abstract
- With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts.
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| 8. |
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| 9. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden
- 2021
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Ingår i: Information. - : MDPI AG. - 2078-2489. ; 12:5
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Tidskriftsartikel (refereegranskat)abstract
- Educational and technical resources are regarded as central in combating disinformation and safeguarding democracy in an era of ‘fake news’. In this study, we investigated whether a professional fact-checking tool could be utilised in curricular activity to make pupils more skilled in determining the credibility of digital news and to inspire them to use digital tools to further their transliteracy and technocognition. In addition, we explored how pupils’ performance and attitudes regarding digital news and tools varied across four countries (France, Romania, Spain, and Sweden). Our findings showed that a two-hour intervention had a statistically significant impact on teenagers’ abilities to determine the credibility of fake images and videos. We also found that the intervention inspired pupils to use digital tools in information credibility assessments. Importantly, the intervention did not make pupils more sceptical of credible news. The impact of the intervention was greater in Romania and Spain than among pupils in Sweden and France. The greater impact in these two countries, we argue, is due to cultural context and the fact that pupils in Romania and Spain learned to focus less on ’gut feelings’, increased their use of digital tools, and had a more positive attitude toward the use of the fact-checking tool than pupils in Sweden and France.
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| 10. |
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