| 1. |
- Ternblad, Eva Maria, et al.
(författare)
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Far from success – Far from feedback acceptance? The influence of game performance on young students’ willingness to accept critical constructive feedback during play
- 2020
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Ingår i: Artificial Intelligence in Education- 21st International Conference, AIED 2020, Proceedings, Part I. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783030522360 ; 12163 LNAI, s. 537-548
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Konferensbidrag (refereegranskat)abstract
- In a learning situation, feedback is of great importance in order to help a student to correct a possible misconception. However, previous research shows that many students tend to avoid feedback regarding failures, including critical constructive feedback (CCF) that is intended to support and guide them. This is especially true for lower-achieving students, who might perceive feedback as an ego-threat, and therefore protect themselves by neglecting it. However, it has been shown that such neglect can be suppressed by using teachable agents (TA’s). Another, but less studied factor that influences feedback acceptance is the degree or extent of failure when trying to solve a task. The present study explores if and how momentary performance levels influence middle school students’ willingness to accept CCF when playing an educational game in history – with or without a TA. On the basis of teacher assessments of the students’ general skills, data logs and analyses of sequential patterns, we concluded that the willingness to accept CCF differs between students, but also between conditions and situations. One major finding is that a TA supports the students to more readily embrace CCF, even if the effect is larger for lower-achieving students. Another finding is that indications of being far from succeeding, such as low success rates or repeated trials and revisions, have a negative impact on feedback acceptance, even if a TA mitigates some of this influence. The implications of these results are discussed in relation to meta-cognitive aspects of learning and to educational software design.
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| 2. |
- Alce, Günter, et al.
(författare)
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Design and Evaluation of Three Interaction Models for Manipulating Internet of Things (IoT) Devices in Virtual Reality
- 2019
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Ingår i: Human-Computer Interaction – INTERACT 2019 : 17th IFIP TC 13 International Conference, Paphos, Cyprus, September 2–6, 2019, Proceedings, Part IV - 17th IFIP TC 13 International Conference, Paphos, Cyprus, September 2–6, 2019, Proceedings, Part IV. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783030293901 - 9783030293895 ; 11749, s. 267-286
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Konferensbidrag (refereegranskat)abstract
- More and more things are getting connected to the internet, including lights, speakers, and refrigerators. These connected things are an example of what a smart home system that is part of the Internet of Things (IoT) can incorporate. IoT enables advanced services by interconnecting physical and virtual things. But, building interactive prototypes for smart home systems can be difficult and costly, since it involves a number of different devices and systems with varying technological readiness level. Virtual reality (VR) is a technology that can create computer-generated environments and has been used as a design tool in many different domains, such as architecture, city planning, and industrial design. However, the focus has traditionally been on visualizing design proposals rather than letting the intended users directly interact with them. Recently, we have seen an intensified development of VR headsets such as HTC Vive and Oculus Rift. These headsets come with relatively well-developed hand controllers, which can be used to interact with the virtual environment. This opens up opportunities to develop and evaluate interactive virtual smart home systems.This paper presents three interaction models developed and evaluated using the new generation of VR technology. The interaction models were then compared in a user study with 18 participants. Some statistically significant differences and subjective preferences could be observed in the quantitative and qualitative data respectively.The main contribution of this paper is to elucidate knowledge about using VR as a prototyping tool to explore IoT interaction. Moreover, this study implies that you can collect and analyze data for statistical analysis using VR.
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| 3. |
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| 4. |
- Tarning, Betty, et al.
(författare)
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Lessons Learned from a Study on Distractions in Virtual Learning Environments : Reliability, Ecological Validity, and an Elusive Social Component
- 2022
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Ingår i: Presence - Teleoperators and Virtual Environments. - : MIT PRESS. - 1054-7460 .- 1531-3263. ; 28, s. 65-85
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Tidskriftsartikel (refereegranskat)abstract
- Virtual Reality has long been proposed to combine the reliability of controlled laboratory settings with the ecological validity of real life. While the technological development steadily pushes towards even more realistic renderings of the real world-the elusiveness of social and emotional elements gradually becomes more evident. This is not the least true for behavioral studies in rich sociocultural contexts. This article examines the outcomes of a study on distractions, taking place in a socially rich context-the classroom. The study made use of a Virtual Reality environment simulating a junior high school lesson, where the Distraction condition consisted of peers watching nonrelevant content on their laptops. In the control condition these laptops were closed. No significant distraction effects were found, neither on learning nor behavior. Given the strong support in the literature for such effects, the study design, including technical aspects, is scrutinized and discussed. We specifically highlight the difficulty of simulating a social relationship between the participant and agents in VR, which in this case makes the distraction stimulus significantly weaker. It is argued that the distraction effect of nearby peers laptop use relies (partly) on shared attention with social agents with an established social relation and common interests.
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| 5. |
- Ternblad, Eva Maria, et al.
(författare)
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Are Pairs More Attentive Towards Feedback Than Individuals? A Glance into Feedback Neglect for Middle-School Students Using an Educational Game in History
- 2023
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Ingår i: Computer-Supported Collaborative Learning Conference, CSCL. - 9781737330684 ; , s. 115-122
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Konferensbidrag (refereegranskat)abstract
- Critical constructive feedback (CCF), is said to be a key ingredient in learning. However, if and how learners engage in CCF is rarely studied in collaborative learning situations. This study aims to filling this research gap by analyzing data logs from dyads of middle school students using an educational game in history, evaluating their inclination to dismiss or attend to feedback when making errors and failing on tasks. Data from 106 students, working individually as well as in pairs on the same tablet, were analyzed and evaluated. The results reveal that the inclination to attend to feedback differed between conditions, but that this tendency also differed between achievement levels. While medium/lower-achieving students generally were more attentive towards feedback when working in pairs (compared to working individually), the opposite was found for higher-achieving students. However, higher-achieving students working in pairs attended more to CCF after repeated failures (compared to working individually).
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| 6. |
- Ternblad, Eva Maria, et al.
(författare)
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Do preschoolers ‘Game the system’? : a case study of children’s intelligent (Mis)use of a teachable agent based play-&-learn game in mathematics
- 2018
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Ingår i: Artificial Intelligence in Education : 19th International Conference, AIED 2018, Proceedings - 19th International Conference, AIED 2018, Proceedings. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783319938424 - 9783319938431 ; 10947 LNAI, s. 557-569
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Konferensbidrag (refereegranskat)abstract
- For learning to take place in digital learning environments, learners need to use educational software – more or less – as intended. However, previous studies show that some school children, instead of trying to learn and master a skill, choose to systematically exploit or outsmart the system to gain progress. But what about preschoolers? The present study explores the presence of this kind of behavioral patterns among preschoolers who use a teachable agent-based play-&-learn game in early math. We analyzed behavioral data logs together with interviews and observations. We also analyzed action patterns deviating from the pedagogical design intentions in terms of non-harmful gaming, harmful gaming, and wheel-spinning. Our results reveal that even if pedagogically not intended use of the game did occur, harmful gaming was rare. Interestingly, the results also indicate an unexpected awareness in children of what it means to learn and to teach. Finally, we present a series of possible adjustments of the used software in order to decrease gaming-like behavior or strategies that signalize insufficient skills or poor learning.
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| 7. |
- Ternblad, Eva Maria, et al.
(författare)
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I will help you, but will you help me? How the Perception of a Teachable Agent May Influence Performance
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - 9789869721493 ; , s. 63-72
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Konferensbidrag (refereegranskat)abstract
- Learning by teaching someone else has proven to be beneficial in both human-human and human-agent interaction. Instructing someone else, that is, taking the role as a tutor, has a series of positive effects on students' learning and performance. For example, the fact that someone else is in need of help seems to affect students to put more effort into the task at hand, trying harder, being more thorough and persisting longer. This has inspired researchers to design educational software that uses teachable agents (TAs). The use of such software has shown to improve students'-not the least lower-achieving students'-learning. Designing teachable agents is, however, a delicate matter since the personality and capability of the agent may affect students' behaviors and performance. This study, which includes data from 156 6th grade students who used an educational game in history during three lessons, contributes to research on how students' perceptions of a neutral TA (without any specific personality and behavior) may influence their performance. The focus is on whether and how students' learning gains are influenced by the extent to which students perceive their TA as someone who does need their help. In addition, we explored whether such potential effects would differ between lower- and higher-achieving students. Results were that students' perceptions about the TA's need for help was a significant predictor of high performance (based on in-game performance and post-test scores)-independent of their general achievement level (grounded in the students' reading proficiency). In other words, all students, whether lower- or higher-achieving, benefitted from being convinced of the agent's need for help. This finding is somewhat different from previous studies, where TAs mainly have been found to be beneficial for lower-achieving students. In relation to this, the present study adds a novel piece of information by suggesting that for TAs to be beneficial in educational software, their need for help should be clearly communicated and emphasized. This, on the other hand, may make them useful for all students, independently of how well they usually perform in school.
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| 8. |
- Ternblad, Eva Maria, et al.
(författare)
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Understanding Areas of Parallelograms Through Virtual Geometrical Representations : A Pilot Study
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - 9789869721493 ; , s. 206-209
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Konferensbidrag (refereegranskat)abstract
- Do virtual representations, intended for teaching and learning, afford different constraints and affordances compared to their physical twins, and may this lead to different ways of interaction and understanding? In this line of inquiry, and with the perspective on learning as an extended activity, where learning can be mediated through the interaction with artefacts, the present study has translated the concrete material from a 30-year-old study on geometry to a digital application with virtual geometrical manipulatives. 26 students from the 6th grade worked with the software for two lessons and thereafter completed a test. Learning outcomes are presented and compared to those from the original study, revealing not only substantially less learning gains, but also other unexpected differences.
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| 9. |
- Ternblad, Eva Maria, et al.
(författare)
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Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use
- 2018
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Ingår i: Proceedings of International Conference of the Learning Sciences, ICLS. - 1814-9316. ; 3, s. 1463-1464
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Konferensbidrag (refereegranskat)abstract
- The present study examines behavioral and metacognitive effects of visualizing acquired knowledge in instructional software. This was done by letting 117 Swedish primary school students use two varieties of an educational game – one with and one without a tool where tokens with knowledge related content were received as proofs of achievement. Although no significant positive impact of the tool was found, the study reveals interesting findings regarding the challenges of visualizing knowledge in learning applications.
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| 10. |
- Tärning, Betty, et al.
(författare)
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A tale about facts and opinions : The impact of a drama intervention on middle-school students´ information literacy
- 2023
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Ingår i: Interaction Design and Architecture(s). - 1826-9745. ; :57, s. 65-81
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Tidskriftsartikel (refereegranskat)abstract
- Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half answered the questionnaire before the intervention. Results show that students watching the play had grasped the core of the more tangible questions, writing more elaborated and relevant answers than students in the control group.
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