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Rambusch, Jana
Publications (10 of 22) Show all publications
Rambusch, J., Alklind Taylor, A.-S. & Susi, T. (2017). A pre-study on spectatorship in eSports. In: : . Paper presented at Spectating Play 13th Annual Game Research Lab Spring Seminar, Tampere, Finland, April 24-25, 2017.
Open this publication in new window or tab >>A pre-study on spectatorship in eSports
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

A pre-study of spectators' perspectives on eSports was conducted in collaboration with two Swedish game development companies. The main goal was to identify factors that contribute to qualitative spectator experiences and how they can influence game design. A qualitative approach was chosen to explore spectators' perspectives on eSports through observations and focus-group interviews of 28 participants in total. Results indicate that spectatorship is a complex issue that goes beyond the mere watching of a game. We identified four themes that are important for qualitative spectator experiences: the need for an overview of game events; highlighting and exposing hidden objects and events; viewer- and commentator-friendly game pacing; the importance of professional commentators and casters. Based on the results, we present design guidelines and recommendations for the development of games in eSports.

Keywords
eSports, spectatorship, spectator experience, user experience design, game design
National Category
Media Studies Human Aspects of ICT Human Computer Interaction Media and Communication Technology
Research subject
Media, Technology and Culture (MTEC)
Identifiers
urn:nbn:se:his:diva-14068 (URN)
Conference
Spectating Play 13th Annual Game Research Lab Spring Seminar, Tampere, Finland, April 24-25, 2017
Note

This research was funded by Västra Götalands-regionen (VGR), Sweden, and the University of Skövde, Sweden.

Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2018-05-29Bibliographically approved
Rambusch, J. (2016). It's Not Just Hands: Embodiment Aspects in Gameplay. In: Bernard Perron and Felix Schröter (Ed.), Video Games and the Mind: Essays on Cognition, Affect and Emotion (pp. 71-86). McFarland
Open this publication in new window or tab >>It's Not Just Hands: Embodiment Aspects in Gameplay
2016 (English)In: Video Games and the Mind: Essays on Cognition, Affect and Emotion / [ed] Bernard Perron and Felix Schröter, McFarland, 2016, p. 71-86Chapter in book (Refereed)
Place, publisher, year, edition, pages
McFarland, 2016
National Category
Psychology Media and Communication Technology Human Computer Interaction
Identifiers
urn:nbn:se:his:diva-12754 (URN)978-0-7864-9909-0 (ISBN)978-1-4766-2627-7 (ISBN)
Available from: 2016-08-08 Created: 2016-08-08 Last updated: 2018-01-10Bibliographically approved
Lindblom, J., Rambusch, J., Ljung, M. & Lundström, C. (2013). Decision Making in Agriculture: Farmers' Lifeworld in Theory and Practice. In: : . Paper presented at Paper accepted for presentation (key-note paper) at the 21st ESEE-conference in Antalya, Turkey, September 2nd -6th, 2013. ESEE, European Seminar on Extension Education.
Open this publication in new window or tab >>Decision Making in Agriculture: Farmers' Lifeworld in Theory and Practice
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The challenges facing the agriculture sector are immense and a wide range of factors and demands influence it on both local and global level. Making decisions under such circumstances is a complex and delicate task in which goal conflicts cannot easily be resolved. This puts farmers in a rather difficult position as it is impossible for a single individual to make informed and appropriate decisions, which strongly emphasizes the need for an increased collaboration between farmers and other actors in the agricultural sector. This paper aims to explore in more detail farmers' lifeworld which refers to their social environment and working life. Particular focus will be on the socially situated organization of collaborative activities in farmers' lifeworld and the ways in which technologies and artifacts can be present in practical action. For instance, agricultural advisory situations can be considered complex social systems where people with different backgrounds, experiences, and expectations collaborate by means of a wide range of artifacts to develop some common understanding and shared knowledge. We suggest that theories of distributed and situated cognition and the methodologies that come with them are well suited to capture farmers' lifeworld and their daily working practices. Material from an ongoing workplace study will be used for illustration purposes to provide concrete examples.

Keywords
advisory situations, workplace study, distributed cognition, crop rotation plan, socio-technical system
National Category
Human Computer Interaction
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-9609 (URN)
Conference
Paper accepted for presentation (key-note paper) at the 21st ESEE-conference in Antalya, Turkey, September 2nd -6th, 2013. ESEE, European Seminar on Extension Education
Available from: 2014-06-27 Created: 2014-06-27 Last updated: 2018-01-11Bibliographically approved
Dahlbäck, N., Rambusch, J. & Susi, T. (2012). Distribuerad kognition (1ed.). In: Jens Allwood, Mikael Jensen (Ed.), Kognitionsvetenskap: (pp. 487-496). Studentlitteratur
Open this publication in new window or tab >>Distribuerad kognition
2012 (Swedish)In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Studentlitteratur, 2012, 1, p. 487-496Chapter in book (Refereed)
Place, publisher, year, edition, pages
Studentlitteratur, 2012 Edition: 1
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-6960 (URN)978-91-44-05166-6 (ISBN)
Available from: 2012-12-28 Created: 2012-12-28 Last updated: 2018-01-11Bibliographically approved
Lindblom, J., Alklind Taylor, A.-S., Rambusch, J. & Svensson, H. (2012). Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning. In: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober. Paper presented at NU2012, Gränslöst lärande, Göteborg 17-19 oktober 2012 (pp. 188-189).
Open this publication in new window or tab >>Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning
2012 (Swedish)In: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober, 2012, p. 188-189Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Utbredningen av kommunikations- och IT-verktyg (IKT) i samhället influerar även undervisningen inom högre utbildning (se t.ex., Ala-Mutka, Punie & Redecker, 2008; Glenn, 2008). Olika lärplattformar har utvecklats som möjliggör skilda former av interaktion mellan lärare och studenter. En konsekvens av detta är att andelen distansstudenter kraftigt ökat de senaste åren. Förutom de möjligheter och begränsningar som de nya tekniska verktygen erbjuder för nätbaserat lärande, behövs det även nya kunskaper hos den undervisande universitetsläraren och behovet av en god pedagogisk digital kompetens blir därmed aktuellt (EUT, 2006; Glenn, 2008; Krumsvik, 2008).

Syftet med detta bidrag är att delge andra universitetslärare som vill börja med eller vidareutveckla nätbaserad undervisning våra praktiska erfarenheter och kunskaper för hur detta kan genomföras med utgångspunkt utifrån pedagogisk digital kompetens.

Utifrån en fallstudie (Patton, 2002) har vi genom ett aktionsforskningsperspektiv identifierat fem framgångsfaktorer för utveckling av pedagogisk digital kompetens vid högre studier:

  • En gemensam pedagogisk grundsyn
  • Teamwork
  • Undervisningskultur
  • Positiv inställning till teknik
  • Administrativa, pedagogiska och tekniska stödresurser

De identifierade framgångsfaktorerna presenteras med ett abduktivt upplägg. Vi utgår utifrån våra praktiska erfarenheter och kopplar samman dessa med teorier och relevant litteratur inom området för varje framgångsfaktor.

För att aktivt arbeta med att utveckla den digitala pedagogiska kompetensen är det viktigt att inte enbart fokusera på de tillgängliga tekniska verktygen, utan det är viktigt att framhäva i vilket sammanhang ett visst undervisningsmoment ingår i. Det är väldigt lätt att se läraren som en ensam individ som ska stödja studentens kunskapsutveckling under en kurs, men verkligheten är något helt annat. En bra lärare, enligt oss, är en lärare som kan se sin egen undervisning i ett större sammanhang, t.ex. hur en kurs hänger ihop med andra kurser inom utbildningen eller hur den kopplar till en framtida yrkesroll. På så sätt har man större möjlighet att motivera sina studenter till lärande och i det större perspektivet till ett kontinuerligt lärande som fortgår under hela livet i dagens kunskapssamhälle. En fara med informationssamhället är att den tolkande och värderande förmågan underskattas (Gärdenfors, 2005) vilket vi anser har konsekvenser för högre utbildning, som bör undvika att begå detta misstag genom att fokusera i alltför stor grad på IKT-lösningar i sig, utan satsa större resurser på att stödja och utveckla studenternas lärande och tolkande förmåga av olika former av information och källor. Med andra ord, fokusera mer på innehållet än på formen, och detta ökar vikten av en god pedagogisk digital kompetens.

Referenser

Ala-Mutka, K., Punie, Y & Redecker, C. (2008) Digital competence for lifelong learning. JRC Technical Notes. Policy brief by the Institute for Prospective Technological Studies (IPTS), part of the European Commission’s Joint Research Centre (JRC). Tillgänglig på http://ftp.jrc.es/EURdoc/JRC48708.TN.pdf [Hämtad: 2011-05-28].

EUT (Europeiska unionens officiella tidning) (2006) L 394 10.

Glenn, M. (2008) The future of higher education: How technology will shape learning. A report from the Economist Intelligence Unit.

Gärdenfors, P. (2005) Tankens vindlar: Om språk, minne och berättande. Nora: Nya Doxa

Krumsvik, R. J. (2008) Situated learning and teachers’ digital competence. Education and Information Technologies, 13, 279–290.

Patton, M.Q. (2002) Qualitative research and evaluation methods. (3:e upplagan). Thousand Oaks: Sage Publications.

Keywords
pedagogisk digital kompetens, nätbaserad utbildning
National Category
Human Computer Interaction
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-9610 (URN)
Conference
NU2012, Gränslöst lärande, Göteborg 17-19 oktober 2012
Available from: 2014-06-27 Created: 2014-06-27 Last updated: 2018-01-11Bibliographically approved
Susi, T. & Rambusch, J. (2012). Kognition och verktyg (1ed.). In: Jens Allwood & Mikael Jensen (Ed.), Kognitionsvetenskap: en introduktion (pp. 497-506). Lund: Studentlitteratur
Open this publication in new window or tab >>Kognition och verktyg
2012 (Swedish)In: Kognitionsvetenskap: en introduktion / [ed] Jens Allwood & Mikael Jensen, Lund: Studentlitteratur, 2012, 1, p. 497-506Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012 Edition: 1
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-6970 (URN)978-91-44-05166-6 (ISBN)
Available from: 2012-12-28 Created: 2012-12-28 Last updated: 2018-01-11Bibliographically approved
Gulz, A., Jensen, M. & Rambusch, J. (2012). Lärande och kognition (1ed.). In: Jens Allwood, Mikael Jensen (Ed.), Kognitionsvetenskap: (pp. 219-228). Studentlitteratur
Open this publication in new window or tab >>Lärande och kognition
2012 (Swedish)In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Studentlitteratur, 2012, 1, p. 219-228Chapter in book (Refereed)
Place, publisher, year, edition, pages
Studentlitteratur, 2012 Edition: 1
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-6961 (URN)978-91-44-05166-6 (ISBN)
Available from: 2012-12-28 Created: 2012-12-28 Last updated: 2018-01-11Bibliographically approved
Lindblom, J., Alklind Taylor, A.-S., Rambusch, J. & Svensson, H. (2011). Pedagogisk digital kompetens för nätbaserat lärande inom högskolan. Utbildning & Lärande, 5(1), 54-71
Open this publication in new window or tab >>Pedagogisk digital kompetens för nätbaserat lärande inom högskolan
2011 (Swedish)In: Utbildning & Lärande, ISSN 1653-0594, Vol. 5, no 1, p. 54-71Article in journal (Refereed) Published
Abstract [en]

The rapid development of information technology and the Internet has important academic implications, which in the long run will have far reaching consequences for teaching and learning on university level. With this in mind, five different success factors for the development of digital literacy and competence in higher education in general, and online courses in particular, are being identified and discussed in this article. These factors are: a shared view on learning and teaching, teamwork, a collaborative teaching culture, a positive attitude towards technology, as well as administrative, pedagogical and technical support resources. The dicussion is largely based on theories on learning and e-learning, and many examples draw from the authors' own experiences and observations.

Place, publisher, year, edition, pages
Skövde: Avdelningen för barns,ungas och vuxnas lärande vid Högskolan i Skövde, 2011
Keywords
Digital literacy and competence, e-learning, lifelong learning, higher education
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-6303 (URN)
Note

ISBN: 978-91-633-9653-3

Available from: 2012-08-20 Created: 2012-08-20 Last updated: 2018-01-12Bibliographically approved
Rambusch, J. (2010). Mind Games Extended: Understanding Gameplay as Situated Activity. (Doctoral dissertation). Linköping: Linköpings universitet
Open this publication in new window or tab >>Mind Games Extended: Understanding Gameplay as Situated Activity
2010 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis addresses computer gameplay activities in terms of the physical handling of a game, players’ meaning-making activities, and how these two processes are closely interrelated. It is examined in greater detail which role the body plays in gameplay, but also how gameplay is shaped by sociocultural factors outside the game, including different kind of tools and players’ participation in community practices. An important step towards an understanding of these key factors and their interaction is the consideration of gameplay as situated activity where players who actively engage with games are situated in both the physical world and the virtual in-game world. To analyse exactly how players interact with both worlds, two case studies on two different games have been carried out, and three different levels of situatedness are identifed and discussed in detail in this thesis, on the basis of existing theories within situated cognition research.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2010. p. 194
Series
Linköping Studies in Science and Technology, ISSN 0345-7524 ; 1359
Keywords
computer gameplay, situatedness, embodied cognition
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-4700 (URN)978-91-7393-252-3 (ISBN)
Public defence
2011-01-28, G110, Hus G, Högskolan i Skövde, Skövde, 13:15 (English)
Opponent
Supervisors
Available from: 2011-02-15 Created: 2011-02-01 Last updated: 2018-01-12Bibliographically approved
Rambusch, J. & Susi, T. (2010). Serious Learning while Having Fun. In: Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation (pp. 77-90). Göttingen: Vandenhoeck & Ruprecht
Open this publication in new window or tab >>Serious Learning while Having Fun
2010 (English)In: Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation, Göttingen: Vandenhoeck & Ruprecht, 2010, p. 77-90Chapter in book (Refereed)
Abstract [en]

In this paper we consider learning in the context of computer games, in terms of socio-cultural theories on learning and cognition. We emphasise on the tools involved in players’ learning activities, such as the use of »social tools«, and their role in the learning situation. Integrating (parts of) the computer game area with socio-cultural learning theories can prove beneficial for a more balanced understanding of learning in computer (game) environments. As a step in this direction, this paper discusses a case study of Counter-strike players and their learning from a cognitive science perspective.

Place, publisher, year, edition, pages
Göttingen: Vandenhoeck & Ruprecht, 2010
Keywords
Computer game play, learning, social practice, social tool use
National Category
Computer and Information Sciences
Research subject
Technology
Identifiers
urn:nbn:se:his:diva-4710 (URN)978-89971-772-3 (ISBN)
Available from: 2011-02-02 Created: 2011-02-02 Last updated: 2018-01-12
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