| 1. |
- 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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| 2. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- 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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| 6. |
- Broeren, Jurgen, et al.
(författare)
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Stroke rehabilitation using m-Health Care and 3D virtual environments : work in progress
- 2010
-
Ingår i: Proceedings of the 8th International Conference on Disability, Virtual Reality and Associated Technologies. - 9780704915022 ; , s. 115-122
-
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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| 7. |
- 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
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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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| 8. |
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| 9. |
- 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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| 10. |
- Pareto, Lena, 1962-, et al.
(författare)
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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
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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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| 11. |
- Pareto, Lena, 1962-, et al.
(författare)
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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
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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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| 12. |
- Pareto, Lena, 1962-
(författare)
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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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| 13. |
- 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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| 14. |
- Pareto, Lena, 1962-, et al.
(författare)
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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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| 15. |
- Pareto, Lena, 1962-, et al.
(författare)
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Challenges of Implementing Interactivity in the Classroom
- 2014
-
Ingår i: IRIS Proceedings. - Ringsted, Denmark. - 9788773498767
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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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| 16. |
- Pareto, Lena, 1962-, et al.
(författare)
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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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| 17. |
- Pareto, Lena, 1962-
(författare)
-
Mathematical literacy for everyone using arithmetic games
- 2012
-
Ingår i: In Proceedings of the 9th International Confernce on Disability, Virtual Reality and Associated Technologies. - Readings : University of Readings. - 9780704915459 ; , s. 87-96
-
Konferensbidrag (refereegranskat)abstract
- An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with intellectual disabilities. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. We compare its use in special education and mainstream education with respect to usage, performance levels and learning gain. The game has been used by teachers in special educations, with gains in mathematical understanding, strategic thinking and communication skills as effects.
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| 18. |
- Pareto, Lena, 1962-
(författare)
-
Mathematical Literacy for Everyone using Arithmetic Games
- 2014
-
Ingår i: International Journal of Child Health and Human Development. - 1939-5965. ; 7:4
-
Tidskriftsartikel (refereegranskat)abstract
- An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with moderate or severe intellectual disabilities in Sweden, to investigate if the game also can be effective for this group of students. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. The study enrolled 3 teachers and 8 students in 5th to 8th grade with intellectual disabilities who played the game between 4 months and 2 years, one student with Asperger syndrome, and over 300 students in mainstream education as comparison. We compare the use of the game in special education and mainstream education with respect to usage, performance levels and learning gains. Collected data include game playing logs for all students where playing behaviour, performance and progression data was analysed; class room and science centre observations where interaction, collaboration and communication was analysed, and on in-depth interviews with the teachers. Conclusion is that the game in combination with dedicated teachers can be very effective for students with intellectual disabilities, and can result in substantial gains in mathematical understanding and strategic thinking as well as in communication skills, given time and proper support.
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| 19. |
- Pareto, Lena, 1962-, et al.
(författare)
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Telehealth using 3D virtual environments in stroke rehabilitation : work in progress
- 2010
-
Ingår i: Proceedings of the 8th International Conference on Disability, Virtual Reality and AssociatedTechnologies. Viña del Mar/Valparaíso, Chile, 31 Aug. – 2 Sept.2010.. - 9780704915022 ; , s. 115-122
-
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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| 20. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Telehealth with 3D games for stroke rehabilitation
- 2011
-
Ingår i: International Journal on Disability and Human Development. - : De Gruyter. - 1565-012X. ; 10:4, s. 373-377
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores the feasibility of a novel telehealth system for stroke rehabilitation in a rural area in Sweden. It addresses two major problems of home-based rehabilitation: training motivation and frequent meetings. Three stroke subjects were equipped with 3D computer games workbenches, and were instructed to play with the hemiplegic upper extremity. On-line coaching meetings were performed using bidirectional audiovisual communication. The intervention led to clinical changes for all subjects. On-line coaching is promising, but not yet as effective as desired. However, a distance based approach using 3D games for upper extremity rehabilitation after stroke is feasible.
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| 21. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Virtual TeleRehab : A case study
- 2011
-
Ingår i: Studies in Health Technology and Informatics. - 0926-9630 .- 1879-8365. - 9781607508052 ; 169, s. 676-80
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Tidskriftsartikel (refereegranskat)abstract
- We examined the efficacy of a remotely based occupational therapy intervention. A 40-year-old woman who suffered a stroke participated in a telerehabilitation program. The intervention method is based on virtual reality gaming to enhance the training experience and to facilitate the relearning processes. The results indicate that Virtual TeleRehab is an effective method for motivational, economical, and practical reasons by combining game-based rehabilitation in the home with weekly distance meetings. © 2011 European Federation for Medical Informatics. All rights reserved.
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| 22. |
- Silvervarg, Annika, et al.
(författare)
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An Educational Math Game with a Teachable Agent and a Social Chat
- 2011
-
Ingår i: Artificial Intelligence in Education. - Berlin, Heidelberg : Springer. ; , s. 626-
-
Konferensbidrag (refereegranskat)abstract
- We present an educational math game, including a teachable agent and a social chat, that trains basic arithmetic skills with a focus on grounding base-ten concepts in spatial representations. It employs a board-game design with a variety of different sub-games, game modes and levels of difficulty. When a student has learnt to play one of the sub-games, she may teach it to her Teachable Agent (TA). In the observation mode the TA “watches” the student play and picks up on game rules and on the student’s responses to multiple-choice questions, such as “Why did you choose this card?” Proper (or improper) choices of cards and answers promote corresponding skills in the TA throughout the game. In the try-and-be-guided mode, the agent is allowed to propose cards. The student either accepts the agent’s suggestion or rejects it and exchanges the agent’s card for another one. Again the agent asks for the reasons for the student’s behaviour, using the multiple-choice format. In other words, the basic game with the TA contains a form of on-task conversation between agent and student. But the game architecture also has been extended with a chat where the student can engage in conversation with the TA, writing freely by means of the keyboard and bring up basically any topic in a chat-like manner. We refer to this as off-task conversation and distinguish within it between on-domain conversation and off-domain conversation, the former referring to chat conversation related to school, math, the math game, etc., and the latter to any other topic. One reason to include off-task conversation is to enrich the game and its motivational qualities for the age group in question (12-14 year olds). Another is to be able to explore whether such a conversational module can enable pedagogical interventions, such as supporting pupils math self efficacy and change negative attitudes toward math in general. Notably the on-task and off-task conversations have very different formats, but are still designed as two interrelated and complementary activities. A recent study [1] indicates that the added off-task conversation module can i) improve students’ game experience, ii) improve learning outcomes, and iii) engage learners in voluntary on-domain chat.
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| 23. |
- Sjödén, Björn, et al.
(författare)
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Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents
- 2011
-
Ingår i: AIED 2011 LNAI 6738. - Berlin, Heidelberg : Springer Berlin/Heidelberg. ; , s. 337-344, s. 337-344, s. 337-344
-
Konferensbidrag (refereegranskat)abstract
- The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.
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| 24. |
- Willermark, Sara, 1988-, et al.
(författare)
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Challenges of Achieving ICT Competent Teachers through Continuing Professional Development : Teachers' perspectives
- 2013
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Ingår i: Proceedings IRIS36. - Oslo : Akademika forlag. - 9788232104062 ; , s. 103-117
-
Konferensbidrag (refereegranskat)abstract
- This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school. Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences.
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