| 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. |
- 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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| 3. |
- Axelsson, Anton, et al.
(författare)
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Scaffolding executive function capabilities via play-&-learn software for preschoolers
- 2016
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 108:7, s. 969-981
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Tidskriftsartikel (refereegranskat)abstract
- Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.
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| 4. |
- Brännström, Jonas, et al.
(författare)
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Listening effort and fatigue in native and non-native primary school children
- 2021
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Ingår i: Journal of Experimental Child Psychology. - : Elsevier BV. - 0022-0965 .- 1096-0457. ; 210
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Tidskriftsartikel (refereegranskat)abstract
- Background noise makes listening effortful and may lead to fatigue. This may compromise classroom learning, especially for children with a non-native background. In the current study, we used pupillometry to investigate listening effort and fatigue during listening comprehension under typical (0 dB signal-to-noise ratio [SNR]) and favorable (+10 dB SNR) listening conditions in 63 Swedish primary school children (7–9 years of age) performing a narrative speech–picture verification task. Our sample comprised both native (n = 25) and non-native (n = 38) speakers of Swedish. Results revealed greater pupil dilation, indicating more listening effort, in the typical listening condition compared with the favorable listening condition, and it was primarily the non-native speakers who contributed to this effect (and who also had lower performance accuracy than the native speakers). Furthermore, the native speakers had greater pupil dilation during successful trials, whereas the non-native speakers showed greatest pupil dilation during unsuccessful trials, especially in the typical listening condition. This set of results indicates that whereas native speakers can apply listening effort to good effect, non-native speakers may have reached their effort ceiling, resulting in poorer listening comprehension. Finally, we found that baseline pupil size decreased over trials, which potentially indicates more listening-related fatigue, and this effect was greater in the typical listening condition compared with the favorable listening condition. Collectively, these results provide novel insight into the underlying dynamics of listening effort, fatigue, and listening comprehension in typical classroom conditions compared with favorable classroom conditions, and they demonstrate for the first time how sensitive this interplay is to language experience.
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| 5. |
- Brännström, Jonas, et al.
(författare)
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The Influence of Language Background on Dichotic Listening in Primary School Children
- 2023
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Ingår i: Perspectives of the ASHA Special Interest Groups. - 2381-473X. ; 8:2, s. 298-307
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Dichotic speech tests are commonly used in audiological assessments of children with suspected listening difficulties, which may have a range of origins. In Sweden, today, one in four primary schoolchildren has a foreign background, which means that a large proportion of children will be assessed through the medium of a language that they speak at school, but it is not the language they regularly speak at home. This study examines dichotic listening ability among children attending primary schools in two cities in southern Sweden with a high proportion of recent immigrants.Method: In this study, 82 Swedish second and third graders aged 7–9 years with varying Swedish language exposure performed a dichotic listening task, under free recall and directed conditions. They also performed backward digit span as a measure of working memory and crosslinguistic nonword repetition, which is central for language learning.Results: We found no effect of Swedish language exposure on dichotic listening performance. Right ear was not significantly better than the left ear in either free or directed recall indicating no right ear advantage. Dichotic listening performance was significantly better in free recall compared with directed recall. Dichotic listening was related to working memory capacity. After controlling for working memory capacity, nonword repetition showed a significant positive association with dichotic listening under free recall but not directed recall.Conclusions: Test language exposure and knowledge do not seem to influence primary school children's performance on a dichotic digit task. Performance was related to working memory capacity and the complex skill of perceiving, coding, and producing novel words in a nonword repetition task. In clinical practice, both tests of working memory capacity and crosslinguistic nonword repetition may inform the interpretation of dichotic listening results in children with diverse language backgrounds.
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| 6. |
- Carlie, Johanna, et al.
(författare)
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Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity
- 2021
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Ingår i: Journal of Speech, Language, and Hearing Research. - : American Speech-Language-Hearing Association. - 1558-9102 .- 1092-4388. ; 64:10
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method Eighty-eight children aged 7-9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity.
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| 7. |
- Flycht-Eriksson (Silvervarg), Annika, 1974-, et al.
(författare)
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Perseverance Is crucial for learning. “OK! but Can I take a break?”
- 2018
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Ingår i: Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783319938424 ; 10947 LNAI, s. 532-544
-
Konferensbidrag (refereegranskat)abstract
- In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challenging. The educational game was designed to make all students encounter tasks they did not succeed to solve, at which point they were offered a set of choices corresponding to perseverance and non-perseverance. Methods used were behavioral log data, post-questionnaires, and an in-game questionnaire conducted by a game character, who asked the students about the reason for their choice. Overall, we found no differences between high and low-perseverance students as to their experiences of effort, difficulty, and learning, and neither in their self-reported motives for persevering – when doing so. With respect to performance, however, high-persevering students solved significantly more tasks at higher difficulty levels. Comparing high-perseverance students who tended to take a break directly after a failed test – before they continued with the same task – with those who did not take a break, we found no significant differences, indicating that taking a break is not detrimental to learning and perseverance.
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| 8. |
- Genot, Emmanuel, et al.
(författare)
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The interrogative model of inquiry and inquiry learning
- 2016
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Ingår i: Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions. - Cham : Springer. ; , s. 15-33, s. 15-33
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Bokkapitel (refereegranskat)abstract
- Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning, namely that educators cannot guarantee that learners will successfully acquire a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we obtain a logical characterization of serendipity.
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| 9. |
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| 10. |
- Gulz, Agneta, et al.
(författare)
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Benefits of Digital Pedagogical Characters – A Learning Style Perspective
- 2009
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Ingår i: The Open Education Journal. - : Bentham Science Publishers Ltd.. - 1874-9208. ; 7:2, s. 34-41
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Tidskriftsartikel (refereegranskat)abstract
- The article explores the relation between i) the attitudes of students towards digital pedagogical characters and ii) their learning style as separate versus connected thinkers, a learning style dimension which regards individual’s approach towards the social dimensions of knowledge. Ninety 12-15 year old students participated in the study in which they were presented with a scenario-based multimedia program. In this program the student is to take the role of a journalist at a magazine who is sent on various missions to European countries in order to conduct article research. The journalist is accompanied by a digital pedagogical character in the form of a virtual instructor or a virtual learning companion.After having progressed through the introductory parts of the program, including a module for choosing a visual character to represent their virtual instructor or learning companion, the students were (among other things) asked about their views on the idea of using virtual pedagogical characters as an enhancement of learning environment. Furthermore, they were presented with an option between two digital characters with different communicative styles – one strictly task oriented and one task and relation oriented and were asked to give motives for their choice. The students were also asked to fill out a learning style inventory addressing separate versus connected thinking.The results of the study confirm what has been shown in some other studies, namely that there are considerable individual differences both in attitudes towards digital characters in digital learning environments and in attitudes towards the social orientation of such characters, and that these differences in attitudes may be related to various user characteristics. More specifically, the results of the current study indicate that differences in learning style of the kind assessed in the study belong among those user characteristics. The results are finally discussed in terms of practical implications for the use and design of digital learning environments.
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| 11. |
- Gulz, Agneta
(författare)
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Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence
- 2004
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Ingår i: International Journal of Artificial Intelligence in Education. - 1560-4306. ; :14, s. 313-344
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Tidskriftsartikel (refereegranskat)abstract
- Pedagogical theory of today gives high priority to social components of learning. Within the field of computer supported learning there are many attempts to acknowledge this. One approach involves the addition of virtual characters to electronic learning environments. Such character enhanced systems are the focus of the present article. Firstly, a systematic overview is given of pedagogical benefits that have been proposed in the literature regarding character enhancement of electronic learning environments, for example increased motivation, stimulation of particular learning activities, enhanced flow of communication and fulfillment of a need for deeper personal relationships in learning. Secondly, I examine the empirical results presented in the literature with respect to the proposed positive pedagogical effects. Based on these reviews, I finally discuss possible directions for continued research and design in the field from a pedagogical point of view. I propose a research agenda for the near future and conclude with some reflections on a longer-term perspective.
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| 12. |
- Gulz, Agneta, 1963-, et al.
(författare)
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Betydelsen av kritiskkonstruktiv återkoppling för elevers lärande : ett learning science-perspektiv
- 2021
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Ingår i: Vetenskapsteori och forskningsmetoder i utbildningsvetenskap. - Stockholm : Natur och kultur. - 9789127827394 ; , s. 266-295
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med detta kapitel är att belysa det mångvetenskapliga forskningsfältet learning science. Utifrån en konkret studie försöker vi illustrera den centrala roll som forskningsfrågorna har samt hur fältet förhåller sig till metoder, teorier och kunskapsanspråk.
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| 13. |
- Gulz, Agneta, et al.
(författare)
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Building a Social Conversational Pedagogical Agent : Design Challenges and Methodological approaches
- 2011
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Ingår i: Conversational Agents and Natural Language Interaction. - : IGI Global. - 9781609606176 - 9781609606183 ; , s. 128-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter discusses design challenges encountered when developing a conversational pedagogical agent. By tracing the historical roots of pedagogical agents in Intelligent Tutoring Systems (ITS), we discern central developments in creating an agent that is both knowledgeable and fosters a social relationship with the learner. Main challenges faced when attempting to develop a pedagogical agent of this kind relate to: i) learners’ expectations on the agent’s knowledge and social profile, ii) dealing with learners’ engagement in off-task conversation and iii) managing potential abuse of the agent. We discuss these challenges and possible ways to address them, with reference to an ongoing Research & Development project, and with a focus on the design of a pedagogical agent’s visual embodiment and its conversational capabilities.
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| 14. |
- Gulz, Agneta, et al.
(författare)
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Building a Social Conversational Pedagogical Agent - Design Challenges and Methodological Approaches
- 2010
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Ingår i: Conversational Agents and Natural Language Interaction: Techniques and Effective Practices.
-
Bokkapitel (refereegranskat)abstract
- The chapter discusses some design challenges encountered when developing a conversational pedagogical agent. By tracing the historical roots of pedagogical agents in Intelligent Tutoring Systems (ITS), we discern central developments of creating an agent that is both knowledgeable and fosters a social relationship with the learner. Some main challenges when attempting to develop a pedagogical agent of this kind regard: i) learners’ expectations on the agent’s knowledge profile and social profile, ii) dealing with learners’ engagement in off-task conversation and iii) managing potential abuse of the agent. We illustrate these challenges and possible ways to address them, with reference to an ongoing R&D project, and with a focus on the design of a pedagogical agent’s visual embodiment and of its conversational capacities.
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| 15. |
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| 16. |
- Gulz, Agneta, et al.
(författare)
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Challenging Gender Stereotypes using Virtual Pedagocical Characters
- 2010
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Ingår i: Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts. - : IGI Global. - 9781615208135
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores motivational and cognitive effects of more neutral or androgynous-looking versus more feminine-looking and masculine-looking virtual characters. A user study is presented, in which 158 students, aged 17-19, encountered four virtual characters that were visually manipulated to represent gender stereotypicality versus androgyny. On the one hand we explored students’ attitudes towards the different characters as seen in how they ranked them as preferred presenters and articulated their arguments for doing so. On the other hand we looked for patterns as to which character(s) influenced female and male students most positively with respect to their attitude towards a university level computer engineering programme. Results from the study are presented and discussed. We conclude by pointing towards future research and potential within the area.
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| 17. |
- 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].
-
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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| 18. |
- Gulz, Agneta, et al.
(författare)
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Datorspelets mening och potential
- 2009
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Ingår i: Lärande och IT. - : Carlsson Bokförlag. - 9789173312899 ; , s. 139-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad kan man lära sig av att spela datorspel? Den som spelar finner nog frågan tämligen ointressant. För spelaren är vitsen med spelandet inte att lära sig något. Meningsfulla frågor är istället: Vad kan jag göra med det här spelet? Vilka regler har jag att förhålla mig till och hur kan jag hantera dem? Hur kan jag komma vidare i spelet? Hur gör jag för att vinna?Många barn och ungdomar, och även vuxna för den delen, tillbringar idag delar av sin tillvaro med att spela datorspel. För många är datorspelandet också ett stort intresse som upptar många timmar. Uppenbarligen finns det starka drivkrafter som gör att man ägnar sig åt att spela datorspel. Det ligger då nära till hands att fundera både över om spelandet kan ha någon positiv eller negativ effekt på individens utveckling och lärande. För pedagoger blir det också intressant att fundera över om datorspel kan ha någon potential som redskap i undervisningen. Men för att kunna förstå datorspelandets eventuella negativa eller positiva effekter behöver vi först förstå datorspelets speciella struktur och den mening som spelandet har för spelarna själva. För en sådan förståelse kan forskningen ge ett viktigt bidrag.
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| 19. |
- Gulz, Agneta, et al.
(författare)
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Design for off-task interaction – rethinking pedagogy in technology enhanced learning
- 2010
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Ingår i: ICALT 2010 10th IEEE International Conference on Advanced Learning Technologies. - : Institute of Electrical and Electronics Engineers (IEEE). - 9781424471447 - 9781424471454 - 9780769540559 - 9781424471447 ; , s. 204-206
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Konferensbidrag (refereegranskat)abstract
- In this paper, we argue for the design of off-task interaction in technology enchanced learning. This implies a rethinking of pedagogy which can substantially contribute to achieving specific learning goals. We describe a work-in-progress and provide concrete examples of how we deal with relevant issues raised by allowing for off-task interactions in an educational math game as an integrated learning system.
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| 20. |
- Gulz, Agneta, et al.
(författare)
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Design of animated pedagogical agents - A look at their look
- 2006
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Ingår i: International Journal of Human-Computer Studies. - : Elsevier BV. - 1071-5819. ; 64:4, s. 322-339
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Tidskriftsartikel (refereegranskat)abstract
- A well-established effect of animated agents in educational and other contexts is their potential to motivate and engage. "Increased motivation in users" is also one of the more frequent answers given to the question, "What is gained by adding an animated pedagogical agent to an intelligent tutoring system?" To further develop and exploit this potential, there are, however, several issues that need to be resolved. In this article we discuss the visual form and look of animated pedagogical agents. A survey is presented of how the area is approached (and, in particular, not approached) in research on animated pedagogical agents. Two possible reasons are proposed as to why visual form and look are so little addressed are also proposed. We also propose and discuss some key aspects of look that merit a systematic approach in future research. The main thesis of the paper is that users' visuo-aesthetic experience of animated pedagogical agents is too important with respect to the goals to motivate and engage, to be treated as a secondary issue. We do not deny that there are other pressing and fundamental issues that need to be solved, such as those concerning the content of the support and the competence level of agents, as well as various design elements that can contribute to making animated agents lifelike. But we argue that visual rendering issues are pressing and need to be seriously addressed as well. (c) 2005 Elsevier Ltd. All rights reserved.
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| 21. |
- Gulz, Agneta
(författare)
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Designtänk bakom populära tvärkurser
- 2013
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Ingår i: Lunds Universitet Meddelar, 2013:1. - Lund : Lunds Universitet. ; , s. 33-34
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Annan publikation (populärvet., debatt m.m.)abstract
- Närmare sextio studenter från Humanistiska fakulteten ochLTH har jobbat intensivt i blandade grupper under höstterminen. I universitetets äldsta byggnad Kungshuset visade de strax före jul upp sina resultat, samtliga nära kopplade till spjutspetsforskning inom teknik och lärande.Studenterna har gjort filmer som t.ex. visar på nya sätt att lära sig matte och historia, eller hur man med hjälp av virtuella 3D-figurer kan utforska kroppsspråkets betydelse för mänskligt tänkande. Kursdeltagarna är i kognitionsvetenskap eller går sista åren på ingenjörsutbildningen. Men det är inte bara det tvärvetenskapliga upplägget som gör kurserna speciella. Det handlar också om att man arbetar med verkliga problem, sådana som forskare själva försöker lösa. Studenterna jobbar i absoluta forskningsfronten – det finns inget facit.
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| 22. |
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| 23. |
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| 24. |
- Gulz, Agneta, et al.
(författare)
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Digitalisera de nationella proven
- 2014
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Ingår i: Svenska Dagbladet, Brännpunkt. - 1101-2412.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Digitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system för nationella prov, skriver Agneta Gulz och Magnus Haake, båda verksamma inom utbildningsvetenskap.
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| 25. |
- Gulz, Agneta, et al.
(författare)
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Digitaliserad Trog-2 med manipulerad talhastighet
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I en digitaliserad version av TROG-2, som vi kallar LU-Trog, har vi skapat möjlighet att bland annat manipulera talhastigheten med vilken meningarna i testet läses. Utifrån en inspelning av meningarna i ”nor malhastighet” har vi på digital väg skapat ytterligare två uppsättningar av TROG - meningarna, ”förlångsammade” med 160% av originalljudfilernas duration och ”försnabbade” med 60% av originalljudfilernas duration. Under våren 2010 har vi genom fört en första explorativ studie för att pröva om LU-Trog kan använda s som forsknings verktyg och i förlängningen som ett dia gnos stöd. Deltagare var tolv unga vuxna , i åldrarna 17 - 20 med lindrig psykisk funktionsnedsättning. De genom förde LU-Trog på dator med pekskärm vid två olika tillfällen med 6-7 veckor s mellanrum . Vid första tillfället var hälften av meningarna långs amma och hälften snabba , i slum pvi s fördelning . Vid nästa tillfälle fick varje deltagare en inverterad spegelbild av det först a testet, så att de meningar som varit långs amma vid tillfälle ett nu var snabba och vice versa. Variablerna vi mäter och jämför i de båda villkor en är antal korrekta block , totalt antal korrekta svar, antal ångrade val och antal begäran om repetition ( max en gång) . I presentationen vill vi dels diskutera resultaten från dessa jämförelser . De pekar bl.a. på signifikant större tendens att svara fel för snabbt än för långs amt tal, där tendensen är särskilt tydlig för de m so m gör många fel. Dels , och framförallt , vill vi diskutera hur vi kom mer att gå vidare och vilka möjligheter till vidareutveckling och anpassningar till kliniskt behov och bruk som kan finnas.
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| 26. |
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| 27. |
- 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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| 28. |
- Gulz, Agneta, et al.
(författare)
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Evaluating a Teaching and Learning Game
- 2010
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Ingår i: Journal of Computer Assisted Learning. - 0266-4909.
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Tidskriftsartikel (refereegranskat)abstract
- The article reports and discusses a long-term qualitative study of forty 8–10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings. The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale.We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
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| 29. |
- Gulz, Agneta, et al.
(författare)
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Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning
- 2011
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Ingår i: Proceedings of Artificial Intelligence in Education, 2011 LNAI 6738. - Berlin, Heidelberg : Springer. ; , s. 106-114, s. 106-114
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the addition of off-task socially oriented conversational abilities to an existing “teachable agent” (TA) in an educational game in mathematics. The purpose of this extension is to affect constructs known to promote learning, such as self-efficacy and engagement as well as enhance students’ experiences of interacting with the game. A comparison of students that played the game with the off-task interaction to those who played without it, shows trends that indicate that students who played the game with off-task interaction had a more positive experience of the game, and that they also learnt more, as reflected in the learning outcomes of their TAs.
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| 30. |
- Gulz, Agneta, et al.
(författare)
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Forskning och utveckling om digitala läromedel för att gynna lärande och lärare
- 2014
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Ingår i: Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang : utbildningsvetenskaplig forskning vid Lunds universitet. - Helsingborg : Institutionen för utbildningsvetenskap, Lunds universitet. - 9789174738629 ; , s. 45-64
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det finns två huvudsakliga svar på frågan varför forskning och utveckling, F&U, i området digitala läromedel är viktig. Det första är relativt uppenbart: Det produceras idag allt fler digitala läromedel som används i ökad utsträckning i skolan. För att kunna ta fram digitala läromedel av hög kvalitet krävs forskning och utveckling. Det andra och mindre uppenbara svaret är att digitala läromedel också kan fungera som forskningsinstrument och ge nya kunskaper och insikter om lärande och lärprocesser. I detta kapitel utvecklar vi, med hjälp av konkreta illustrationer från andras och egna F&U-projekt, dessa två svar.
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| 31. |
- Gulz, Agneta, et al.
(författare)
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Gränsöverskridande IT-roller
- 2009
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Ingår i: IT och lärande. - : Carlsson Bokförlag. - 9789173312899 ; , s. 153-168
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Bokkapitel (populärvet., debatt m.m.)abstract
- Vilken bild ser du framför dig om du tänker på en typisk datoringenjör? Svaret på den frågan blir sannolikt olika beroende på i vilket land och i vilken del av världen som frågan ställs. I till exempel Holland är den kulturella bilden av en dataingenjör så starkt förknippad med en asocial och asexuell datornörd att det utgör ett starkt hinder för ungdomar, särskilt unga kvinnor, att välja en sådan yrkesbana. Även om bilden inte är lika stark i Sverige är datoringenjör inte heller något drömyrke för svenska ungdomar att utbilda sig till. Andelen kvinnor som går system- och datatekniska utbildningar på de tekniska högskolorna ligger också väsentligt lägre än andelen män.Men i flera länder i Sydostasien är bilden en helt annan. Här betraktas datoringenjör som ett statusfyllt framtidsyrke, och en stor andel av dem som utbildar sig och arbetar inom IT-relaterade yrken är kvinnor. Hur kommer det sig att det är så stora skillnader mellan olika länder och världsdelar inom IT- området? Hur har dessa bilder och mönster uppstått? Det är några av de frågor som ett av forskningsprojekten inom LearnIT har intresserat sig för. Ett annat projekt har i sin tur riktat fokus mot hur IT i sig kan användas som redskap för att förändra de genusmönster inom IT-området som framträder i västvärlden
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| 32. |
- Gulz, Agneta, et al.
(författare)
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ICT, learning and the potential of androgynity
- 2007
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Ingår i: Synopsis for Utvecklingskonferens LU: Att tänka om – ett kvalificerat akademiskt lärarskap, Lund University, Lund, Sweden..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Baylor and collaborators have demonstrated (Baylor & Plant, 2005; Baylor et. al., 2006) that the use of virtual pedagogical coaches portrayed as young and attractive women can increase the willingness of female students to apply for technical education and to help increase their selfefficacy. Pedagogical processes such as role modelling and identification seem to be involved (cf. Bandura, 1977; Bandura et al., 1981). However, when analysing Baylor et al.’s results in detail, it appears that the increase in selfefficacy partly stems from a general conception of female engineers as less competent than male: “If she can do it, then I can do it”. This implies a potential conflict between a short-term pedagogical goal as to recruitment and boosted self-efficacy in students, and a long-term pedagogical goal regarding a desired change of gender prejudices and stereotypes. In an ongoing project (“Challenging Gender Stereotypes – using Virtual Pedagogical Agents”) we explore the possibilities to use androgynous virtual coaches for recruitment purposes, with a focus on students applying for educations with clear male or female dominance (and thus associated with gendered stereotypes). By June this year we expect to have results from an empirical study with about 100 participants, with qualitative as well as quantitative data. It is this study that we would like to present and discuss at the conference. Furthermore we wish to address and problematize broader issues on gender stereotypes and gender representation in the pedagogical use of digital media (and related issues regarding class, ethnicity, etc.). In our view, potentials, pitfalls as well as responsibilities accompany the increased degrees of freedom of representations in digital media, and we want to discuss how decisions regarding whose voice and whose appearance shall be exposed (in terms of gender, age, ethnicity, class, regional subgroup, etc.) can be made. References ”Challenging Gender Stereotypes – using Virtual Pedagogical Agents”; http://wwwold.eat.lth.se/Personal/Magnus/project_GLIT/HomePage_Eng.htm Bandura, A. (1977). Social learning theory, Prentice Hall. Bandura, A., & Schunk D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest throught proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Baylor, A. & Plant, E. (2005) Pedagogical agents as social models for engineering: The influence of appearance on female choice. Proceedings of AI-ED (Artificial Intelligence in Education), Amsterdam. Baylor, A., Rosenberg-Kima, R.., & Plant, E. (2006). Interface Agents as Social Models: The Impact of Appearance on Females’ Attitude Toward Engineering. CHI 2006 (Conference on Human Factors in Computing Systems). Montreal, Canada. Gulz, A. & Haake, M. (2006) Pedagogical agents – design guide lines regarding visual appearance and pedagogical roles. IV International Conference on Multimedia and ICT in Education (M-ICTE2006), Sevilla, 2006. Gulz, A., Ahlnèr, F., & Haake, M. (submitted) Visual femininity and masculinity in synthetic characters & patterns of affect (submitted). Haake, M. & Gulz, A. (2007) Virtual Pedagogical Agents: Stylisation for Engagement. Interfaces Magazine 70, Spring 2007 (in press). Haake, M. & Gulz, A. (submitted): Aesthetic stereotypes and virtual pedagogical agents.
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| 33. |
- Gulz, Agneta, et al.
(författare)
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Inför digitala nationella prov
- 2014
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Ingår i: Svenska dagbladet. - Stockholm : Schibsted Forlag. - 1101-2412.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Digitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system för nationella prov.
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| 34. |
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| 35. |
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| 36. |
- Gulz, Agneta, et al.
(författare)
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Lärande och kognition
- 2012
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Ingår i: Kognitionsvetenskap. - Lund : Studentlitteratur. - 9789144051666
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Gulz, Agneta
(författare)
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Lärandet i den svarta boxen
- 2013
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Ingår i: Forum Axess. - Stockholm : Axess publishing. - 1651-0941. ; :2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Skolan kombinerar idéer om 2000-talets kunskaper med 1900-talets former av tester och utvärderingar. Sammanblandningen är dömd att misslyckas.
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| 38. |
- Gulz, Agneta
(författare)
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Lärandet i den svarta boxen
- 2013
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Ingår i: Axess. - 1651-0941. ; :2
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 39. |
- Gulz, Agneta, et al.
(författare)
-
Preschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – : an Experimental Study
- 2020
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Ingår i: International Journal of Artificial Intelligence in Education. - : Springer Science and Business Media LLC. - 1560-4292 .- 1560-4306.
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated how preschool children processed and understood critical information in Magical Garden, a teachable agent-based play-&-learn game targeting early math. We analyzed 36 children’s (ages 4–6 years) real-time behavior during game-use to explore whether children: (i) processed the information meant to support number sense development; (ii) showed an understanding of the teachable agent as an entity with agency. An important methodological goal was to go beyond observable behavior and shed some light on how cognitive processing and understanding in children of such young age can be studied. First, the children played Magical Garden for three weeks to get acquainted with the game. Second, in an experimental part of the study, the children’s gaze behaviors were measured during 5 rounds of interaction with an experimental version of one of the sub-games. The analyses suggest that two of the gaze behaviors were positively correlated with the game performance measure, as hypothesized. Another result was that children looked at the teachable agent significantly more often when the teachable agent had been in charge of gameplay than when it had not. This can be interpreted as an indication that the children had an understanding of their teachable agent as an entity that, like themselves and unlike other dynamic visual elements in the game, made decisions based on own ‘knowledge’. In a broader context, the findings are important in showing the potential gains of combining log data with eye-tracking data for developing and refining AI algorithms for adaptive individual feedback and scaffolding.
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| 40. |
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| 41. |
- Gulz, Agneta
(författare)
-
Rollmodeller & förebilder - om potentialen i digitala miljöer
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Inom akademi, industri och offentlig sektor – i stort sett överallt i samhället – finns en övervikt av män i ledande positioner. Det sker visserligen en förändring – men en långsam sådan . Kan man knuffa på denna långsamma förändring? Svaret är förstås ja. Det finns många olika slags knuffar som antingen har iscensatts eller kan komma att iscensättas. Ledarutvecklingsprogrammet AKKA, som 60 kvinnor vid Lunds universitet vid det här laget haft förmånen att delta i, är just en sådan knuff. Förutom direkta effekter som ett ökat antal kvinnor i olika ledningspositioner inom Lunds universitet har satsningen haft andra påtagliga, om än inte enkelt kvantifierbara, effekter såsom: nätverksbyggande, självförtroendevinster, synliggörande av kvinnliga forskare och lärare vid LU, och inte minst igångsättandet av djupare diskussion och reflektion kring ledarskap hos ett stort antal kvinnor – vilket har potential att inte bara ge fler men också (ännu) bättre kvinnliga ledare.Men föreliggande text handlar om en annan möjlig knuff, nämligen möjligheten att utnyttja digitala miljöer för att ur ett genusperspektiv, och med sikte på studenter, arbeta med rollmodeller, förebilder och kulturella föreställningar. Temat kan beskrivas som framåtsyftande i två avseenden: Det tar fasta på (i) de framtida ledarna – de yngsta akademikerna, och (ii) ’edge’-teknologi i form av digitala/virtuella miljöer och karaktärer – och frågar vad man kan åstadkomma med sådan teknologi när det gäller rollmodeller, kulturella bilder/föreställningar och förebilder.
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| 42. |
- Gulz, Agneta, et al.
(författare)
-
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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| 43. |
- Gulz, Agneta, et al.
(författare)
-
Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden
- 2024
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Ingår i: Learning and Individual Differences. - : ELSEVIER. - 1041-6080 .- 1873-3425. ; 113
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Tidskriftsartikel (refereegranskat)abstract
- In two interventions, 139 and 52 preschool children, age 4–6, from low-SES communities in Sweden, used a play-&-learn game in early mathematics for 10 weeks, about 20 min at a time. 50 % of the participating children were Swedish second language speakers with low language proficiency and about 20 % had learning vulnerabilities in the form of developmental language disorders and neurocognitive diagnoses. In contrast to teachers' predictions ahead of the interventions, game log data and teacher observations regarding children's sustained attention and perseverance – core elements of ‘learning-related behaviors’ – suggest that a majority of children, including children with reported learning difficulties, did well with respect to sustained attention and perseverance. It is proposed that the interventions allowed children with learning difficulties to demonstrate – and practice – these skills to a larger degree than expected. A relative difference in outcome between the two interventions is interpreted as an effect of differences in structured guidance and scaffolding by teachers and peers. Educational relevance statement: The two intervention studies reported in the paper engaged preschool children, age 4–6, in using a play-&-learn educational game in early mathematics for 10 weeks, about 20 min at a time. The children were from environments with low SES indexes. A substantial part of the participants were Swedish second language speakers with low language proficiency and some children had different neurocognitive diagnoses. Ahead of the intervention studies teachers raised doubts regarding the intervention setup, predicting that many children would not be able to stay sufficiently focused on the learning activities. Teachers also predicted that many children would have difficulties to engage in the learning activities as long as 20 min and to hold out all through the intervention period. In contrast to the predictions the data suggests that a majority of the children – including children with learning difficulties – managed well. Specifically, most of the children who encountered substantial challenges in gameplay, again including children with learning difficulties, showed high degrees of perseverance as well as sustained attention. In practical terms the results, together with similar and related results, suggest that high-quality early math activities can have a dual benefit and promote not only growth of math skills, but also growth of central basic skills such as perseverance and sustained attention. With the pressure many preschool teachers experience regarding pedagogical requirements, it may ease their burden to know that growth of more than one important skill can be targeted by one and the same intervention.
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| 44. |
- Gulz, Agneta, et al.
(författare)
-
Social and visual style in virtual pedagogical agents
- 2005
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Ingår i: Proceedings of the Workshop on Adapting the Interaction Style to Affective Factors, 10th International Conference on User Modelling, (UM’05).
-
Konferensbidrag (refereegranskat)abstract
- The paper addresses aspects of virtual pedagogical agents’ visual style (realism – iconization) in relation to their social style (task oriented – relation oriented). Two studies are presented that investigate which visual and social styles users prefer and how they articulate their preferences. The first study involved 42 university students; the second study involved 90 elementary school children. Special emphasis was put upon two hypotheses, grounded in cognitive theory: (i) iconized visualization may be better suited for representing a relation oriented, subjective agent – and therefore preferred by users who prefer a relation oriented agent; (ii) realistic visualization may be better suited for representing a task oriented, objective agent – and therefore preferred by users who prefer a task oriented agent.
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| 45. |
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| 46. |
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| 47. |
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| 48. |
- Gulz, Agneta, et al.
(författare)
-
Virtual pedagogical agents - design guidelines regarding visual appearance and pedagogical roles
- 2006
-
Ingår i: [Host publication title missing]. - 8469024698 ; 3, s. 1848-1852
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Konferensbidrag (refereegranskat)abstract
- Following a brief discussion on aspects of visual appearance and roles respectively, two user studies are presented and discussed. Both focus on learner experiences and explore the reciprocal relation between visual appearance of virtual agents and their pedagogical roles. The paper concludes with some preliminary guidelines for the early stages of the design process of virtual pedagogical agents.
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| 49. |
- Gulz, Agneta, et al.
(författare)
-
Virtual pedagogical agents: Naturalism vs. stylization
- 2006
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Ingår i: Lecture Notes in Computer Science (Intelligent Virtual Agents). - Berlin, Heidelberg : Springer Berlin Heidelberg. - 0302-9743 .- 1611-3349. - 9783540375937 ; 4133/2006, s. 455-455
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Konferensbidrag (refereegranskat)abstract
- In discussions on naturalism vs. stylization in the design of virtual pedagogical agents (VPAs), the smooth communication argument is one of the most central in favour of visual naturalism. Yet, this argument dissolves if we separate design into the levels of: (l) linguistic performance, where the support for naturalism is strong; (2) dynamic visual appearance, in the sense of bodily behaviour, with increasing design freedom still matching positive user responses; and (3) static visual appearance, as the under lying, inanimate, visual model, with naturalism a well defined state, but stylization spanning a complex, multidimensional design space. A comparison with cartoons and animated movies here suggest a potential for stylized designs.
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| 50. |
- Gulz, Agneta, et al.
(författare)
-
Virtuella rollmodeller och androgynitetens potential
- 2009
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Ingår i: <em>Individen, tekniken och lärande</em>. - Stockholm : Carlssons förlag. - 9789173312516
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Bokkapitel (populärvet., debatt m.m.)abstract
- Virtuella karaktärer, det vill säga mer eller mindre människoliknande och interaktiva datorgenererade figurer, har sedan länge förekommit i datorspel. På senare år har de även blivit allt vanligare i digitala lärmiljöer. De uppträder där i form av virtuella instruktörer, coacher, rollspelskaraktärer, lärkompanjoner och avatarer (alter egos) i pedagogiskt material från förskola till högskola likväl som i specialistutbildningar. I bredare pedagogiska sammanhang träffar man på dem i egenskap av till exempel virtuella rådgivare och informatörer. Skälen till att använda virtuella pedagogiska karaktärer kan variera och i Gulz (2004) ges en översikt samt kritisk diskussion av olika möjliga pedagogiska vinster. Veletsianos Scharber och Doering (2008) fördjupar den kritiska diskussionen i en artikel med titeln ”När sex, droger och våld kommer in i klassrummet: Konversation mellan ungdomar och en kvinnlig pedagogisk agent”. Den analys de presenterar av loggade konversationer visar en kraftig diskrepans mellan pedagogisk intention, å ena sidan, och vardaglig praktik där elever interagerar med virtuella pedagogiska karaktärer, å andra sidan. Former av interaktion, kommunikation och språkbruk, som normalt är otillåtna och förekom sparsamt i de aktuella klassrummen, gjorde här ett inträde på bred front. I denna text kommer vi emellertid att titta närmare på pedagogiska möjligheter. Specifikt fokuserar vi på följande fråga: ”Kan virtuella pedagogiska karaktärer vara ett redskap för att erbjuda alternativa kulturella bilder inom områden med starka genusassociationer som till exempel ingenjörsutbildning och datorteknik?”. Innan vi går in på huvudtemat inleder vi med att presentera en begreppslig och temamässig bakgrund till den kommande analysen och diskussionen kring kulturella bilder, rollmodeller och genusproblematik.
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