| 1. |
- Gråsjö, Urban, 1962-, et al.
(författare)
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Experience Design : Understanding the Role of Technology for Virtual Experiences
- 2005
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Ingår i: WSEAS Transactions on Information Science and Applications.
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Konferensbidrag (refereegranskat)abstract
- Abstract: New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins. 1.
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| 2. |
- Gråsjö, Urban, 1962-, et al.
(författare)
-
Experience Design : Understanding the Role of Technology for Virtual Experiences
- 2006
-
Ingår i: Proceedings of 29th Information System Research Seminar in Scandinavia, IRIS 29.
-
Konferensbidrag (refereegranskat)abstract
- New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins.
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| 3. |
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| 4. |
- Karlsson, MariAnne, 1956, et al.
(författare)
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Use-centred design of medical and health care technology: a pilot study of field tests as a development tool
- 2011
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Ingår i: International Journal of Biomedical Engineering and Technology. - : InderScience Publishers. - 1752-6426 .- 1752-6418. ; 5:1, s. 11-28
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the project described in the paper was to develop a process through which users, staff as well as patients, can be involved in field evaluations of medical and health-care technology. Interviews with different stakeholders and the experiences from four case studies have led to the following conclusions: Users have the potential to act as active evaluators rather than passive subjects or participants only. However, user involvement in field evaluations must be supported by a formation of facilitators or ‘door openers’ to the health-care organization, moderators enhancing the dialogue between developers and users, and mentors for the users acting as evaluators.
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| 5. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Nordic Innovation Networks in Education : Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design
- 2012
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Ingår i: Uddevalla Symposium 2012<em> </em>. - 9789197794343 ; , s. 553-571
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Konferensbidrag (refereegranskat)abstract
- This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.
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| 6. |
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| 7. |
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| 8. |
- Andersson, Ulf, 1973-, et al.
(författare)
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Challenges in designing virtual environments training social skills for children with autism
- 2006
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Ingår i: International Journal on Disability and Human Development. - Tel Aviv Israel : Freund Publishing House Ltd. - 1565-012X. ; 5:2, s. 105-111, s. 35-43
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to explore particular challenges faced when designing virtual environments for children with autism, with the purpose of training social skills. Our findings are based on studying autistic behavior during three years (primary and secondary sources), analysis of related system and other computer mediated assistive technology, as well as general game design. From these studies, we have identified eight critical design parameters that must be adjustable in a system suitable for autistic persons. The importance of the parameters, their variation range, as well as the need for independent adjustment of these were estimated and verified by experienced expert pedagogues. Copyright © Freund Publishing House Limited.
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| 9. |
- Babaheidari, Said Morad, 1964-, et al.
(författare)
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A Systematic Process for Selecting a Typical Case in School Setting
- 2013
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Ingår i: Proceedings IRIS 36. - Oslo : University of Oslo. ; , s. 461-472
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Konferensbidrag (refereegranskat)abstract
- This paper describes the rationale behind the concrete steps how we systematically have gone through the case selection process as the first phase of a research project named Consequences of the Digitalization of Schools. The project is a single-case longitudinal (5-year long) study and adopts a so called Whole-School Approach. Previous research has criticized case studies for lack of both systematic approach and transparency in the presentation of the case selection process. The purpose of the presentation of this case selection process is to contribute to enhancing understanding of and broadening knowledge on systematic and transparent case selection techniques. The SIRIS database has been used to select a typical Swedish primary school in the chosen municipality where the project will be conducted. The SIRIS database contains annually statistics from all primary schools in Sweden, and is available online for public use. We demonstrate how and why a particular school representing a so called typical school was selected as our case.
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| 10. |
- Babaheidari, Said Morad, 1964-, et al.
(författare)
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Work-integrated Learning in a Doctoral Course in Informatics
- 2016
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Ingår i: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. - 9789187531385 ; , s. 1-11
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Being the first university in the world to provide doctoral program in Work-integrated Learning (WIL), we face the challenge of how to integrate doctoral courses into the WIL philosophy, which is the profile of the University West, Sweden. To exemplify what we mean by such a notion of integration, we introduce and demonstrate our proposed ontological approach to integrate a PhDcourse into the fundamental concepts underpinning WIL. The WIL within the context of informatics research (which is a subfield of the IS discipline) playsfive different roles of (1) the main course content, (2) the target occupation ofthe students and occupational field of the teachers, (3) the analytical perspective of the research activities in the course, (4) the educational method where teachers and students conduct collaborative research activities as a cognitive apprenticeship learning model, and (5) a co-authored research paper as outcome.The outcomes of such a conducted approach and lessons learned from the course will be thoroughly described. In the course, a meta-analysis of WIL informatics research will be performed to examine four dimensions which are: theories relevant for WIL; methods used in WIL research; occupational fields in WIL informatics studies; and roles of technology in WIL research. The course is arranged in the these phases: Local investigation; locally rooted research within the informatics field is examined by the course participants in dialogue with the authors of a number of published articles in order to see the extent and the how aspects of these identified WIL-oriented research work; Local synthesis; both teachers and the PhD students (i.e., course participants) explore the results and synthesize a local WIL-model; Global overview; a number of related international literature is selected and studied; Global synthesis; The local WIL model is compared to the global investigation. Co-authoring; a research paper is co-authored by the course participants and presented at a conference. By doing so, we enhance our understandings and thus contribute to one additional practical application of WIL's pedagogical philosophy, which influences the course content, the course format, the activities, the teaching-learning model,and the outcome of the course.
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| 11. |
- Broeren, Jurgen, et al.
(författare)
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Information and communication technology : a person-centered approach to stroke care
- 2012
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Ingår i: Proceedings of the 9th International Conference on Disability, Virtual Reality and Associated Technologies. - Readings : University of Readings. - 9780704915459 ; , s. 329-335
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Konferensbidrag (refereegranskat)abstract
- This report describes the possibilities of information and communication technology (ICT) in stroke care, addressing a person-centered care (PCC) approach. Attention is paid to user involvement, design, videogames, and communication between health care professionals mutually as well as with patients, and how to share performance data with an electronic health record. This is the first step towards a supportive ICT system that facilitates interoperability, making healthcare information and services available to citizen’s across organizational boundaries.
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| 12. |
- Broeren, Jurgen, et al.
(författare)
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Stroke rehabilitation using m-Health Care and 3D virtual environments : work in progress
- 2010
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Ingår i: Proceedings of the 8th International Conference on Disability, Virtual Reality and Associated Technologies. - 9780704915022 ; , s. 115-122
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Konferensbidrag (refereegranskat)abstract
- We have now started testing a telehealth system for stroke rehabilitation in a rural area in Sweden (NU- Hospital Group Area). For collection of assessments and audiovisual communication, the telehealth system has bidirectional contact with the home-based units. To date, three stroke subjects’ participated; they were instructed to play 3D computer games with the hemiplegic upper extremity. The intervention led to clinical changes for all subjects. The analysis of the audiovisual communication revealed that the both stroke subjects and therapists were not yet effective in regulating their turn taking process. The data suggests the feasibility of a distance based approach using 3D virtual environments for upper extremity rehabilitation after stroke.
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| 13. |
- Ekström, Sara, et al.
(författare)
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New Teacher Roles With Social Robots as Actors in the Classroom
- 2020
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Ingår i: INTED 2020. - : International Association for Technology, Education and Development. - 9788409179398 ; , s. 6636-6644
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Robots are entering the classrooms and provide new opportunities for education. Educational robots can either be used for programming, or as new types of social actors where these robots are designed to play different roles such as teachers, tutors, peers or tutees. However, new social actors affect the scene for learning by altering the social dynamics in the classroom, which in turn affects the roles of the other actors. In this study we explore the role of teachers in robot-enhanced classrooms, and ask the question: What new teacher roles emerge when robots enter the classroom as social actors? In this study we explore a setting where a student plays an educational mathematics game together with a humanoid robot on an interactive whiteboard, guided and supported by teachers and peers from the class. Four classes of school children in 2nd and 41h grade participated and played for about 5 minutes each. The game playing sessions were video-recorded, and 32 sessions were randomly selected, transcribed, coded and thematically analyzed using Interaction Analysis. Situations in which the teacher acted were analyzed to investigate when and why the teacher intervened and what types of support that was provided to the student. Results show that the teacher took several roles during the sessions. Traditional roles include moderator organizing the learning and managing social interactions as well as educator supporting the student’s learning by scaffolding mathematical problems and game-playing strategies. In addition, the teacher had to act technical facilitator handling problems and challenges with using the robot, and the role as interaction mentor guiding and supporting the student to manage the social interaction with the robot. The latter two roles are challenging and unfamiliar to most teachers. We conclude that using robots as social actors in education introduce new, challenging teacher roles requiring substantial and specific digital competence.
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| 14. |
- Ekström, Sara
(författare)
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Teaching with social robots
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The school's digitalization is an ongoing process that brings new didactic opportunities, but also challenges. Social educational robots entail a complex teaching situation and affect the teacher's role, actions, and responsibilities in the classroom. Through observations in an authentic classroom context, this thesis aims to provide a nuanced and realistic picture of how teaching with social robots can unfold. Social educational robots have previously been explored in different educational contexts, but few studies shed light on the teacher role. Nor is it discussed what new aspects of digital competence become important when teaching with educational technologies that exhibit social behaviour. This thesis studies teacher actions and intended actions in a learning activity where a child collaborates with a social educational robot. In the activity, the robot is designed to act as a learning companion (tutee), the child acts as a teacher (tutor), and sometimes a few peers participate. The study is based on video observations of teachers' dialogues and behaviours in this learning activity, and a total of 25 hours of recorded video material has been analysed. The observations are supplemented with interviews, workshops, and questionnaires, where more teachers reflect on teaching with social robots.The result shows that social educational robots may contribute to relevant learning situations but also introduce new teacher roles, bringing additional challenges. The teacher's most prominent role in this learning activity is as an interaction mentor, in which the teacher assists the verbal and non-verbal interaction between the child and the robot, such as verbal communication fluency, explaining the robot's behaviour to the child, and maintaining attention.The result also identifies challenges that may emerge if social educational robots are used for teaching and learning. One of these challenges is due to the teacher relating to the robot as a didactic tool as well as a social actor, interchangeably. This duality causes conflicts in the teacher's actions, as the two perspectives call for different behaviours. The thesis also shows that using social educational robots entails new demands for adequate digital competence.
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| 15. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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The Goalkeeper : a tool for monitoring learning outcomes in PhD education
- 2015
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Ingår i: ICERI2015 Proceedings. - : IATED Academy. - 9788460826576 ; , s. 6223-6230
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Konferensbidrag (refereegranskat)abstract
- The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.
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| 16. |
- Heldal, Ilona, et al.
(författare)
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Simulation and serious games for firefighter training : challenges for effective use
- 2016
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Ingår i: NOKOBIT - Norsk konferanse for organisasjoners bruk av informasjonsteknologi. - 1892-0748 .- 1894-7719. ; 24:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- One of the main criteria of effectively managing emergency and crisis situations is good preparedness. Simulation and serious games (SSG) are often advocated as promising technologies supporting training and increasing the skills necessary to deal with new, complex and often unexpected situations. This paper is based on an investigation of why a seemingly appropriate SSG technology was not used long after procurement. We identified potential obstacles and challenges of SSG implementation in organizations responsible for societal safety. The focus is on fire fighter training and is based on 33 interviews with major stakeholders from seven countries, from organizations with successful as well as unsuccessful experiences of SSG use. By contrasting the different incentives and views regarding the technology use, this paper contributes to a better understanding of challenges related to SSG implementation and use. The results confirm the possible benefits of SSGs, but also highlight an urgent need for new approaches to integrate these new technologies into organizational practices. Only by formulating local, organizational strategies with the SSG use can the technology be implemented successfully
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| 17. |
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| 18. |
- Islind, Anna Sigridur, 1985-, et al.
(författare)
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Creating a Boundary Practice by Co-Design
- 2016
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Ingår i: AIS SIGPRAG Pre-ICIS Workshop 2016.
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Konferensbidrag (refereegranskat)abstract
- This paper explores the role of boundaries in a co-design process and how design work can be organized in order to manage the existing boundaries. The source of boundaries in design lies in the interface and dynamics between use practices, design practices and work practices.We will benefit from the boundary literature in order to contribute to practice-based design approaches in general, and to co-design approaches in particular.The researchis based on empirical data from a 2-year co-design process within the home care sector; involving participants from several professional groups: caregivers and care recipients. This paper focuses primarily on the caregivers (practitioners), the care recipients (elderly) and the designers. We particularly take into account the diversity of the participants in the co-design initiative and how these participants (representing two user groups) influenced the design process over time, and how their participation enabled the crossing of boundaries and the creation of a new boundary practice. Finally, the role of the designer is discussed in terms of redirecting its function towards facilitation instead of negotiation.
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| 19. |
- Islind, Anna Sigridur, 1985-
(författare)
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Platformization : Co-Designing Digital Platforms in Practice
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital platforms are slowly becoming an important part of both research and everyday work. However, much of the research focus has been on platforms that are already established. Little focus has been on platformization (i.e., design, development and use of platforms in the nascent phases) and the socio-technical aspects of designing platforms for specific practices or purposes, i.e., practice based platforms. While it is truly important to understand technological aspects and market logics of platform efforts, it is also to understand how platforms become platforms, when designing them alongside end-users.This thesis contributes to the platform discussion with research that focuses both on the technological sides of building platforms while also unpacking the social aspects of the collaborative design situation (i.e., co-design) and development where end users meet and later use the platforms.This thesis explores the research questions: How can practice-based platforms be designed and developed? What impact does end-user engagement in platformization have on the practices involved? How can platformization efforts be approached and researched? Through a study of the design of platforms in care settings, one 2.5–year study within home care and one 2.5–year study within cancer rehabilitation where the end-users' practices involved in the co-design processes are caregivers and care recipients in both studies. This thesis thereby unpacks the platformization process through a roughly five–year longitudinal AR project, based on these two studies. With the help of the boundary literature, the design, development and use of platforms in the nascent phases of platformization is analysed in these two studies. Through a co-design effort in both studies, the practices that are going to use the platforms contribute to a) the design of which boundary resources (i.e., modules in terms of code blocks) will be developed within the platform; b) the design of the boundary object (i.e., working tools in terms of apps) that they are using together inconsensus; and c) the design of a boundary practice in which they will later use the digital artifacts together. The end-users' practices had impact on the design of all layers of the platform through the co-design approach, including an influence on the boundary resources that were developed within the platform. The platforms also had impact on the practices, which designed new ways of interacting.The results thereby both show the impact of the end-users' practices (caregivers and care recipients, which are heterogeneous) on the platform design,as well as the impact of the platform on the design of their boundary practice. In this thesis, the design and development of the two platforms is thereby researched and the design of the platforms is validated by studying the use of the platforms as well. The main contribution of this thesis is a conceptualization of the platformization process where the key characteristics of designing such platforms with heavy user engagement are illustrated in a platformization model and in seven platformization principles.
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| 20. |
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| 21. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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Designing activity-based and context-sensitive ambient sound environments in open-plan offices
- 2015
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Ingår i: Proceedings of the 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulo, Finland, 9-12 August, 2015..
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Konferensbidrag (refereegranskat)abstract
- This paper address the problem of sound disturbance in open office environments. We have in a design-based research study explored how digital, real time generated sound can be added to a work environment and how these sound environments are perceived by respondents when performing work tasks. Being such a complex situation, we have in this first explorative study chosen to focus on designing a digital sound system for activity-based offices, where the physical environment is already designed for particular activities. Our approach is to explore if workplaces can be enhanced by adding appropriate acoustic designs to the ambient environment. Our results show that test subjects perceived that acoustic design could enhance the ambient environments if the acoustic design is pertinent with the environment as a whole.
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| 22. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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Designing Activity-Based and Context-Sensitive Ambient Sound Environments in Open-Plan Offices
- 2015
-
Ingår i: IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia. - 1891-9863 .- 2387-3353. ; :6
-
Tidskriftsartikel (refereegranskat)abstract
- This paper addresses the problem of sound disturbance in open office environments. We have in a design-based research study explored how digital, real time generated sound can be added to a work environment and how these sound environments are perceived by respondents when performing work tasks. In this first explorative study we have chosen to focus on designing a digital sound system for activity-based offices, where the physical environment is already designed for particular activities. Our approach is to explore if adding appropriate acoustic designs to the ambient environment can enhance workplaces. Our results show that test subjects perceived that acoustic design could enhance the ambient environments if the acoustic design is pertinent with the environment as a whole.
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| 23. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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My Sound Space : An attentional shield for immersive redirection
- 2018
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Ingår i: Audio Mostly 2018. - New York : Association for Computing Machinery (ACM). - 9781450366090
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Konferensbidrag (refereegranskat)abstract
- In the context of extended reality, the term immersion is commonly used as a property denoting to which extent a technology can deliver an illusion of reality while occluding the users’ sensory access to the physical environment. In this paper we discuss an alternative interpretation of immersion, used in the My Sound Space project. The project is a research endeavor aiming to develop a sound environment system that enables a personalized sound space suitable for individual work places. The medium, which in our case is sound, is transparent and thus becomes an entangled part of the surrounding environment. This type of immersion is only partly occluding the users sensory access to physical reality. The purpose of using the sound space is not to become immersed by the sounds, rather to use the sounds to direct cognitive attention to get immersed in another cognitive activity.
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| 24. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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Sound Bubbles for Productive Office Work
- 2016
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Ingår i: Nordic Contributions in IS Research. - Cham : Springer International Publishing. - 9783319435961 - 9783319435978 ; , s. 29-42
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Konferensbidrag (refereegranskat)abstract
- A growing number of organizations are moving towards more open and collaborative workplaces. In these offices workers share a common open space, often with flexible seating based on activities, so called activity-based offices. Most problems in these workplaces are related to sound. Thus, the question of how to design suitable acoustic environments, supporting both collaborative and individual work, has emerged. Noise-reduction approaches do not suffice. In this study we explored the possibility of adding context-sensitive, activity-based sound environments to enhance the office workplace. For this purpose, we developed the “sound bubble,” a prototype for individual work, sonically immersing the listener and generating a sensation of an encapsulating sonic environment. A total of 43 test subjects participated in an experience-based test using the sound bubble prototype while conducting self-selected, ordinary work tasks in their office landscape. Their behaviors during the test were observed and documented. All participants took a post-experience questionnaire about experiences working in the sound bubble, and two subjects were interviewed. The responses show that the sound bubble can enhance auditory work conditions for individual work that demands concentration.
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| 25. |
- Ljungdahl Eriksson, Martin, 1982-
(författare)
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Space in the Space : Designing Sound Environments for the Shared Indoor Workspace
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The sound environment in shared indoor workspaces emerges through the interplay of physical layout, materials, technology, and social dynamics. These spaces are designed with specific purposes in mind, taking acoustics into account during construction. However, the true quality of the sound environment can only be assessed when these spaces are actively used. The perception of a shared indoor sound environment is not fixed or absolute but is influenced by individual perceptions, attitudes, and intentions.A significant challenge in designing shared indoor workspaces is thus to accommodate the diverse preferences of various users in a common area, a task complicated by the subjective experience of sound. Prior research has primarily focused on reducing unwanted noise through physical installations and assessing their effects, with the emphasis of sound environment management being the implementation of broad, global solutions that aim to cater to the majority. However, there has been minimal initiative toward proactively improving these complex environments while acknowledging the subjective and context-dependent nature of sound environments.This thesis suggests that the sound environment within a workspace ought to be perceived as a socio-technical system, wherein the design of such environments is a complex and 'wicked' problem. By adopting a design approach that introduces prototypes of an ambient sound environment system into the workspace, this study aims to explore whether various adaptations of the sound xi environment using this technical solution can improve perceived sound quality. The research endeavors to examine the practical use of sound as a design element within workplace settings. The study incorporates laboratory research, field tests in four different offices, and interviews with professionals in indoor environment design.The thesis presents a design program for shared indoor workplace sound environments, emphasizing the creation of pleasant, unnoticeable sound spaces that offer shielding from office disturbances, known as Space in the Space. It employs a 4E cognitive framework and views both sound, technology, and humans as design materials, aiming to craft a personalized and meaningful sound environment that balances noise reduction with qualitative sound aspects, enabling users to tailor their auditory space and collaborate in the design process. This inquiry explores the complex relationship between auditory comfort, personal preferences, and functionality in shared workspaces. The strong concept of 'Sound Users', is introduced as a view that emphasizes the interactive relationship between users and sound environments. Individuals are not just passive receivers of sound; they are active participants, shaping, modifying, and personalizing their auditory surroundings to suit their needs and activities.The results suggest that the challenge in designing soundscapes for shared indoor spaces involves striking a careful balance. This entails harmonizing individual and collective needs by creating the possibility of a Space in the Space within a collective auditory environment. This is achieved by adhering to individual preferences through offering personalization features and control to the sound users. When presented with options, users often want to customize them and tend to prefer sounds that not only mask unwanted noise but also provide a sense of comfort and pleasure. Their aim goes beyond simple utility, highlighting a pursuit of meaningful sound environments through sounds that are both functional and pleasant.
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| 26. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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The Sound Bubble : A context-sensitive space in the space
- 2017
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Ingår i: Organised Sound. - Cambridge : Cambridge University Press. - 1355-7718 .- 1469-8153. ; 22:1, s. 130-139
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Tidskriftsartikel (refereegranskat)abstract
- The design of sonic environments is in need of more active strategies, taking into account not only the physical but also the social and sensorial aspects of a place. This implies abandoning traditional, mono-disciplinary responses in favour of interdisciplinary methods and approaches. In this study we explored the possibility of inserting context-sensitive sound textures to improve the experience of an activity-based office workplace. For this purpose, we developed the concept of the ’sound bubble’ - a micro-space in which the user is embedded by a semi-transparent added sound environment that will operate as a subtle sound mask, attracting the attention without needing to hide the disturbing environment. This should help users (the workers) to stay in an ’everyday listening’ mode. This means, not focusing on the environment in particular but on their tasks, while preserving the link with the surrounding space and activities.
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| 27. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(författare)
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The Sound Bubble : An Aesthetic Additive Design Approach to Actively Enhance Acoustic Office Environments
- 2019
-
Ingår i: Proceedings of 13th conference on Sound and Music Computing, Hamburg 2016. - Hamburg : Zentrum für Mikrotonale Musik und Multimediale Komposition (ZM4), Hochschule für Musik und Theater. - 9783000537004 ; , s. 253-260
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Konferensbidrag (refereegranskat)abstract
- Moving towards more open and collaborative workplaces has been an emerging trend in the last decades. This change has led to workers sharing a common open space, with seating’s based on current activity, so called activity-based offices. Consequently, it becomes difficult to design sonic environments that cater to different needs in the same space. In this study we explored the possibility of adding site-specific but location-adaptive sound environments to enhance the experience of an activity-based office workplace. For this purpose, we developed the concept of the “sound bubble,” a micro-space in which the user is embedded by a semi-transparent sound environment. The purpose of the bubble is to help the user ignore irrelevant and disturbing noise while working in an open landscape. The sound bubble supports the user to stay in “everyday listening” mode, i.e., not focusing on anything particular in the surrounding environment while being able to keep a link with it. The sound bubble was evaluated by a total of 43 test subjects participating in an experience-based test, conducting their usual work tasks in an office landscape. Our results show that the sound bubble can enhance auditory work conditions for individual work requiring concentration.
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| 28. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Competence Management Systems in Networking Organisations : Designing for Empowerment?
- 2007
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Ingår i: Proceedings of 30th Information Systems Research Seminar in Scandinavia. - : University of Tampere. - 9789514470486 ; , s. 1236-1248
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Konferensbidrag (refereegranskat)abstract
- Current trends among business companies imply that sources of human competencies are spread across intra-organisational and inter-organisational units into networks of organisations of different kinds. This paper explores the challenges for design of competence management systems (CMS) raised by inter-organisational collaboration in a network of private companies. We take the point of departure from the co-workers’ abilitly to explore and manage their competence. The research question to be answered is: How can a network perspective on competence management systems empower co-workers? The paper presents findings from an on-going research project aiming at identifying design implications of a network competence management system (nCMS), where the role of the individual is valued crucial for its success. We argue that there is a need to take a critical stand towards common assumptions of CMS as a tool for intra organisational strategic work - instead a nCMS should empower the individual member of the network organization.
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| 29. |
- Lundin, Johan, et al.
(författare)
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Coping With Dualities in Network Action Research : Methodological Issues
- 2008
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Ingår i: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31. - Åre.
-
Konferensbidrag (refereegranskat)abstract
- This paper presents lessons learned from an action research venture involving a network of SMEs and a group of IS researchers. The purpose is to discuss some fundamental methodological issues that we learned when doing action research with a network of interrelated organizations, rather than report the action research project itself. Our results are presented as four dualities that should be addressed throughout diagnostic and therapeutical activities in a network action research project. The dualities (teach–learn, local–global, multifaceted–unified, and liquid–crystal) are forwarded as analytical scaffolds to cope with the inherent difficulties of understanding and acting in IS action research projects, especially network action research.
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| 30. |
- Lundin, Johan, 1975-, et al.
(författare)
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Practice Based Design for Learning at Work
- 2008
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Ingår i: International Journal of Advanced Corporate Learning. - : Kassel University Press. - 1867-5565. ; 1:4, s. 17-23
-
Tidskriftsartikel (refereegranskat)abstract
- Designing for learning at work in a manner that embraces the rich situatedness of practice involves a number of challenges in bridging normative and descriptive perspectives, as well as closing the gap between IS design theory and practice. In this paper, we propose a grounded approach that combines influence from learning theories with studies of existing learning practices. This approach could result in learning models, constituted of a sequence of learning activities that outlines the didactics of the workplace. The arguments are based on the empirical findings from an action-oriented research project in collaboration with six SME:s, and are illustrated through a e-learning model called “The Competence Kick-off”.
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| 31. |
- Nilsson, Ann, et al.
(författare)
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The Complexity of Integrating Technology Enhanced Learning in Special Math Education : a Case Study
- 2010
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Ingår i: Sustaining TEL. - Berlin Heidelberg : Springer-Verlag. - 9783642160196 - 9783642160202 ; , s. 638-643
-
Konferensbidrag (refereegranskat)abstract
- We present a study of integrating an educational game in special math education, to explore challenges faced during the process. The game promotes an unconventional approach supporting students having math difficulties, through visual representations, learn-by-exploration and learn-by-teaching models. Our conclusion is that integration in special education is more challenging than in the main stream counterpart, due to social vulnerability of the students, learning/teaching challenges in content, motivation and attitude, a non-typical learning situation, and the challenge of matching learning peers.
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| 32. |
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| 33. |
- Pareto, Lena, 1962-, et al.
(författare)
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A Model for Instructional Design in Virtual Nordic Classrooms
- 2013
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Ingår i: The Inaugural European Conference on Technology in the Classroom 2013. - Naka Ward, Nagoya, Aichi, Japan : The International Academic Forum. ; , s. 222-233
-
Konferensbidrag (refereegranskat)abstract
- In this paper we will report from an on-going EU-financed project aiming at developing innovative cross-border, virtual classroom instructional designs; that is designs where classes from three Nordic countries collaborate by means of technology to enhance teaching and learning. School management, teachers, students, and educational researchers from Denmark, Norway and Sweden collaborate since 2011 in three-country teams on all levels to explore and evaluate novel cross-border instructional designs in four subjects. The research approach is user-driven innovation by means of Action Research and Design-based research. The cross- border instructional designs exhibit several challenges: designs need to be aligned with all national curriculums with respect to 1) subject content and 2) learning goals, and in order to advance learning, we need to address 3) learning benefits due to the collaboration. In Mathematics, such cross-border learning benefits were particular elusive to identify, so some kind of guidance were needed. The model, first proposed for Mathematics but generalizable to other subjects, is a three-dimensional cube that categorizes an instructional design with respect to 1) subject-content, 2) aimed-for competence, and 3) learning-benefit. The subject contents and required competencies were derived and synthesized from the national curricula, whereas the learning benefits were inspired from previous cross-border designs. The model has successfully been used as a classification system for virtual classroom tasks, and also as an innovation tool to generate novel instructional designs where the expected learning benefits became explicit from start, which facilitates design evaluation.
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| 34. |
- Pareto, Lena, 1962-, et al.
(författare)
-
A Teachable-Agent Arithmetic Game’s effects on Mathematics Understanding, Attitude and Self-Efficacy
- 2011
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Ingår i: AIED 2011, LNAI 6738. - Berlin, Heidelberg : Springer. ; , s. 247-255, s. 247-255, s. 247-255
-
Konferensbidrag (refereegranskat)abstract
- A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy. An experimental pre-post study design was used, enrolling 153 3rd and 5th grade students in Sweden. The playing group showed significantly larger gains in math performance and self-efficacy beliefs, but not in general attitude towards math, than the control groups. The contributions in relation to previous work include a new educational game being evaluated, and an emphasis on self-efficacy in the study as a strong predictor of math achievements.
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| 35. |
- Pareto, Lena, 1962-, et al.
(författare)
-
A teachable-agent-based game affording collaboration and competition : Evaluating math comprehension and motivation
- 2012
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Ingår i: Educational technology research and development. - : Springer Science and Business Media LLC. - 1042-1629 .- 1556-6501. ; 60:5, s. 723-751
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. © 2012 Association for Educational Communications and Technology.
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| 36. |
- Pareto, Lena, 1962-
(författare)
-
A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning
- 2014
-
Ingår i: International Journal of Artificial Intelligence in Education. - : Springer Science and Business Media LLC. - 1560-4292 .- 1560-4306. ; 24:3, s. 251-283
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The environment also features teachable agents, which are computer programs that can be taught and behave according to their knowledge. Thus, the environment provides both learning-by-doing (playing the game) and learning-by-teaching (teaching the agent to play). It differs from other learning-by-teaching systems 1) by targeting basic mathematics and primary grade students; 2) by using teachable agents as an extension to educational games in order to leverage engagement, reflection and learning; and 3) by using an agent-driven question dialogue to challenge students’ mathematical thinking, to role-model learner behaviour and to transfer game knowledge to out-of-game mathematics. The teachable agent game is described and evaluated in an authentic classroom study enrolling 443 students from 22 classes in 9 schools. Students range from 2nd to 6th grade of mainstream classes and 7th to 8th grade for students with difficulties in mathematics. Part of the study was designed as a quasiexperimental study with controls; part was designed to examine students’ change in mental models of arithmetic before and after game play. All students took pre- and post mathematics tests. The 314 playing students used the game and taught their agents during regular math-classes for three months, whereas the control classes attended standard instruction and took the tests. A questionnaire was distributed at the end of the study to investigate students’ perceptions and performances of the agent-tutoring task. Results show that 1) there is a significant learning gain for playing students compared to controls, 2) the learning environment can engage children in advanced mathematical thinking in early education, 3) young primary students can act as successful tutors. Thus, we conclude that teachable agents in educational games can help achieve deeper levels of learning that transfer outside the game. This idea combines the motivational power of games with the reflective power of a teachable agent asking thought-provoking, deep questions on the learning material during game play.
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| 37. |
- Pareto, Lena, 1962-
(författare)
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A Teachable Agent Game for Elementary School Mathematics promoting Causal Reasoning and Choice
- 2010
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Ingår i: 1st International Workshop on Adaptation and Personalization in E-B/Learning using Pedagogic Conversational Agents (APLEC 2010). - Hawaii. ; , s. 13-19
-
Konferensbidrag (refereegranskat)abstract
- We describe a mathematics computer game for children designed to promote causal reasoning, choice-making, and other higher-order cognitive activities. The game consists of a choice-based board game, enhanced with a conversational, teachable agent, taught to play the game, by the child, through demonstrations and questions. Game design is motivated by causal reasoning theory and educational psychology. The game is currently evaluated in an ongoing large-scale study that seeks to investigate the game’s effects on the players’ abilities to reason and make productive choices. The study involves 20 elementary-school classes at different levels.
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| 38. |
- Pareto, Lena, 1962-, et al.
(författare)
-
An explorative, operational method supporting usability evaluation of technology changes in work contexts
- 2006
-
Ingår i: Proceedings of the IASTED International Conference on Software Engineering, as part of the 24th IASTED International Multi-Conference on APPLIED INFORMATICS. - Innsbruck. - 0889865744 - 9780889865747 ; , s. 276-281
-
Konferensbidrag (refereegranskat)abstract
- In this paper we elaborate on the process of designing usability evaluations of technology that is to be integrated into specific real work settings, and where technology is the main target for change. Our research question relates to both what to evaluate and how to evaluate, and the ambition is to support evaluation designers on a practical level. We propose an explorative, operational method for usability evaluation design, which makes the design process explicit and design decisions more tractable. The evaluation design method is illustrated by an empirical example of how to design a comparative usability evaluation study, in a health care setting. The method supports the designer on a conceptual level by describing the different levels in the evaluation design. On an operational level it supports the designers by defining transitions between levels. And, on the analytical level it provides a template for a usability matrix, which allows for an explorative approach of constructing the conceptual content as well as a structured way to define and refine usability measures. However, the method needs to be further tested in other settings.
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| 39. |
- Pareto, Lena, 1962-, et al.
(författare)
-
An Interactive Visualization Model for Competence Management : an Integrative Approach
- 2007
-
Ingår i: Proceedings of I-KNOW ’07, Graz, Austria, September 5-7, 2007. - Graz. ; , s. 440-447
-
Konferensbidrag (refereegranskat)abstract
- This research aims at innovative IT support for competence management (CM) integrating organizational, group and individual perspectives. Our method is action case research resulting in a design model. This paper addresses our overall approach towards an integrative CM system, which is usage-oriented. Based on in-depth analysis of seven business companies’ CM activities, we present a new interactive visualization model for CM. The model is suitable for explorative analysis and for communicating competence situations at individual, group or organizational levels. It provides support for constructing competence information incrementally. We view competence descriptions as negotiable estimations with varying verification levels, and use a competence representation which deals with uncertainties of estimations. Our view on competence is novel, and has far reaching consequences. Future work includes a running prototype and planned pilot studies.
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| 40. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Augmenting Game-Based Learning With a Robot Tutee
- 2019
-
Ingår i: Proceedings of the European conference on games-based learning. - Reading : Academic Publishing International. - 2049-0992. ; , s. 560-568
-
Konferensbidrag (refereegranskat)abstract
- This paper presents the initial design of an educational setup where a humanoid robot is used as a game companionto a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, therobot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second postworkshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed
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| 41. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Can teachers’ fragmented work situation jeopardize professional development of future teaching practices?
- 2014
-
Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Cham : Springer International Publishing. - 9783319111995 ; , s. 464-469
-
Konferensbidrag (refereegranskat)abstract
- Digitization of schools has been on the political agenda for decades, but despite all reforms, technology investments and professional development initiatives, the goals are not yet reached. We have examined how teachers? perceive their working situation in order to explore if the conditions are suitable for learning and novel teaching practices. 18 interviews with Swedish primary school teachers were conducted and transcribed, from which 330 excerpts were extracted and divided in two characterizing categories: fragmentation reflecting working rhythm and density reflecting working tempo. The working condition had char-acteristics known to cause stress and less wellbeing, which counteracts teachers? sensitiveness to adapt to novelties and a reflective practice. This may jeopardize future professional development and thus digitalization of schools.
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| 42. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Challenges of Implementing Interactivity in the Classroom
- 2014
-
Ingår i: IRIS Proceedings. - Ringsted, Denmark. - 9788773498767
-
Konferensbidrag (refereegranskat)abstract
- Digitalization of schools has been on the agenda for decades and has resulted in new demands on teachers' skills in order to implememt technology into teaching. Despite political reforms, investments in technology and continuing professional development (CPD) initiatives for teachers, research often shows slow changes and unequal implementation. This paper addresses the challenges teachers are facing when participating in a 2-year CPD project using a highly interactive technology in classroom settings. The study is based on 18 in-depth interviwes and 6 video recalled observation sessions. The results show how the actual classroom situation is being very intense for the teacher in their everyday work. We conclude that for teachers to transform their teaching practices using highly interactive ICT-based learning is associated with several challenges related to planning and execution, for the part of the teachers, at the same time as it can be beneficial for student learning.
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| 43. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Children's learning-by-teaching with a social robot versus a younger child : Comparing interactions and tutoring styles.
- 2022
-
Ingår i: Frontiers in Robotics and AI. - : Frontiers Media S.A.. - 2296-9144. ; 9
-
Tidskriftsartikel (refereegranskat)abstract
- Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a promising approach for tutor learning. This study compares robots and humans by examining children's learning-by-teaching with a social robot and younger children, respectively. The study comprised a small-scale field experiment in a Swedish primary school, following a within-subject design. Ten sixth-grade students (age 12-13) assigned as tutors conducted two 30 min peer tutoring sessions each, one with a robot tutee and one with a third-grade student (age 9-10) as the tutee. The tutoring task consisted of teaching the tutee to play a two-player educational game designed to promote conceptual understanding and mathematical thinking. The tutoring sessions were video recorded, and verbal actions were transcribed and extended with crucial game actions and user gestures, to explore differences in interaction patterns between the two conditions. An extension to the classical initiation-response-feedback framework for classroom interactions, the IRFCE tutoring framework, was modified and used as an analytic lens. Actors, tutoring actions, and teaching interactions were examined and coded as they unfolded in the respective child-robot and child-child interactions during the sessions. Significant differences between the robot tutee and child tutee conditions regarding action frequencies and characteristics were found, concerning tutee initiatives, tutee questions, tutor explanations, tutee involvement, and evaluation feedback. We have identified ample opportunities for the tutor to learn from teaching in both conditions, for different reasons. The child tutee condition provided opportunities to engage in explanations to the tutee, experience smooth collaboration, and gain motivation through social responsibility for the younger child. The robot tutee condition provided opportunities to answer challenging questions from the tutee, receive plenty of feedback, and communicate using mathematical language. Hence, both conditions provide good learning opportunities for a tutor, but in different ways.
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| 44. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Design Experience from Experience Design : Towards Strategies for Enhancements
- 2007
-
Ingår i: Proceedings of the 15th European conference on information systems (ECIS 2007). - : University of St. Gallen. ; , s. 1898-1909
-
Konferensbidrag (refereegranskat)abstract
- Enterprises within the experience-based economy face big challenges when investing in IS applications for their products and services. Especially, organizations and services that offer different kinds of attractions and experiences have realized the emergent use of mobile technology. In this paper we explore in what way an IS (information systems) design can enhance experience-based activities conducted at a Swedish regional museum. The research presents an in-depth analysis of a case study along with requirements and design activities for a location-aware, auditory museum guide, primarily aimed for people with visual and language disabilities was developed. We argue that in order to keep in pace with the on-going growth of experience-based and IS design initiatives, enterprises and designer must consider its value for their businesses. Thus, we have developed a three-level strategy for valuing enhancements of a proposed IS application. The strategy proved to be particular fruitful for both designers and managers when assessing the potential of various enhancements to generate values for the different target groups.
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| 45. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Design strategies for enhancing experience-based activities
- 2006
-
Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Berlin, Heidelberg : Springer Berlin Heidelberg. - 1611-3349. - 3540452591 - 9783540452591 ; 4161 LNCS, s. 326-331
-
Tidskriftsartikel (refereegranskat)abstract
- Enjoyment and experience-based activities are important in today's society. The purpose of this paper is to explore and better understand how experiences can be enhanced using IS in such experience-based enterprises. The research is based on a case study conducted in collaboration with a Swedish regional museum, where a location-aware auditory museum application for experience enhancement is being designed. The results include design approach recommendations, enhancement strategies and a model for estimating the potential benefits related to enhancements features of the system design. © IFIP International Federation for Information Processing 2006.
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| 46. |
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| 47. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Educational technology in teaching : What do teachers perceive they need in order to develop their professional competence?
- 2013
-
Ingår i: Proceedings IRIS 36: August 11-14 2013 at Gran, Norway University of Oslo, department of informatics. - Oslo. ; , s. 1-16
-
Konferensbidrag (refereegranskat)abstract
- This paper addresses the challenge of how to reach an Information and Communication Technology (ICT) competent teaching faculty in the Swedish compulsory school. Continuing professional development (CPD) can be a means to reach ICT-competence among teachers. In order to achieve successful CPD it is important to understand what teachers’ perceive they need in their professional development, which is examined in this paper. The study was performed in order to get a better understanding of the challenges associated with achieving ICT-competence. 17 teachers have been interviewed to investigate how they perceive needs regarding professional development and how they want these needs to be met. The interviews were recorded, transcribed, and analyzed by learning theories suitable for professional practices. Teachers’ expressed needs were interpreted as well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were highly divergent, depending on individual competence, motivation and learning preferences. Previous ICT initiatives may therefore have been too uniform to be effective.
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| 48. |
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| 49. |
- Pareto, Lena, 1962-
(författare)
-
Graphical Arithmetic for Learners with Dyscalculia
- 2005
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Ingår i: Proceedings of the 7th international ACM SIGACCESS conference on Computers and accessibility. - New York : ACM [Association for Computing Machinery]. - 1595931597 ; , s. 214-215
-
Konferensbidrag (refereegranskat)abstract
- We propose a model for arithmetic, based on graphical representations, to complement the symbolic language of mathematics. The focus is conceptual understanding of arithmetic. We argue that the graphical model supports understanding concepts known to be difficult for learners with dyscalculia, such as number-sense and decimal system. The proposed graphical representation share properties of the decimal system, but is closer to the semantic representation of numbers vital to the number-sense. The model is evaluated with school-children, but needs to be further tested by learners with dyscalculia.
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| 50. |
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