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  • 151.
    Jonsson, Fatima
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Hansson, Karin
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Nilsson, Mats
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Activism as a pedagogical resource2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this text, the promises of activism as pedagogical resource in higher education are discussed. What are the pedagogical promises of activism in higher education? How can we as teachers create a space for activism when designing courses and in our teaching practices? Based on our experience as teachers, scholars, and activists in higher education, we propose that activism could be used as a pedagogical resource that cater for students’ engagement in the “real” world matters. It could be grounded in a pedagogy of hope, community, and collectivism. Activism in higher education is an act of resistance to dominant forces of capitalism, consumption, patriarchy, hyper-individualism and postcolonialism that historically have and still influence higher education. Used as a pedagogical resource it allows us to recognize students as well as ourselves as teachers and scholars as political subjects.

  • 152.
    Jonsson, Fatima
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Stockholm University.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Uppsala University.
    An interaction approach for norm-critical design analysis of interface design2014Ingår i: CaTaC’14: Culture, Technology, Communication: Celebration, Transformation, New Directions [online proceening], 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we argue for the need of a methodological framework for analysing the design of websites from a norm-critical perspective. Identifying some issues and challenges in previous studies on norms and values in interface design we suggest an approach for analysing norms in websites and user interfaces based on sociological and cultural perspectives on design. Approaching norms in interface design we understand design in terms of resources for interaction, involving four aspects of interaction: cultural representations, technology, interactivity, and context.

  • 153.
    Jonsson, Martin
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lärande genom designutforskande: En pedagogisk ansats för samverkan och social innovation inom högre utbildning2020Ingår i: NU2020: Hållbart lärande, Södertörns högskola, 2020Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Problembaserat lärande (PBL) är en vanlig undervisningsform inom såväl grundskola som högre utbildning. Inom PBL arbetar studenterna självständigt och lösningsorienterat med problem eller utmaningar som utgångspunkt. Denna undervisningsform lämpar sig därför bra för å ena sidan samverkansprojekt där man arbetar med externa utmaningar, och å andra sidan för att utforska samhällsutmaningar där fokus ofta ligger på hållbarhet eller socialt ansvarstagande. Trots att PBL är en väletablerad undervisningsform, kan den ibland upplevas som trubbig och underutvecklad från ett pedagogiskt perspektiv. 

    Inom vår utbildningspraktik har vi under många år arbetat med utbildningar i designmetodik, designtänkande och innovationspraktiker. I det arbetet har vi identifierat möjligheter att generalisera och överföra delar av dessa praktiker till andra domäner där man arbetar med PBL, samverkan och samhällsutmaningar. Ett intressant exempel är masterkursen “Challenges for Emerging Cities: Open Lab Multidisciplinary Project Course”, där studenter från en mängd olika discipliner från fyra olika universitet och högskolor använder designmetoder för att beforska och hitta kreativa lösningar på samhällsproblem formulerade av externa uppdragsgivare. 

    Som en del i arbetet med att utveckla dessa lärandeformer har vi tagit fram en pedagogisk modell - Lärande genom designutforskande (Design Inquiry Learning), där vi strävar efter att vidareutveckla befintliga problembaserade ansatser genom att arbeta fram en form av utforskningsbaserat lärande baserat på processorienterat och kreativt designutforskande. Central för modellen är designtänkande-metodik (Design Thinking), där ett kreativt förhållningssätt och problemlösningsmetoder inspirerade av professionella designers verksamhet används för att hitta lösningar på komplexa problem och samhällsutmaningar. Denna metod är speciellt lämplig för att ifrågasätta konventionella tankesätt, se nya möjligheter i strategiska sammanhang och att fokusera på att identifiera intressanta och hanterbara problem i ett större problemkomplex. Designers utgår som regel från ett användarperspektiv och experimenterar sig fram till insikter och lösningar med hjälp av praktiska metoder och verktyg för datainsamling, visualisering, idégenerering, testning och beslutsfattande. 

    Våra erfarenheter från ett flertal kurser på både grund-, avancerad-, och doktorandnivå visar att studenter som jobbar med denna typ av metoder snabbt skapar djup förståelse för och insikter inom komplexa problemområden, samt att metoderna ger stöd och struktur, inte bara för det praktiska arbetet utan även för lärprocesserna. Denna typ av arbetsformer ger även ett bra gränssnitt gentemot externa uppdragsgivare, med tydliga former för erfarenhetsutbyten och återrapportering. Ofta när designmetodik och designtänkande diskuteras inom utbildning, ligger fokus på förmåga till innovation och kreativa lösningar. En viktig poäng vi vill göra här är dock att sådana processer också kan fungera som medel till förståelse och kunskap om de problemdomäner som utforskas.

  • 154.
    Jonsson, Martin
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Kungliga Tekniska Högskolan.
    Ståhl, Anna
    SICS Swedish ICT.
    Mercurio, Johanna
    SICS Swedish ICT.
    Karlsson, Anna
    BORIS Design, Kowloon, Hong Kong.
    Naveen, Ramani
    SICS Swedish ICT.
    Höök, Kristina
    Kungliga Tekniska Högskolan.
    The aesthetics of heat: Guiding Awareness with Thermal Stimuli2016Ingår i: TEI '16 Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, New York: Association for Computing Machinery (ACM), 2016, s. 109-117Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we discuss the design process and results from a design exploration on the use of thermal stimuli in body awareness exercises. A user-study was performed on an interactive prototype in the form of an interactive heat mat. The paper brings forth an alternative understanding of heat as a design material that extends the common understanding of thermal stimuli in HCI as a communication modality to instead bring the aesthetic and experiential properties to the fore. Findings account for felt body experiences of thermal stimuli and a number of design qualities related to heat as a design material are formulated, pointing to experiential qualities concerning the felt body, subjectivity and subtleness as well as material qualities concerning materiality, inertia and heat transfer.

  • 155.
    Jonsson, Martin
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Tholander, Jakob
    Stockholm University, Stockholm, Sweden.
    Cracking the code: Co-coding with AI in creative programming education2022Ingår i: ACM International Conference Proceeding Series, Association for Computing Machinery , 2022, s. 5-14Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents a study of a group of university students using generative machine learning to translate from natural language to computer code. The study explores how the use of the AI tool can be understood in terms of co-creation, focusing on the one hand on how the tool may serve as a resource for understanding and learning, and on the other hand how the tool affects the creative processes. Findings show how the participants search for a 'correct' syntax in their instructions to the machine learning tool, and how the inconsistent and erroneous behavior can work as a way to generate clues and inspiration for generating creative expressions. The notion of friction is used to describe how systems like this can serve to both lower thresholds for programming, and also interfere with the creative processes, encouraging reflection and exploration of alternative solutions.

  • 156.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Södertörn University.
    Eishow, Clara
    Södertörns högskola.
    Primary school teachers experience of the digitalisation of teaching2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this study is to understand primary school teachers' experience of the ongoing process of digitalisation of teaching. The study is done in the Swedish context and includes eight interviews with teachers from six different municipal schools. The results showed that the teachers were positive toward integration of technology and that several of the teachers did perceive an increased use of digital teaching, which is in line with the recently revised school curriculum. However, they reveal a lack of prerequisites for digital teaching that can hinder the goals to be fully achieved, these are both internal and external character. Emphasizes among other things, the need to increase the elements of digital teaching in the teacher education programs, as well as offer competence development courses for active teachers.

  • 157.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Green, Anders
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Normark, Maria
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Students' perception of feedback using peer review as a pedagogical method to increase academic writing skills in higher education2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study explores how students within higher education perceive different types of peer review feedback and how that feedback affects their learning. The study builds on a previous paper [1] where the Blackboard peer assessment tool was used, and compared three feedback conditions: positive, mixed, and negative. The findings strongly indicated that students preferred negative feedback, corresponding to earlier research showing that experienced students seem to benefit from negative feedback [2].

    To explore the students perception on feedback, we designed an academic course to incorporate peer review assessment. The course was held during autumn 2018 and included 75 bachelor students. Students were required to individually complete a set of four review assignments using the school’s learning management system, ITs learning (ITs). Each of the four peer review assignments were designed to represent a different approach to feedback. The first assignment instructed the students to only give positive feedback in the review process; e.g., “choose three things that are positive”. The second assignment had instructions without suggesting valence in the feedback and asked the students to “examine how the argumentation is included in the text”. The third assignment instructed the students to provide negative feedback, by asking them to “point towards at least three areas for improvement”. The fourth assignment instructed the students to validate the feasibility of a written research proposal by their study peer, again without suggesting a valence of positive or negative. By consciously designing the four peer review assignments to produce specific kinds of feedback, we aimed to learn more about how the students experience such different types of peer review.

    Based on focus group interviews, we have so far found that the students perceive it harder to give positive compared than negative feedback. They also perceive giving feedback, rather than receiving feedback, as a more important experience in learning. The latter will be especially interesting when compared against earlier research [3] which showed that providing peer feedback had several potential learning benefits for the provider. A preliminary finding of our study is that the transition from earlier levels of design critique during digital development projects to academically founded criticism and review requires careful instructions and pedagogic considerations. In order to further evaluate the students' experience, a questionnaire will be distributed at the end of the course (end of Oct. 2018).

    The findings presented in this study aim to work as a backdrop for future discussions about how to design peer-review assignments in higher education to increase students’ academic literacy.

    References:

    [1] Kidd, J., Hankins, M., “The effects of peer review in students learning: a comparison of positive and negative feedback.”. 10th International Technology, Education and Development Conference, Valencia, Spain, March 7-9, 2016.

    [2] Fishbach, A., Eyal, T., & Finkelstein, S. R., “How positive and negative feedback motivate goal pursuit.” in Social and Personality Psychology Compass, 4(8), 517-530, 2010.

    [3] Van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R. J., “Exploring the value of peer feedback in online learning for the provider.” in Educational Research Review, 20, 24-34, 2017.

  • 158.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Jää-Aro, Kai-Mikael
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    The Immeasurable Math Homework: When digital education resources are put to use2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This ongoing case study examines the use of a subscription-based digital educational resource for mathematics learning. In this case, the digital resource Skolplus (https://skolplus.se/), is used by over 60% of Sweden's primary schools and contains both exercises, games, and printed material for the primary school year FK-6. In this study, we explore how the application is perceived by teachers, parents, and students (ages 7-8). We are specifically interested in what kind of digital features our user groups perceive as important and useful. Likewise, we want to know which expectations of use were not incorporated and why. Teachers' intentions are compared with parents' descriptions of what children do in Skolplus when they use it at home, as well as where dissonance occurs during use.

    While previous research has shown that digital technologies enable for example representation of objects to improve mathematical learning processes, see for example Young (2017), less attention has been paid to the use of subscription-based digital solutions. One of those that has drawn attention specifically to primary schools' use of online platforms for learning mathematics is Darragh and Franke (2021) showing that "...schools face pressure to provide mathematics programs that are at the same time traditional, modern, high-tech and balanced." Based on previous research, as well as data collected during this ongoing case study, preliminary findings include the use of subscription-based solutions for mathematics learning and the role of homework. The study aims to contribute to technology-related mathematics teaching.

  • 159.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Jää-Aro, Kai-Mikael
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Mutvei Berrez, Ann
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.
    The implementation of digital tools in teaching: A qualitative case study at a swedish primary school2019Ingår i: EDULEARN19 Proceedings, 2019, s. 2382-2387Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

    This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

    In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

    Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

    References:

    [1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

    [2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

    [3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

    [4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

  • 160.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Landwehr Sydow, Sophie
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Tackling Digital Competence - Probing Toolkits in Teacher Education2020Ingår i: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020, Valencia: International Association for Technology, Education and Development, 2020, s. 3606-3613Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This study presents results from a programming day initiative that was developed to increase digital competence among teacher students. The results show an increased understanding of materials and toolkits available, but also gather data on the teacher students own perceived digital competence and how it changed through a hands-on workshop setting. The presented case exemplifies how even a limited deployment of toolkits in teachers’ education can help problematize complex issues and provide a low threshold entry to demands around digitization.

  • 161.
    Jukala, Elina
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Nowik, Paulina
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    "Nej tack,mina lampor får vara dumma ett tag till.”: En kvalitativ studie om användarnas attityd till Internet of Things2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Internet of Things förutspås bli ett stort växande fenomen i världen. De rapporter om dess framväxt som hittills presenterats verkar dock till viss del ha presenterat siffror som inte stäm- mer överens med verkligheten. I denna uppsats har användares diskussion kring attityd till och åsikter om fenomenet observerats genom olika diskussionsforum på internet. Uppsatsens diskussionsdel presenterar en sammanfattning från uppsatsens resultat och analys som visar på bidragande faktorer till studiens deltagares vilja till adoption av IoT-tekniken. Tio olika fo- rum har studerats med resultatet att IoT som fenomen idag inte lyckas täcka de behov som an- vändare har. Däremot tror deltagarna att tekniken kommer växa sig större och att den har pot- ential till att bli en större del av samhället och människans vardag om den utvecklas på rätt sätt.

    Totalt har 191 kommentarer från 124 olika deltagare på 10 olika forum och kommentarsfält samlats in och analyserats. Kommentarerna går tillbaka till augusti 2018.

    Ladda ner fulltext (pdf)
    fulltext
  • 162.
    Jää-Aro, Kai-Mikael
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Programmeringsspråk2021Ingår i: Introduktion till medieteknik / [ed] Falkenberg Josefsson, Pernilla ; Wiberg, Mikael, Lund: Studentlitteratur AB, 2021, s. 227-247Kapitel i bok, del av antologi (Refereegranskat)
  • 163.
    Jää-Aro, Kai-Mikael
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Josefsson, Pernilla
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Mutvei Berrez, Ann
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.
    Professional development for ICT-based teaching2020Ingår i: Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 14, s. 1722-1727Konferensbidrag (Refereegranskat)
    Abstract [en]

    Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership.

    Ladda ner fulltext (pdf)
    fulltext
  • 164.
    Kaipainen, Mauri
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Hautamäki, A.
    University of Helsinki, Helsinki, Finland.
    Analysis and synthesis with a three component inferential system: Augmenting the explanatory scope of conceptual spaces2017Ingår i: Artificial Intelligence and Cognition 2016: Proceedings of the 4th International Workshop on Artificial Intelligence and Cognitionco-located with the Joint Multi-Conference on Human-Level Artificial Intelligence (HLAI 2016) / [ed] Antonio Liet; Mehul Bhatt; Alessandro Oltramari; David Vernon, 2017, s. 124-137Konferensbidrag (Refereegranskat)
    Abstract [en]

    The study introduces a model of analysis and synthesis, respective abductive and deductive reasoning, using the three-component inferential system, which is constituted by a perspective-relative augmentation of Gärdenfors's theory of Conceptual Spaces (CS). A general formulation of Perspective, based on our earlier work, corresponds to prioritization among property dimensions. Instead of assuming one conceptual space as in the CS, a distinction is made between the high-dimensional description of the discourse/domain termed Ontospace, and the two-dimensional perspectival space onto which a Perspectiverelative hierarchical conceptualization is projected, referred to as the Perspectival Space. In this setting, deduction is the inference of Perspective-relative conceptualization of the ontospace, while abduction is the reasoning of the Perspective that accounts for a given conceptualization of the ontospace, given in a form of a target cluster This model is articulated on an abstraction level beyond algorithmic implementation.

  • 165.
    Kaipainen, Mauri
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Hautamäki, Antti
    Helsingfors universitet.
    A Perspectivist Approach to Conceptual Spaces2015Ingår i: Applications of Geometric Knowledge Representation: The Case for Geometric Knowledge Representation / [ed] Zenker, F. & Gärdenfors, P., Dordrecht: Springer, 2015, s. 245-258Kapitel i bok, del av antologi (Refereegranskat)
    Ladda ner fulltext (pdf)
    Kaipainen & Hautamäki 2015
  • 166.
    Kaipainen, Mauri
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Pitkänen, O.
    Hanken School of Economics, Helsinki, Finland.
    Human-controlled iterative subclustering analysis2017Ingår i: Proceedings IEEE BigData 2017, Boston, MA: IEEE, 2017, s. 4754-4756Konferensbidrag (Refereegranskat)
    Abstract [en]

    The accumulation and use of data are rapidly expanding. With it, new kinds of interactions emerge that go beyond traditional data analytics, to the point at which a whole new research area of human-data interaction is has been suggested. Our study reconsiders cluster analysis from this point of view. We aim to redesign the process to be more interactive and transparent for purposes beyond conventional data analysis. We address the core issue of cluster analysis, namely what criteria are to determine the homogeneity of a cluster by means of breaking the algorithm into a sequence of explorative subdivisions proceeding as a human-data dialogue. The system provides the human agent with a heuristic. It is formed by sorting the variables of the data set by descending orthogonality against the variable that was applied as the subdivision criterion of the previous iteration. This allows minimizing redundancy of the analysis while securing distinctions relevant for the analytic intention and contextuality, which go beyond the reach of algorithmic decision. The proposed method constitutes a quick and intuitive access to data mining, facilitating new insights and identifying actionable generalizations.

  • 167.
    Karlsson, Simon
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Olsson, Ottilia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Normark, Maria
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    "I feel like I’ve never really achieved it": A critical analysis of persuasive design patterns in mindfulness applications2022Ingår i: Nordic Human-Computer Interaction Conference (NordiCHI ’22): October 08–12, 2022, Aarhus, Denmark, New York: Association for Computing Machinery (ACM), 2022, artikel-id 61Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper examines experiences of mindfulness and meditationapplications for handling stress and emotional strain. We presenta qualitative interview study. The analysis focuses particularly onthe role of persuasive functions in the applications, such as notifications,history tracking, maintaining a daily streak, etc. Theresults suggest that persuasive design patterns can interfere withthe original user needs. While providing some advantages for supportingthe establishment of a meditation habit, persuasive designpatterns also create friction between the application and the users’intentions to reduce stress. We critically examine how persuasivedesign patterns, intended for increasing performance and personalimprovement, may affect the users of meditation apps. Finally, wediscuss how persuasive design patterns in the major meditationapps have been instrumental in recontextualizing meditation froma spiritual practice to a productivity practice.

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  • 168.
    Karlén, Jonathan
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Sandell, Oscar
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Visualization in games: How is health and health-changes visualized in games?: An analysis of game graphics in current games2020Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Följande studie ämnar att undersöka hur spel från senaste tiden (2014 - 2018) visualiserar hälsa och hälsoförändringar, med ett fokus på spelarkaraktärens hälsa, när spelarkaraktären tar skada och GUI. 50 spel kodades via s.k. “gameplay” videor på YouTube och har sedan blivit analyserade. Koderna var sedan grupperade baserad på mönster och teori. Dessa grupper var sedan undersökta med andra studier och speldesign sedvänjor.

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  • 169.
    Karpinska, Justyna
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Designing tangible play objects for toddlers’ open-ended play using multimodal feedback and multisensory stimuli2017Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Designing tangible objects for children’s development andlearning has been a common theme in the HCI community.However, studies involving designing of tangibles fortoddlers’ hedonic interaction and play experiences havebeen few. This paper explores how toddlers (between oneand three years old) behave when interacting with tangibleplay objects in the context of open-ended play. The aim ofthis study was to explore how the integration ofmultisensory stimuli and multimodal feedback in tangibleobjects can affect toddlers’ play, behaviors and engagementin the context of open-ended play. Furthermore, two playobjects called Sound Cubes were developed and used in aninteraction study conducted at a preschool in Stockholm.The results presented in this paper suggest that the openendedplay objects provided toddlers with opportunity formultiple manipulations that lead to interesting interactions.Moreover, multimodal feedback and multisensory stimulicreated a positive affect on toddlers’ engagement in play.

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  • 170.
    Kashif, Yamaan
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Non-playable characters' peripheral effect in relation to narrative and worldbuilding in video games2023Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Målet med denna studie är att ta reda på hur icke-spelbara karaktärer (NPC) på sitt eget underordnade, sätt bidrar till narrativet och världsbyggandet av ett videospel. En prototyp av ett digitalt rollspel (RPG) skapades för just denna studie, för att undersöka och mäta effekten som NPCer kan ha på världsbyggnaden och narrativet i ett videospel.

      Deltagare rekryterades för testning av prototypen följt av semistrukturerade intervjuer. Intervjuerna analyserades sedan och en slutsats om hur NPCer påverkar narrativ och världsbyggnad nåddes, att det påverkas inom områden liksom att förebåda framtida händelser och tillföra liv i världen med kultur och personliga identiteter.

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  • 171.
    Kassman, Elsa
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    It’s Alive! Smart Things for Gaming Chairs: Exploring Animism as a Resource for Building Relations2022Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In this project, the intersection between animism and smart things is being explored, with a special focus on gaming chairs. Integrated sensors and actuators become an opportunity to create interactivity and autonomous behaviour which creates illusions of life. Gaming chairs are interesting to explore because it’s a piece of furniture that is often and well used, for longer periods at a time, allowing a space to create a personal relationship between the human user and the chair. With the goal to develop design beyond the current norms of interactions and relationships between the user and belongings in their home this project uses Research Through Design, Speculative Design, Animism and Posthumanism. By transferring insights of visual expressions, capabilities of beloved belongings, familiar interactions and behaviours to a non-living entity combined with technology and smart things as a contributor for animistic expression - this project proposes that it is possible to create an illusion of life and for humans to develop a relationship to a non-human entity. The actuators applied on the conceptual gaming chair affected the participants testing it - the participants seemed to care for the chair and perceived it to be an extension of themselves. 

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  • 172.
    Katzeff, Cecilia
    et al.
    Interactive Institute / KTH.
    Broms, Loove
    KTH.
    Jönsson, Li
    Denmark Design School.
    Westholm, Ulrika
    Interactive Institute.
    Räsänen, Minna
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Exploring sustainable practices in workplace settings through visualizing electricity consumption2013Ingår i: ACM Transactions on Computer-Human Interaction, ISSN 1073-0516, E-ISSN 1557-7325, Vol. 20, nr 5, s. 31-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    People's domestic habits are increasingly being targeted to reduce levels of CO2 emissions. Whereas domestic energy consumption has received a lot of attention with several reported studies on sustainable practices, there are very few studies on workplace practices. Nevertheless, these are considered as having much potential for reducing energy consumption. This article presents the findings from two field studies where two different types of prototypes for visualizing energy use were designed, implemented and evaluated in different types of workplace settings - factories and offices. The studies used design probes to explore how visual feedback for electricity use was interpreted and acted upon by employees in work settings. A striking observation was that it is very difficult to get people to change to more pro-environmental behavior and practices in a workplace environment. The article discusses why this might be the case.

  • 173.
    Kauttonen, Janne
    et al.
    Aalto University School of Arts, Design and Architecture, Finland.
    Kaipainen, Mauri
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Tikka, Pia
    Aalto University School of Arts, Design and Architecture, Finland.
    Model of Narrative Nowness for Neurocinematic Experiments2014Ingår i: 5th Workshop on Computational Models of Narrative : CMN'14, July 31–August 2, 2014 / [ed] Mark A. Finlayson and Jan Christoph Meister and Emile G. Bruneau, Saarbrücken/Wadern: Dagstuhl Publishing , 2014, Vol. 41, s. 77-87Konferensbidrag (Refereegranskat)
    Abstract [en]

    Cognitive neurosciences have made significant progress in learning about brain activity in situatedcognition, thanks to adopting stimuli that simulate immersion in naturalistic conditions insteadof isolated artificial stimuli. In particular, the use of films in neuroscientific experiments, aparadigm often referred to as neurocinematics, has contributed to this success. The use ofcinematic stimuli, however, has also revealed a fundamental shortcoming of neuroimaging studies:The lack of conceptual and methodological means to handle the viewers' experience of narrativeevents in their temporally extended contexts in the scale of full cinematic narrative, not tomention life itself. In order to give a conceptual structure to the issue of temporal contexts,we depart from the neurophenomenological approach to time consciousness by neurobiologistFrancisco Varela, which in turn builds on Husserl's phenomenology of time. More specifically, wewill discuss the experience of narrative tension, determined by backward-looking conceptualizingretention, and forward-looking anticipatory protention. Further, this conceptual structure isbuilt into a preliminary mathematical model, simulating the dynamics of decaying and refreshingmemory traces that aggregates a retentive perspective for each moment of nowness, which in turnmay trigger anticipations for coming events, in terms of Varela and Husserl, protentions. Thepresent tentative mathematical model is constructed using simple placeholder functions, with theintention that they would eventually be replaced by models based on empirical observations onthe psychological capabilities that support narrative sensemaking. The final goal is a model thatsuccessfully simulates the way how the memory system maintains narrative tension beyond thetransient nowness window, and thereby allows mappings to observed brain activity with a richtemporal system of narrative contexts.

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  • 174.
    Khazanehdarloo, Aryan
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Mohamed, Karim
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    The Impact of Diegetic and Non-diegetic User Interfaces on the Player Experience in FPS Games2022Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I den här studien utvecklades en spelprototyp för att undersöka effekterna av diegetiska och icke-diegetiska gränssnitt på två aspekter av spelupplevelse i samband med videospel, spelsvårighetsgrad och fördjupning. Totalt deltog 10 deltagare i en spelsession där prototypen spelades, vilket följdes av semistrukturerade intervjuer där deltagarna diskuterade sin spelupplevelse. De transkriberade intervjuerna analyserades sedan med en tematisk analysmetod för att hitta återkommande mönster i relation till deltagarnas upplevd svårighetsgrad och fördjupning. Resultaten av denna studie visade att diegetiska gränssnitt upplevdes som svårare men mer fördjupande i allmänhet, medan motsatsen gällde för icke-diegetiska gränssnitt.

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  • 175.
    Kiltoft, Casandra
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Sevelin, Simona
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Smarta upplevelser inom regional turism och destinationsutveckling: En fallstudie av nuläge och möjligheter kring teknisk mediering och turistupplevelser i Nyköping2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna uppsats beskriver smart turism, undersöker utvecklingsmöjligheter på tekniskt medierade upplevelser och framställer en fallstudie av Nyköping som turistdestination med ett inbäddat fall Nyköpingshus. Studien baseras på en empirisk forskningsstrategi med kvalitativa undersökningsmetoder. Angreppssättet har en explorativ karaktär med fem olika kvalitativa datainsamlingstekniker. Studiens ramverk tar form i tre kompletterande perspektiv – leverantör, tjänst och konsument.

    Syftet med studien är att bidra med ny kunskap om smart turism och utvecklingsmöjligheter med tekniskt medierade upplevelser. Undersökningen skapar en helhetsbild av Nyköpings och Nyköpingshus nuläget och avslutar med ett nyläge samt identifierar hur smart turism i samband med tekniskt medierade upplevelser kan stödja nytt värdeskapande hos konsumenterna på en turistdestination.

    Undersökningen visar att smart turism beskrivs som ett paraplybegrepp som omfattar alla integrerade insatser på en turistdestination för att samla in, forma och kontrollera data som kommer från fysisk infrastruktur, sociala kontakter, statliga eller verksamhetskällor och mänskliga sinnen. För att utveckla en framgångsrik smart turistdestination krävs det tillgång till nödvändiga resurser och besökarnas engagemang genom tekniskt medierade upplevelser. De värdehöjande faktorerna av smarta turistupplevelser som ökar vinsten och prestige för destinationen är turistattraktioner, tillgänglighet, faciliteter, aktiviteter och tillhörande tjänster som medieras genom teknik.

    Den genomförda studien påvisar att Nyköping och Nyköpingshus har alla förutsättningar att bli ”smartare” i samband med tekniskt medierade turistupplevelser som skulle gynna alla parter – både turister och turistdestinationer.

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  • 176.
    Kjellqvist, Tomas
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Miljövetenskap.
    Rodela, Romina
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Miljövetenskap.
    Mutvei, Ann
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Articulating Voices of the Young: How to bring youth into contemporary planning and governance?2022Ingår i: PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society (ISDRS) 2022: Sustainable Development and Courage: Culture, Art and Human Rights / [ed] Dobers, P.; Gawell, M.; Gärde, J.; Silfverskiöld, S., Stockholm: Södertörns högskola, 2022, s. 1160-1169Konferensbidrag (Refereegranskat)
    Abstract [en]

    The youth movement “Fridays for Future” has spurred new interest from the research community aboutthe way in which young people engage in politics and governance of social and physical environment.The recent wave of youth activism originated from school strikes concerning the failure of the adults totake any serious measures against climate change. Over the past two years, there is a growing researchinterest to study how youth articulate their concerns about the present and the future, and how adults payattention to these, and act on these demands in practical terms e.g., if, and how these translate into currentsocial and political affairs. Youth research trending in the last decades has investigated why youth politicalorganizations fail to attract young people. Researchers have investigated the ways in which young peopleengage politically e.g. via social media, rather than being loyal to traditional political parties. Much ofthis literature is research done on the young, but more recently a new strand of research has been emergingwhere researchers work with the young, in order to gain a better understanding of how social and politicalengagement can be articulated.

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  • 177.
    Kobayashi, Kenji
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Svensson, Victor
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Relationshantering på Instagram: En fallstudie om tre restaurangverksamheters förvaltning av kundrelationer genom sociala medier2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Skribenterna till denna kandidatuppsats har undersökt kundrelationshantering (CRM) på Instagram, ur ett företagsperspektiv. Studien syftar till att identifiera hur Instagrams funktioner påverkar etablerade teorier gällande CRM. Idag förväntas många företag att etablera sig på sociala medier som i sin tur gynnas av genomtänkta strategier av arbete med CRM.

    Studien genomfördes genom en kvalitativ fallstudie där tre restaurangverksamheter har undersökts. Detta för att bidra till en grundläggande förståelse över hur de tre verksamheterna tillämpar Instagrams funktioner i sitt arbete med CRM.

    I resultatet presenteras verksamheternas tillämpning av Instagrams funktioner i relation till CRM. Vidare analyserades och kategoriserades Instagrams funktioner efter de kommunikativa teorierna. Därefter ställdes tillämpningen av funktionerna mot de fyra aspekterna av CRM som studien berör.

    Avslutningsvis formulerades slutsatser kring hur Instagrams funktionalitet påverkar CRM och hur de tre restaurangerna kan förvalta kundrelationer på plattformen.

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  • 178.
    Koenitz, Hartmut
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Reflecting in Space on Time: Augmented Reality Interactive Digital Narratives to Explore Complex Histories2021Ingår i: Augmented and Mixed Reality for Communities / [ed] Joshua A. Fisher, Boca Raton: CRC Press, 2021, s. 165-180Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This article discusses the state of AR, which is nearing its ubiquity moment, and is a breakthrough technology whose availability is taken for granted. On this backdrop, the author considers the problem of representing complex situations with AR and proposes the addition of interactive digital narratives as a solution, explaining the specific advantages of such an approach. In order to show the application of this approach, the article uses the example of a complex historical situation-that of the Free City of Danzig in the first half of the 20th century. The article applies this example in a multi-step design process during the pre-production phase in order to select a fitting type of AR Interactive Digital Narrative for a given project.

  • 179.
    Koenitz, Hartmut
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Understanding Interactive Digital Narrative: Immersive Expressions for a Complex Time2023Bok (Refereegranskat)
    Abstract [en]

    This remarkably clearly written and timely critical evaluation of core issues in the study and application of interactive digital narrative (IDN) untangles the range of theories and arguments that have developed around IDN over the past three decades.

    Looking back over the past 30 years of theorizing around interactivity, storytelling, and the digital across the fields of game design/game studies, media studies, and narratology, as well as interactive documentary and other emerging forms, this text offers important and insightful correctives to common misunderstandings that pervade the field. This book also changes the perspective on IDN by introducing a comprehensive conceptual framework influenced by cybernetics and cognitive narratology, addressing limitations of perspectives originally developed for legacy media forms. Applying its framework, the book analyzes successful works and lays out concrete design advice, providing instructors, students, and practitioners with a more precise and specific understanding of IDN.

    This will be essential reading for courses in interactive narrative, interactive storytelling, and game writing, as well as digital media more generally.

  • 180.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Barbara, J.
    Saint Martin’s Institute of Higher Education, Malta.
    Eladhari, M. P.
    Stockholm University, Sweden.
    Interactive digital narrative (IDN): new ways to represent complexity and facilitate digitally empowered citizens2022Ingår i: New Review of Hypermedia and Multimedia, ISSN 1361-4568, E-ISSN 1740-7842, Vol. 28, nr 3-4, s. 76-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this overview paper, we consider interactive digital narratives (IDN) as a means to represent and enable understanding of complex topics both at the public level (e.g. global warming, the COVID-19 pandemic, migration, or e-mobility) and at the personal level (trauma and other mental health issues, interpersonal relationships). We discuss scholarly, artistic, and non-fiction approaches to complexity, point out limitations of traditional media to represent complex issues, and describe the foundational advantages of IDN in this regard, using the SPP model as a conceptual lens. Then, we describe the problem space of IDN for complexity, and what aspects need further work in order to more fully realise the potential of IDN to represent complex topic in education and public communication. 

  • 181.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Barbara, J.
    Saint Martin’s Institute of Higher Education, Malta.
    Eladhari, Mirjam Palosaari
    Stockholm University, Sweden.
    Interactive Digital Narratives (IDN) as Representations of Complexity: Lineage, Opportunities and Future Work2021Ingår i: Interactive Storytelling: 14th International Conference on Interactive Digital Storytelling, ICIDS 2021, Tallinn, Estonia, December 7–10, 2021, Proceedings / [ed] Alex Mitchell; Mirjam Vosmeer, Cham: Springer, 2021, s. 488-498Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this overview paper, we consider interactive digital narratives (IDN) as a means to represent and enable understanding of complex topics both at the public level (e.g. global warming, the COVID-19 pandemic, migration, or e-mobility) and at the personal level (trauma and other mental health issues, interpersonal relationships). We discuss scholarly approaches to complexity, limitations of traditional media to represent complex issues, and describe the potential of IDN in this regard and what aspects need further work in research and beyond, which serve as the starting point for the EU COST action INDCOR.

  • 182.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Barbara, Jonathan
    Saint Martin’s Institute of Higher Education, Ħamrun, Malta.
    Bakk, Agnes Karolina
    Moholy-Nagy University of Art and Design, Budapest, Hungary.
    An Ethics Framework for Interactive Digital Narrative Authoring2022Ingår i: The Authoring Problem: Challenges in Supporting Authoring for Interactive Digital Narratives / [ed] Hargood, Charlie; Millard, David E.; Mitchell, Alex; Spierling, Ulrike, Cham: Springer, 2022, s. 335-351Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Interactive Digital Narrative (IDN) provides expressive opportunities that can be applied to many serious and non-fiction topics. Such applications, in particular, but also fictional IDN, have an ethicalEthics (ethical) dimension, an aspect in need of increased attention as IDN matures and is more widely deployed. In this chapter, we identify aspects of IDN ethicsEthics (ethical) with a particular concern for IDN authoring, taking into account earlier efforts in related areas, such as more generalized perspectivesPerspective on ethicsEthics (ethical) in computer sciences and considerations pertaining to video games. We use IDN for cultural heritage as a frame for discussing ethical aspects in IDN, since this application area is particularly prone to issues in this regard. Furthermore, we put a focus on VRVirtual Reality (VR), as a topic that most fully divorces audiences from the outside world during the IDN experience and thus poses particular ethicalEthics (ethical) challenges for authoring. Throughout the discussion, we identify questions that an IDN ethics framework needs to address. Then, we introduce such a framework with 12 rulesRules and briefly discuss their application. The IDN ethics framework is meant to be as a first edition, to be further developed by the community.

  • 183.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Eladhari, Mirjam Palosaari
    Stockholm University, Sweden.
    Approaches Towards Novel Phenomena: a Reflection on Issues in IDN Research, Teaching and Practice2022Ingår i: Interactive Storytelling: 15th International Conference on Interactive Digital Storytelling, ICIDS 2022, Santa Cruz, CA, USA, December 4–7, 2022, Proceedings / [ed] Mirjam Vosmeer; Lissa Holloway-Attaway, Cham: Springer, 2022, s. 441-454Konferensbidrag (Refereegranskat)
    Abstract [en]

    What happens when scholars approach novel phenomena such as Interactive Digital Narrative (IDN)? How can we be certain that theoretical frameworks, analytical approaches, and vocabulary are adequate,which means that they are able to fully describe the specific characteristics of the novel phenomena? The same goes for approaches in the practice - how can we be sure that the chosen design methods enable the use of the full expressive potential of a novel phenomena? Furthermore, we ask how we can critique and improve categories and approaches? We reflect on how theory and analytical approaches have been produced so far, identify issues with the current practice, consider alternatives and propose a number of measures to improve the situation. Amongst them are increased efforts on the meta-level in terms of theoretical development and reflective works which concern themselves with the further development of the field, iterative approaches towards theory and method, a more critical approach in education, multi-method analysis, and dynamic representations.

  • 184.
    Koenitz, Hartmut
    et al.
    HKU University of the Arts Utrecht, Utrecht, The Netherlands.
    Eladhari, Mirjam Palosaari
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Challenges of IDN Research and Teaching2019Ingår i: Interactive Storytelling: 12th International Conference on Interactive Digital Storytelling, ICIDS 2019, Little Cottonwood Canyon, UT, USA, November 19–22, 2019, Proceedings / [ed] Cardona-Rivera R., Sullivan A., Young R., Cham: Springer, 2019, s. 26-39Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, we react to developments that frame research in interactive digital narrative (IDN) as a field of study and potential future academic discipline. We take stock of the current situation, identify issues with perception and point out achievements. On that basis we identify five critical challenges, areas in need of attention in order to move the research field forward. In particular we discuss the dependency on legacy analytical frameworks (Groundhog Day), the lack of a shared vocabulary (Babylonian Confusion), the missing institutional memory of the field (Amnesia), the absence of established benchmarks (No Yardstick) and the overproduction of uncoordinated and quickly abandoned tools (Sisyphus). For each challenge area, we propose ways to address these challenges and enable increased collaboration in the field. Our paper has the aim to both provide orientation for newcomers to the field of IDN and to offer a basis for a discussion of future shared work.

  • 185.
    Koenitz, Hartmut
    et al.
    HKU University of the Arts Utrecht, Utrecht, The Netherlands.
    Eladhari, Mirjam Palosaari
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Ludocriticism: Steps Towards a Critical Framework for Games2019Ingår i: DiGRA '19 - Abstract Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix, 2019Konferensbidrag (Refereegranskat)
  • 186.
    Koenitz, Hartmut
    et al.
    HKU University of the Arts Utrecht, Utrecht, The Nederlands.
    Eladhari, Mirjam Palosaari
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Teaching Game System Building as an Artistic Practice2019Ingår i: Teaching Games: Pedagogical Approaches: DiGRA 2019 Pre-Conference Workshop, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this vision paper, we posit ‘game system building’ as a paradigm for game design. Inspired by earlier perspectives on cybernetic art and generative art we consider the creation of dynamic game systems as an artistic practice where the consideration of complex and often unpredictable behavior and effects are as foundational as the individual elements (rules, graphics, characters, UI etc.). The perspective of ‘game system building’ has important implications for the education of designers and games scholars. In this paper, we introduce the paradigm and its lineage and propose an educational approach that reflects ‘game system building’.

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  • 187.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Eladhari, Mirjam Palosaari
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Stockholm University, Sweden.
    When Has Theory Ever Failed Us?: Identifying Issues with the Application of Theory in Interactive Digital Narrative Analysis and Design2023Ingår i: 16th International Conference on Interactive Digital Storytelling / [ed] Lissa Holloway-Attaway; John Murray, Cham: Springer Nature, 2023, Vol. 14383, s. 21-37Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, we discuss how theories can fail us in analysis and design of interactive digital narrative (IDN) works. We demonstrate a range of theoretical failures using the milestone IDN work Façade. To this end, we demonstrate the effect of different theoretical lenses, treating Façade as an interactive drama, as a game, as a work of hypertext fiction, and as general IDN work. We identify different types of theory failures with regards to analysis, creation and audience reception: miscatogorization, blind transfer, bogus theory, semantic creep, analytical blur, out of date, lack of problematization, fallacy of universality, analysis-productive mistakes, inappropriate conventions, out of context, over-pragmatization, and setting the wrong expectations for audiences. Finally we propose a way to prevent theoretical failures and call for more work in this respective area.

  • 188.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. University of Amsterdam, Netherlands; Trinity College Dublin, Ireland.
    Holloway-Attaway, Lissa
    University of Skövde, Sweden.
    Perkis, Andrew
    Norwegian University of Science and Technology, Norway.
    Editorial: Interactive digital narratives representing complexity2023Ingår i: Frontiers in Virtual Reality, ISSN 2673-4192, Vol. 4, artikel-id 1132785Artikel i tidskrift (Övrigt vetenskapligt)
  • 189.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Roth, C.
    HKU University of the Arts Utrecht, Netherlands.
    Mekler, E.
    IT-University of Copenhagen, Denmark.
    Alternate realities in interactive digital narratives – understanding and improving design and prosocial effects through empirical methods2024Ingår i: Multimedia tools and applications, ISSN 1380-7501, E-ISSN 1573-7721, Vol. 83, s. 46757-46778Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Interactive digital narratives (IDNs) create alternate realities using both fictional and non-fiction material. The interactive aspect of IDN turns audiences into participants and enables the exploration of alternative perspectives and actions within a single artifact. Such multifaceted representations make IDN a vehicle for representing complex issues, a crucial capability at a time when the limits of traditional narrative media to adequately represent complex issues such as climate change become apparent. Conversely, properly evaluated, generalized knowledge about how exactly IDNs engage and influence us and what this means for the design of such works is still scant and thus this topic needs scholarly attention. In this overview paper, we discuss the potential of IDN, but also the difficulties of realizing this potential in terms of design and of verifying the effectiveness through empirical research methods. The potential of IDN as dynamic, participatory, and encyclopedic artifacts can be clearly expressed, yet the same cannot be said when it comes to the design and especially the evaluation of intended prosocial effects, the topic this paper is focused on. We start by identifying the problem of IDN design resulting from a combination of the lack of generalized knowledge and formal professional training. Then, we discuss the challenge of measuring the effectiveness of IDN design for prosocial effects and report on several case studies. In this context, we discuss methodological issues and advocate for best practices. Finally, we consider future steps in addressing the continuing challenge of evaluating IDNs.

  • 190.
    Koenitz, Hartmut
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Roth, Christian
    Dubbelman, Teun
    Educating interactive narrative designers: Cornerstones of a program2021Ingår i: Transactions of the Digital Games Research Association, ISSN 2328-9422, Vol. 5, nr 3, s. 117-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, games with a focus on narrative have been a growing area. However, so far, interactive narrative aspects have not been the focus of video game education (with the noted exception of a small number of programs in game writing), which indicates that many narrative designers are self-trained. The insular status means that many designers use private vocabulary and conceptualizations that are not directly transferable. This state of affairs is an obstacle to productive discourse and has negative consequences for the further development of the professional field.By starting an educational program, we aim to address this problem using the opportunity to also include perspectives outside of games. We report on the first iteration of a minor in interactive narrative design, and reflect on lessons learned, while considering future trajectories for this and similar programs.

  • 191.
    Koenitz, Hartmut
    et al.
    HKU University of the Arts Utrecht, Utrecht, The Netherlands.
    Roth, Christian
    HKU University of the Arts Utrecht, Utrecht, The Netherlands.
    Meklar, Elisa D.
    University of Basel, Basel, Switzerland.
    Björk, Staffan
    University of Gothenburg.
    Lankoski, Petri
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Eladhari, Mirjam Palosaari
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Kultima, Annakaisa
    Aalto University, Aalto, Finland.
    Medler, Ben
    EA Games, USA.
    Methods, History, and Impact - Directions in Game Design Research2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Research into the design aspect of games has proliferated since the early 1970s. Currently, early historical overviews appear and categorical divisions within the field become more pronounced. It is therefore timely to reflect on the development untiltoday, take stock of the current landscape, and consider future topics. This position paperdoes so by bringing together seasoned and emerging scholars, as well as practitioners and industry insiders. Together, they consider which topics are already engaged, and what new ones might be necessary. In addition, the paperwill discuss the relationship between game design research and independent/industry practices as well as implications for game design education.

  • 192.
    Kontio, Janne
    et al.
    Stockholms universitet, Sverige.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Epilog: Brutna vägar2021Ingår i: Yrkesdidaktiska dilemman / [ed] Janne Kontio ; Sofia Lundmark, Stockholm: Natur och kultur, 2021, s. 341-342Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 193.
    Kontio, Janne
    et al.
    Stockholms universitet, Sverige.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Epilog: Fritidshemmens, fritidsaktiviteters och den fria tidens dilemman2024Ingår i: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2024, s. 365-366Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 194.
    Kontio, Janne
    et al.
    Stockholms universitet, Sverige.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Inledning: Yrkeslärarens många dilemman2021Ingår i: Yrkesdidaktiska dilemman / [ed] Janne Kontio ; Sofia Lundmark, Stockholm: Natur och kultur, 2021, s. 11-18Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 195.
    Kontio, Janne
    et al.
    Karlstad University.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Uppsala universitet.
    Narcissism or Masquerade? Selfies as Visual Communication in Vocational Education Classrooms2019Ingår i: Proceedings of NERA 2019: The Annual Conference of the Nordic Educational Research Association, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Being the third most popular platform among Swedish people as of 2018 (Internetstiftelsen, 2018), and the most used platform among Swedish teenagers (Statens Medieråd, 2017, p. 49), Snapchat use among Swedish youths has not been substantially investigated from discourse analytic perspectives (however, see Wickström, upcoming). The present study examines interactional aspects of Snapchat use by Swedish teenagers in a vocational school setting, based on a combination of video recordings of classroom activity and screen-recorded smart phone use.

    The data for this article is drawn from a larger collection of video and screen recordings of youths’ smart phone usage in Swedish upper secondary schools (“Uppkopplade klassrum”, VR/UVK, Dnr 2015-01044) and consists of approximately 75 hours of recordings of students in two upper secondary classes; learners of hairdressing and building- and construction work.

    Larsen & Sandbye (2013) suggest that we need to “look at photos not just as images but as material and social objects that mould and create identity and social relations between people”. Thus, we approach the images and interactions in the data by applying a framework inspired by the works of Erving Goffman on impression management (Goffman, 1990); specifically concerning interactional aspects of self-presentation and processes of situated identities.

    The results from this study gives us important insights into digital youth culture in general, and more specifically about the very image loaded lives youths live, in and through their use of smartphones. The study goes in depth to show how the use of images is done in actual practice and when it occurs in interaction in an institutional setting. The use of selfies among youths has often been described as narcissistic (Sorokowski et. al., 2015), but by showing when and how the actual production and consumption of images is done, this study aims to differentiate and make visible the different kinds of actions made by the users; self-presentations, self-representations and masquerade, thus emancipating the youths and giving them a certain amount of agency. More specifically, we note that the use of smart phone cameras and images mirrors different aspects present in these vocational classroom cultures, as have been found by previous research (Nyström, 2012), and the anti-school culture that can be seen in these vocational education data stands in stark contrast to what can be found in similar data concerning upper secondary schools preparing for ensuing studies (Wickström, upcoming).

  • 196.
    Kontio, Janne
    et al.
    Stockholms universitet, Sverige.
    Lundmark, SofiaSödertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Yrkesdidaktiska dilemman2021Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Antologin Yrkesdidaktiska dilemman samlar aktuell forskning kring didaktiska utmaningar i yrkesutbildningar. Här identifieras och exemplifieras didaktiska dilemman som yrkeslärare stöter på och forskningen som presenteras utgår uteslutande från dagens klassrum sett ur ett lärarperspektiv. Författarna diskuterar strategier, lösningar och verktyg som går att omsätta i praktiken.  

    De dilemman som presenteras speglar vitt skilda praktiker från yrkesutbildningar, men frågorna som uppstår finns inom all utbildning, som exempelvis: Hur ska lärare möta elever och studenter med särskilda behov? Hur ska den digitala revolutionen omfamnas? Hur kan lärare arbeta med svårigheter som rör bedömning och betygssättning? 

    Yrkesdidaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och rekommenderas till alla pedagoger och didaktiker. 

  • 197.
    Kontio, Janne
    et al.
    Stockholm University, Sweden.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Yrkesdidaktiska dilemman: conference presentation2021Ingår i: Proceedings of NordYrk, Nordic research network on vocational education and training, 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    In our daily work as researchers and teacher trainers, we meet many vocational teachers and vocational teacher students. It might be a baker or a car mechanic who after a couple of decades in the profession decides to re-saddle and become a vocational teacher. One thing that most of these teachers do and becoming teachers have in common in the meeting with us researchers is a vast need to discuss didactics and challenges that they meet in their everyday lives in school. This book brings together some of Sweden's foremost researchers in different aspects of vocational didactics and their recent research on didactic challenges and dilemmas in vocational education. The research presented in the book is addressed to a group of teachers who to a large extent lacks teacher training; vocational teacher in Swedish high school and adult education, as well as to students, teachers and researchers in vocational teacher programs at Swedish universities and colleges. 

    In this presentation we present the anthology Yrkesdidaktiska dilemman, the authors and their contributions and discuss how we can approach didactical dilemmas in VET. 

  • 198.
    Kontio, Janne
    et al.
    Stockholms universitet, Sverige.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Yrkesutbildning i förändring: Yrkeskunnande, språk och bedömning på fordonsprogrammet2021Ingår i: Yrkesdidaktiska dilemman / [ed] Janne Kontio ; Sofia Lundmark, Stockholm: Natur och kultur, 2021, s. 97-120Kapitel i bok, del av antologi (Refereegranskat)
  • 199.
    Korsun, Christina
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Exploring News Engagement among Young Adults through Motivational Core Drives2022Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study uses a qualitative methodological approach to investigate how core drives from the Octalysis framework can influence news engagement among young adults.

    This study conducts semi-structured interviews to identify young adults’ core drives and attitudes that influence news engagement, followed by participatory design sessions in order to explore gamification opportunities.

    The results show that understanding what core drives influence young adults’ motivation, can clarify how gamification could be implemented to increase their news engagement.

    Ladda ner fulltext (pdf)
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  • 200.
    Landwehr Sydow, Sophie
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Stockholm University.
    Make it or break it: Grappling with inclusion in the maker movement2019Ingår i: Making culture: Children’s and young people’s leisure cultures / [ed] Anna Sparrman, Göteborg: Kulturanalys Norden , 2019, s. 51-62Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Making culture is a research anthology focusing on children’s and young people’s leisure culture. Nineteen researchers from the Nordic countries have been invited by the Nordic Agency for Cultural Policy Analysis (Kulturanalys Norden) to explore, describe and analyse how children and young people act as cultural ‘doers’. The anthology provides researchers, policymakers and practitioners with insights and analyses on children’s and young people’s culture.

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