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- Sjödén, Björn, 1977-, et al.
(author)
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Aktivt lärande genom film
- 2021. - 1
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In: Framtidens Digitala Lärande i Skolan (FDLIS) – Ett unikt samverkansprojekt. - Halmstad : Högskolan i Halmstad. - 9789151982403 - 9789151982410 ; , s. 35-48
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Book chapter (peer-reviewed)abstract
- Praktiskt taget hundra procent av alla svenska ungdomar idag använder YouTube – en gigantisk källa till filmmaterial och kunskap som potentiellt skulle kunna användas mycket mer i skolan. Men lärande kräver aktiv bearbetning och att bara se på film är något i grunden passivt. Hur kan filmtittande göras till ett mer engagerande och meningsfullt inslag i undervisningen? I projektet Aktivt lärande genom film har vi undersökt hur filmtittande kan göras mer lärorikt med hjälp av det webbaserade verktyget Active Video Watching (AVW), som engagerar eleven att aktivt kommentera och bedöma innehållet i filmerna. I en unik fallstudie – den första av sitt slag i Sverige – har vi följt läraren från plane- ring till genomförande och utvärdering av ett helt undervisningsmoment med AVW. Därigenom fick läraren detaljerade översikter bland annat av vad eleverna tyckte var svårt, intressant eller otydligt. Elever som använde AVW lärde sig mer och läraren kunde anpassa sin undervisning på sätt som inte var möjliga i den vanliga klassrumsundervisningen.
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- Sjödén, Björn, 1977-, et al.
(author)
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Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?
- 2017
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In: Artificial Intelligence in Education. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783319614243 - 9783319614250 ; , s. 347-358
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Conference paper (peer-reviewed)abstract
- Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10–11), we analyzed data on students’ persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students’ challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students’ gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students’ motivation and ego-involvement in educational games. © Springer International Publishing AG 2017.
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- Sjödén, Björn, 1977-, et al.
(author)
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Computer Gaming and Academic Learning : Targeting the Role of Esport in School
- 2024. - 9
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In: Education Applications & Developments IX. - Lisbon : inScience Press. ; , s. 67-78
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Book chapter (peer-reviewed)abstract
- The role of computer games in school is a controversial topic.An increasing number of upper secondaryschools offer three-year programs with an “esport profile” within aesthetics and media. Marketingsuggests that esport can attract students who are interested inplaying computer games, but the scholasticvalue of esport remains to be clarified. Whereas “gamification”is an established term for transformingeducational and other formal practices into game-like activities, little has been saidabout its counterpart“schoolification”: how originally playful and informal practices are transformed to fit within schoolcurricula and syllabi for achieving academic goals. We discussthe relevance of esport in secondaryeducation, a working hypothesis isthat the potential benefitsof esport in academic learning is moreabouthowstudents learn thanwhatthey learn. Specifically, we present and discuss and propose howself-regulated learning (SRL) asa framework can facilitate skills transfer from esport to academiclearning. Using examples from multiplayer games, we elaborate on how co-regulation through socialinteraction can be used as a means for developing SRL. We conclude by suggesting how esport andeducational researchers may usethe SRL framework to address empirical questions about esport inrelation to academic studies.
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- Sjödén, Björn, 1977-, et al.
(author)
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Concept-Based Modeling as a Method Combining Digital and Analogue Means for Problem-Solving
- 2023
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In: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 22-37
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Conference paper (peer-reviewed)abstract
- In this paper we present Concept-Based Modeling (CBM), an innovative pedagogical method for problem-solving in engineering education, which combines analogue and digital tools. We outline the scientific rationale for CBM and discuss how it compares to traditional teaching with respect to optimizing the pedagogical value of both analogue and digital means. CBM is based on conceptual modeling of quantities derived directly from first principles and streamlined for the use of computer algebra systems (CAS). The method was evaluated in a pilot survey in a statics course for engineering students in their freshman year at Halmstad University. We conclude that CBM improves students’ problem-solving skills by the reciprocal action between conceptual understanding and modeling of a problem. Student evaluations suggest that CBM enables students to handle more realistic problems and that CAS as a professional tool prepares them for their future working life. Future studies will address CBM for more advanced courses, as the students’ knowledge develops over time. © 2022 The Authors.
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- Sjödén, Björn, 1977-, et al.
(author)
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Digital Innovations on Demand : Developing and Practicing a Pedagogy with Swedish preschool teacher students for improving play-&-learn apps
- 2021
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In: 30th EECERA Annual Conference.
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Conference paper (peer-reviewed)abstract
- We aimed to develop and practice an inclusive and democratic pedagogy for involving preschool teacher students in the design of play-&-learn apps that meet the educational objectives of the Swedish preschool curriculum. Previous research has highlighted that many alleged “educational apps” fail to meet basic criteria for promoting children’s learning (Ginsburg, Jamalian & Creighan, 2013; Hirsh-Pasek et al, 2015). Recent reviews suggest that common apps treat children as passive recipients of information (Tärning, 2018), whereas evidence from learning science (e.g. National Academy of Sciences, 2018) show that children’s active learning is promoted by their own efforts, control and exploration. From a sociocultural perspective on the performative nature of learning (Säljö, 2010) we employed the Double Diamond design process model (British Design Council, 2005) for organizing and conducting a researcher-led workshop for facilitating mutual exchange between students and professional app designers. Our approach combined perspectives on situated learning and joint participation (Lave & Wenger, 1991; Wenger, 1998) in which the three parties effectively formed a “community of practice” over one day. Students were introduced to the Double Diamond model, then worked in groups for developing prototypes for play-&-learn apps starring a popular children’s book figure. A consent form and information sheet was provided to the participating students, whose prototypes became the objects of analysis. The results provided concrete and visible examples of what preschool teacher students considered important for children’s learning activities with digital tools. This has important implications for developing students’ and teachers’ acquisition competence and for novel educational interventions.
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- Sjöden, Björn, 1977, et al.
(author)
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Is the truth in the details? Extended narratives help distinguishing false 'memories' from false 'reports'
- 2008
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In: EAPL, 2-5 juli 2008, Maastricht.
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Conference paper (peer-reviewed)abstract
- The present study examined the effects of fantasy proneness on false “reports” and false “memories”, of existent and non-existent footage of a public event. We predicted that highly fantasy prone individuals would be more likely to stand by their initial claim of having seen a film of the event than low fantasy prone participants when prompted for more details about their experiences. Eighty creative arts students and 80 other students were asked whether they had seen CCTV footage preceding the attack on Swedish foreign minister Anna Lindh up to, and including, non-existent footage of the actual moment of the attack. If affirmative, they were probed for extended narratives of what they claimed to have seen. Overall, 64% of participants provided a false “report” by answering yes to the initial question. Of these, 30% provided no explicit details of the attack, and a further 15% retracted their initial answer in their narratives. This left 19% of the sample who appeared to have false “memories” because they provided explicit details of the actual moment of the attack. Women scored higher than men and art students scored higher than other students on fantasy proneness, but there was no effect on levels of false reporting or false “memory”. Memories were rated more vivid and clear for existent compared to non-existent aspects of the event. In sum, these data suggest a more complex relationship between memory distortions and fantasy proneness than previously observed.
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| 9. |
- Sjöden, Björn, 1977, et al.
(author)
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Is the truth in the details? Extended narratives help distinguishing false “memories” from false “reports”
- 2009
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In: Scandinavian Journal of Psychology. ; 50, s. 203-210
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Journal article (peer-reviewed)abstract
- The present study examined the effects of fantasy proneness on false “reports” and false “memories”, of existent and non-existent footage of a public event. We predicted that highly fantasy prone individuals would be more likely to stand by their initial claim of having seen a film of the event than low fantasy prone participants when prompted for more details about their experiences. Eighty creative arts students and 80 other students were asked whether they had seen CCTV footage preceding the attack on Swedish foreign minister Anna Lindh up to, and including, non-existent footage of the actual moment of the attack. If affirmative, they were probed for extended narratives of what they claimed to have seen. Overall, 64% of participants provided a false “report” by answering yes to the initial question. Of these, 30% provided no explicit details of the attack, and a further 15% retracted their initial answer in their narratives. This left 19% of the sample who appeared to have false “memories” because they provided explicit details of the actual moment of the attack. Women scored higher than men and art students scored higher than other students on fantasy proneness, but there was no effect on levels of false reporting or false “memory”. Memories were rated more vivid and clear for existent compared to non-existent aspects of the event. In sum, these data suggest a more complex relationship between memory distortions and fantasy proneness than previously observed.
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| 10. |
- Sjödén, Björn, 1977-, et al.
(author)
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Modern visualiseringsteknik som verktyg för bättre språk- och begreppsutveckling
- 2021
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In: Framtidens Digitala Lärande i Skolan (FDLIS) – Ett unikt samverkansprojekt. - Halmstad : Halmstad University Press. - 9789151982403 - 9789151982410 ; , s. 139-154
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Book chapter (pop. science, debate, etc.)abstract
- Hur kan vi på ett effektivt och engagerande sätt använda visualisering för elever som ska lära sig nya begrepp och ett helt nytt språk? Vi ställde frågan mot bakgrund av forskning som visat att man lär sig språk bättre i konkreta och autentiska sammanhang. Med Virtual Reality eller virtuell verklighet (VR) kan man gestalta miljöer som är mer verklighetsliknande än tryckta läromedel och böcker. Dessutom kan VR-tekniken hjälpa eleverna med att rikta fokus mot just det de behöver lära sig och i miljöer som inte finns omedelbart tillgängliga i klassrummet. Här utvärderar vi hur VR-teknik användes i flera undervisningssituationer, med fokus på språkundervisningen för nyanlända elever med mycket basala kunskaper i svenska. Att träna ord i VR erbjöd nya möjligheter att engagera eleverna genom att de själva producerade arbetsmaterial och medverkade i virtuella rundturer. Resultatmässigt gjorde detta störst skillnad för elever som föredrog att arbeta med VR framför traditionella läromedel. Sist i rapporten följer en begreppsordlista som förklarar tekniska uttryck om VR i undervisningen.
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