| 1. |
- Andersson, Annika, 1966-, et al.
(författare)
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Challenges for deploying math intervention in already challenged early childcare centers
- 2021
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Konferensbidrag (refereegranskat)abstract
- By comparing the results from two language versions of a computer based intervention program (Magical garden, MG) we aim to learn how to best increase early mathematic skills in 4-5-year olds with a first language (L1, Arabic) different from the official language used in school (L2, Swedish). Research on acquisition of novel concepts favors learning in L1 followed by L2, to learning in L2 only (Perozzi & Sanhez, 1992). However, this has not been researched in mathematics even though often suggested (Clements, Sarama, Wolfe, & Spitler, 2013). The game is based on results by Griffin and colleagues (Griffin, Case, & Siegler, 1994) and focuses on promoting an understanding of early numeracy. Children learn by teaching a panda how to play the game, which is adaptive to their success rate. The game is socially inclusive a) everyone plays the same scenarios, though at different levels and b) the garden grows with amount played independent of level. By virtue of the experimental design, half of the children play the version hypothesized to be less effective. However, all ECCs will have free access to both versions after the intervention period. Previous studies show monolingual children using MG developing their number sense (Gulz, 2018). Here we will discuss the preliminary findings with bilingual children. Importantly, we will discuss our challenges when implementing the study at challenged ECCs. Interventions based on educational software can easily be scaled-up and teachers can deploy them even with little own knowledge and interest in math (Praet & Desoete, 2014).
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| 2. |
- Gulz, Agneta, et al.
(författare)
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Challenging gender stereotypes using virtual pedagogical characters
- 2007
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Ingår i: [Host publication title missing].
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper explores motivational and cognitive effects of more neutral or androgynous-looking characters versus more feminine-looking female and masculine-looking male characters. A user study involving 158 students, aged 17-19, encountering four virtual characters, visually manipulated to represent gender stereotypicality versus androgyny, is presented. On the one hand we explored students’ attitudes towards the different characters as seen in how they rank them as preferred presenters and articulate their arguments about the characters. On the other hand we looked for patterns as to which character(s) influence female and male students most positively with respect to their attitude towards a university level computer engineering program. Results from the study are presented and discussed. We conclude with pointing towards future research within the area.
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| 3. |
- Gulz, Agneta, et al.
(författare)
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Visual Gender and Its Motivational and Cognitive Effects : a User Study
- 2007
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Ingår i: LUCS: Lund University Cognitive Studies. - Lund : Lund University Cognitive Studies. - 1101-8453. ; 137, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Cognitive and motivational effects of more neutral or androgynous-looking virtual characters versus more pronouncedly feminine-looking or masculine-looking virtual characters are explored. In a user study, 158 students aged 17-19 encountered four virtual characters that were visually manipulated to represent gender stereotypicality versus androgyny. One aim was to explore students' attitudes towards the different characters as seen in how they ranked them as preferred presenters and how they articulated their arguments for doing so. Another aim was to look for patterns as to which character(s) influenced female and male students most positively with respect to their attitudes towards a university level computer engineering programme. The combination of these two aims allowed us to compare more conscious and articulated with less conscious and unarticulated, user responses. Results from the study are presented and discussed. We conclude by pointing towards future research and applications.
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| 4. |
- Gulz, Agneta, et al.
(författare)
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Visual Gender and Its Motivational and Cognitive Effects – a User Study
- 2008
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Ingår i: Lund University Cognitive Studies. - 1101-8453. ; 137
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Cognitive and motivational effects of more neutral or androgynous-looking virtual characters versus more pronouncedly feminine-looking or masculine-looking virtual characters are explored. In a user study, 158 students aged 17-19 encountered four virtual characters that were visually manipulated to represent gender stereotypicality versus androgyny. One aim was to explore students’ attitudes towards the different characters as seen in how they ranked them as preferred presenters and how they articulated their arguments for doing so. Another aim was to look for patterns as to which character(s) influenced female and male students most posi-tively with respect to their attitudes towards a university level computer engineering programme. The combina-tion of these two aims allowed us to compare more conscious and articulated with less conscious and unarticu-lated, user responses. Results from the study are presented and discussed. We conclude by pointing towards future research and applications.
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| 5. |
- 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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| 6. |
- Haake, Magnus, et al.
(författare)
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Teaching Her, Him…or Hir? Challenges for a Cross-Cultural Study.
- 2011
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Ingår i: Lecture Notes in Computer Science. - Berlin, Heidelberg : Springer Berlin/Heidelberg. ; , s. 447-448, s. 447-448
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Konferensbidrag (refereegranskat)abstract
- This paper discusses some cultural considerations that we stand before in developing and exploiting an agent based educational software for use by Swedish and American students, age 11-14. The reported cultural challenges arise in software develop¬ment, study designs, and decisions on actual pedagogical use in the two cultural settings.
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| 7. |
- Hall, Lars, et al.
(författare)
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How the polls can be both spot on and dead wrong: using choice blindness to shift political attitudes and voter intentions.
- 2013
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Ingår i: PLoS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 8:4
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Tidskriftsartikel (refereegranskat)abstract
- Political candidates often believe they must focus their campaign efforts on a small number of swing voters open for ideological change. Based on the wisdom of opinion polls, this might seem like a good idea. But do most voters really hold their political attitudes so firmly that they are unreceptive to persuasion? We tested this premise during the most recent general election in Sweden, in which a left- and a right-wing coalition were locked in a close race. We asked our participants to state their voter intention, and presented them with a political survey of wedge issues between the two coalitions. Using a sleight-of-hand we then altered their replies to place them in the opposite political camp, and invited them to reason about their attitudes on the manipulated issues. Finally, we summarized their survey score, and asked for their voter intention again. The results showed that no more than 22% of the manipulated replies were detected, and that a full 92% of the participants accepted and endorsed our altered political survey score. Furthermore, the final voter intention question indicated that as many as 48% (±9.2%) were willing to consider a left-right coalition shift. This can be contrasted with the established polls tracking the Swedish election, which registered maximally 10% voters open for a swing. Our results indicate that political attitudes and partisan divisions can be far more flexible than what is assumed by the polls, and that people can reason about the factual issues of the campaign with considerable openness to change.
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| 8. |
- Hall, Lars, et al.
(författare)
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Magic at the marketplace: Choice blindness for the taste of jam and the smell of tea.
- 2010
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Ingår i: Cognition. - : Elsevier BV. - 0010-0277. ; 117, s. 54-61
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Tidskriftsartikel (refereegranskat)abstract
- We set up a tasting venue at a local supermarket and invited passerby shoppers to sample two different varieties of jam and tea, and to decide which alternative in each pair they preferred the most. Immediately after the participants had made their choice, we asked them to again sample the chosen alternative, and to verbally explain why they chose the way they did. At this point we secretly switched the contents of the sample containers, so that the outcome of the choice became the opposite of what the participants intended. In total, no more than a third of the manipulated trials were detected. Even for remarkably different tastes like Cinnamon-Apple and bitter Grapefruit, or the smell of Mango and Pernod was no more than half of all trials detected, thus demonstrating considerable levels of choice blindness for the taste and smell of two different consumer goods.
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| 9. |
- Hall, Lars, et al.
(författare)
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Reply to commentary by Moore and Haggard
- 2006
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Ingår i: Consciousness and Cognition. - : Elsevier BV. - 1090-2376 .- 1053-8100. ; 15:4, s. 697-699
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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