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Rambusch, Jana
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Kävrestad, J., Rambusch, J. & Nohlberg, M. (2024). Design principles for cognitively accessible cybersecurity training. Computers & security (Print), 137, Article ID 103630.
Open this publication in new window or tab >>Design principles for cognitively accessible cybersecurity training
2024 (English)In: Computers & security (Print), ISSN 0167-4048, E-ISSN 1872-6208, Vol. 137, article id 103630Article in journal (Refereed) Published
Abstract [en]

Exploiting human behavior to gain unauthorized access to computer systems has become common practice for modern cybercriminals. Users are expected to adopt secure behavior to avoid those attackers. This secure behavior requires cognitive processing and is often seen as a nuisance which could explain why attacks exploiting user behavior continues to be a fruitful approach for attackers. While adopting secure behavior can be difficult for any user, it can be even more difficult for users with cognitive disabilities. This research focuses on users with cognitive disabilities with the intent of developing design principles for the development of cognitively accessible cybersecurity training. The target group is estimated to include almost 10 % of all users but is previously understudied. The results show that the target group experience cybersecurity as cognitively demanding, sometimes to a degree that becomes incapacitating. Participating in cybersecurity training requires cognitive energy which is a finite resource. Cognitively accessible cybersecurity training requires a minimalist design approach and inclusion of accessibility functions. A minimalist design approach, in this case, means that both informative and design elements should be kept to a minimum. The rationale is that all such elements require cognitive processing which should be kept to a minimum. 

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Accessible security, Cognitive accessibility, Cybersecurity training, Cybersecurity training design, Usable security, Behavioral research, Network security, Cognitive processing, Cyber security, Design Principles, Training design, Cybersecurity
National Category
Information Systems Human Computer Interaction
Research subject
Interaction Lab (ILAB); Information Systems
Identifiers
urn:nbn:se:his:diva-23469 (URN)10.1016/j.cose.2023.103630 (DOI)001134538700001 ()2-s2.0-85178635646 (Scopus ID)
Funder
The Swedish Post and Telecom Authority (PTS), 19-10617
Note

CC BY 4.0 DEED

© 2023 The Author(s)

Correspondence Address: J. Kävrestad; Jönköping School of Engineering, Jönköping, Gjuterigatan 5, 551 11, Sweden; email: joakim.kavrestad@ju.se; CODEN: CPSED

This research was funded by the Swedish Post and Telecom Authority under grant number 19-10617.

Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2024-01-26Bibliographically approved
Kävrestad, J., Hagberg, A., Nohlberg, M., Rambusch, J., Roos, R. & Furnell, S. (2022). Evaluation of Contextual and Game-Based Training for Phishing Detection. Future Internet, 14(4)
Open this publication in new window or tab >>Evaluation of Contextual and Game-Based Training for Phishing Detection
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2022 (English)In: Future Internet, E-ISSN 1999-5903, Vol. 14, no 4Article in journal (Refereed) Published
Abstract [en]

Cybersecurity is a pressing matter, and a lot of the responsibility for cybersecurity is put on the individual user. The individual user is expected to engage in secure behavior by selecting good passwords, identifying malicious emails, and more. Typical support for users comes from Information Security Awareness Training (ISAT), which makes the effectiveness of ISAT a key cybersecurity issue. This paper presents an evaluation of how two promising methods for ISAT support users in acheiving secure behavior using a simulated experiment with 41 participants. The methods were game-based training, where users learn by playing a game, and Context-Based Micro-Training (CBMT), where users are presented with short information in a situation where the information is of direct relevance. Participants were asked to identify phishing emails while their behavior was monitored using eye-tracking technique. The research shows that both training methods can support users towards secure behavior and that CBMT does so to a higher degree than game-based training. The research further shows that most participants were susceptible to phishing, even after training, which suggests that training alone is insufficient to make users behave securely. Consequently, future research ideas, where training is combined with other support systems, are proposed

Place, publisher, year, edition, pages
MDPI, 2022
Keywords
usable security, cybersecurity training, ISAT, SETA, phishing, user awareness, security behavior
National Category
Computer Sciences
Research subject
Information Systems; Interaction Lab (ILAB); INF303 Information Security
Identifiers
urn:nbn:se:his:diva-21026 (URN)10.3390/fi14040104 (DOI)000786358900001 ()2-s2.0-85128214429 (Scopus ID)
Projects
Utveckling av beslutsstöd för användare i riskfyllda situationer online
Funder
The Swedish Post and Telecom Authority (PTS), 19-10617
Note

CC BY 4.0

Published: 25 March 2022

Correspondence: joakim.kavrestad@his.se

Available from: 2022-04-05 Created: 2022-04-05 Last updated: 2023-08-03Bibliographically approved
Ejdebäck, M., Algerin, M., Sedenka, J., Ruiz Zúñiga, E., Nalin, K. & Rambusch, J. (2022). Personas som metod för utveckling av internationaliseringen i utbildning. In: : . Paper presented at NU2022, Nätverk och Utveckling, Att synliggöra lärande, SUHF, 15-17 juni 2022, Stockholm och online. Stockholm
Open this publication in new window or tab >>Personas som metod för utveckling av internationaliseringen i utbildning
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2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Enligt högskoleförordningens examensmål ska studenter efter avslutad utbildning inte bara uppvisa kunskap och förståelse för sitt områdes vetenskapliga grund utan även en rad färdigheter, förmågor, värderingsförmåga och förhållningssätt som inbegriper ett internationellt och interkulturellt perspektiv. Dessa perspektiv kan fås genom internationellt studentutbyte och mobilitet men också genom internationalisering på hemmaplan är tillgängligt för alla studenter. Internationaliseringen bryter språk- och kulturella barriärer, öppnar studenternas internationella perspektiv och bidrar därmed till att öka kvaliteten i utbildningarna och gör studenterna bättre förberedda för ett alltmer mångkulturellt samhälle och en global arbetsmarknad. Personas är fiktiva beskrivningar av typiska användare, förankrade i empiriska data med fokus på användarnas mål, behov, erfarenheter och beteenden. Inom området User Experience Design utgör personas ett viktigt stöd i den användarcentrerade designprocessen. Personas används ofta för att ge liv åt potentiella användare och därmed göra det lättare att ta användarens perspektiv, men har också använts för arbete med utveckling av studenters empatiska förmågor [1] [2]. I detta projekt användes personas för att beskriva studenters mål, behov, erfarenheter och beteenden, i relation till de internationella, interkulturella och globala färdigheter våra studenter behöver i sitt framtida yrkesliv. Syftet är att synliggöra de behov studenterna ska försöka möta och i sin tur söka avspegla detta i utbildningarna. I projektgruppen ingick programansvariga samt personer med erfarenhet av User Experience Design. Efter en kort presentation av projektet och dess resultat genomförs ett digitalt rundabordssamtal.

Syftet med rundabordssamtalet är dels att diskutera allmängiltigheten i de projektresultat som presenterats, dels om personas kan användas för andra ändamål som exempelvis vid utveckling av högre utbildning. Projektledaren fungerar som moderator för samtalet och inleder med en kort Mentimeter-övning där deltagarna får reflektera kring det genomförda projektet och dess relevans för internationalisering i utbildningen. Beroende på antalet deltagare så kan rundabordssamtalet sedan delas in i mindre digitala grupper ledda av övriga projektdeltagare och med en gemensam återsamling med gemensam sammanfattning och avslut. Förväntat utfall från rundabordssamtalet är att sprida arbetssättet med personas men också att vi ska få med oss viktiga synpunkter för det fortsatta arbetet.

[1] Haag, M., & Marsden, N. (2019). Exploring Personas as a Method to Foster Empathy in Student IT Design Teams. International Journal of Technology and Design Education, 29(3), 565–582.

[2] van Rooij, S. W. (2012). Research-Based Personas: Teaching Empathy in Professional Education. Journal of Effective Teaching, 12(3), 77–86.

Place, publisher, year, edition, pages
Stockholm: , 2022
Keywords
Pedagogics, internationalization
National Category
Pedagogical Work
Research subject
Infection Biology; Strategic Entrepreneurship; Production and Automation Engineering; Interaction Lab (ILAB); GAME Research Group
Identifiers
urn:nbn:se:his:diva-21563 (URN)
Conference
NU2022, Nätverk och Utveckling, Att synliggöra lärande, SUHF, 15-17 juni 2022, Stockholm och online
Available from: 2022-07-05 Created: 2022-07-05 Last updated: 2022-08-29Bibliographically approved
Kävrestad, J., Gellerstedt, M., Nohlberg, M. & Rambusch, J. (2022). Survey of Users’ Willingness to Adopt and Pay for Cybersecurity Training. In: Nathan Clarke; Steven Furnell (Ed.), Human Aspects of Information Security and Assurance: 16th IFIP WG 11.12 International Symposium, HAISA 2022, Mytilene, Lesbos, Greece, July 6–8, 2022, Proceedings. Paper presented at 16th IFIP WG 11.12 International Symposium, HAISA 2022, Mytilene, Lesbos, Greece, July 6–8, 2022 (pp. 14-23). Cham: Springer Nature Switzerland AG
Open this publication in new window or tab >>Survey of Users’ Willingness to Adopt and Pay for Cybersecurity Training
2022 (English)In: Human Aspects of Information Security and Assurance: 16th IFIP WG 11.12 International Symposium, HAISA 2022, Mytilene, Lesbos, Greece, July 6–8, 2022, Proceedings / [ed] Nathan Clarke; Steven Furnell, Cham: Springer Nature Switzerland AG , 2022, p. 14-23Conference paper, Published paper (Refereed)
Abstract [en]

The importance of user behaviour in the cybersecurity domain is widely acknowledged. Users face cyberthreats such as phishing and fraud daily, both at work and in their private use of technology. Using training interventions to improve users’ knowledge, awareness, and behaviour is a widely accepted approach to improving the security posture of users. Research into cybersecurity training has traditionally assumed that users are provided such training as members of an organization. However, users in their private capacity are expected to cater for their own security. This research addresses this gap with a survey where 1437 Swedish adults participated. Willingness to adopt and pay for different cybersecurity training types was measured. The included types were; training delivered to users in a context where the training is of direct relevance, eLearning and game-based training. The participants were most willing to adopt and pay for contextual training, while eLearning was the second most favoured training type. We also measured if willingness to pay and adopt cybersecurity training was impacted by the participant’s worry about various cyber threats. Surprisingly, no meaningful correlation was found, suggesting that something else than worry mediates willingness to adopt and pay for cybersecurity training. 

Place, publisher, year, edition, pages
Cham: Springer Nature Switzerland AG, 2022
Series
IFIP Advances in Information and Communication Technology (IFIPAICT), ISSN 1868-4238, E-ISSN 1868-422X ; 658
Keywords
Behavioral research, E-learning, Personnel training, Surveys, Adoption, Cyber security, Cyberthreats, Pay, Phishing, Training intervention, User, User behaviors, User knowledge, Willingness, Cybersecurity, Training
National Category
Human Computer Interaction Information Systems, Social aspects
Research subject
Information Systems; Research on Citizen Centered Health, University of Skövde (Reacch US); Interaction Lab (ILAB)
Identifiers
urn:nbn:se:his:diva-21687 (URN)10.1007/978-3-031-12172-2_2 (DOI)000885946500002 ()2-s2.0-85135010260 (Scopus ID)978-3-031-12171-5 (ISBN)978-3-031-12172-2 (ISBN)
Conference
16th IFIP WG 11.12 International Symposium, HAISA 2022, Mytilene, Lesbos, Greece, July 6–8, 2022
Note

© 2022, IFIP International Federation for Information Processing.

© 2022 Springer Nature Switzerland AG. Part of Springer Nature.

Available from: 2022-08-16 Created: 2022-08-16 Last updated: 2022-12-01Bibliographically approved
Alenljung, B., Nalin, K. & Rambusch, J. (2022). The User Experience Design Program: Applying Situated and Embodied Cognition Together With Reflective Teaching. Frontiers in Computer Science, 4, 1-9, Article ID 794400.
Open this publication in new window or tab >>The User Experience Design Program: Applying Situated and Embodied Cognition Together With Reflective Teaching
2022 (English)In: Frontiers in Computer Science, E-ISSN 2624-9898, Vol. 4, p. 1-9, article id 794400Article in journal (Refereed) Published
Abstract [en]

The education of students to become competent user experience designers is a delicate matter as students need to obtain a multitude of knowledge, skills, and judgmental abilities. In this paper, our effort to manage this multiplicity in a bachelor’s program in user experience design is shared along with our experiences and teaching practices influenced by theories of situated and embodied cognition together with reflective teaching. The program was followed up through interviews with eight alumni and a company representative that employs user experience designers. The results show that the program overall works well, although some of the identified issues need to be addressed in the future. The interpretation is that our program curricula and teaching practices are fruitful, which hopefully can contribute to thoughts and discussions for other teachers in the field of user experience design and human-computer interaction.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
situated cognition, embodied cognition, reflective teaching, user experience design, higher education, human-computer interaction
National Category
Human Computer Interaction Computer and Information Sciences
Research subject
Interaction Lab (ILAB)
Identifiers
urn:nbn:se:his:diva-21019 (URN)10.3389/fcomp.2022.794400 (DOI)000804765400001 ()2-s2.0-85128088470 (Scopus ID)
Note

CC BY 4.0

Correspondence: Beatrice Alenljung beatrice.alenljung@his.se

Available from: 2022-03-30 Created: 2022-03-30 Last updated: 2022-06-17Bibliographically approved
Kävrestad, J., Hagberg, A., Roos, R., Rambusch, J. & Nohlberg, M. (2022). Usable Privacy and Security from the Perspective of Cognitive Abilities (1ed.). In: Michael Friedewald; Stephan Krenn; Ina Schiering; Stefan Schiffner (Ed.), Privacy and Identity Management. Between Data Protection and Security: 16th IFIP WG 9.2, 9.6/11.7, 11.6/SIG 9.2.2 International Summer School, Privacy and Identity 2021, Virtual Event, August 16–20, 2021, Revised Selected Papers. Paper presented at IFIP International Summer School on Privacy and Identity Management (pp. 105-121). Paper presented at IFIP International Summer School on Privacy and Identity Management. Springer, 1
Open this publication in new window or tab >>Usable Privacy and Security from the Perspective of Cognitive Abilities
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2022 (English)In: Privacy and Identity Management. Between Data Protection and Security: 16th IFIP WG 9.2, 9.6/11.7, 11.6/SIG 9.2.2 International Summer School, Privacy and Identity 2021, Virtual Event, August 16–20, 2021, Revised Selected Papers / [ed] Michael Friedewald; Stephan Krenn; Ina Schiering; Stefan Schiffner, Springer, 2022, 1, Vol. 1, p. 105-121Chapter in book (Refereed)
Abstract [en]

Privacy, Information, and Cybersecurity (PICS) are related properties that have become a concern for more or less everyone. A large portion of the responsibility for PICS is put on the end-user, who is expected to adopt PICS tools, guidelines, and features to stay secure and maintain organizational security. However, the literature describes that many users do not adopt PICS tools and a key reason seems to be usability. This study acknowledges that the usability of PICS tools is a crucial concern and seeks to problematize further by adding cognitive ability as a key usability aspect. We argue that a user’s cognitive abilities determine how the user perceives the usability of PICS tools and that usability guidelines should account for varying cognitive abilities held by different user groups. This paper presents a case study with focus on how cognitive disabilities can affect the usability of PICS tools. Interviews with users with cognitive disabilities as well as usability experts, and experts on cognitive disabilities were conducted. The results suggest that many of the usability factors are shared by all users, cognitive challenges or not. However, cognitive challenges often cause usability issues to be more severe. Based on the results, several design guidelines for the usability of PICS tools are suggested.

Place, publisher, year, edition, pages
Springer, 2022 Edition: 1
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238, E-ISSN 1868-422X ; 644
Keywords
Privacy, Security, Usability, User, Cognitive Ability, Disability
National Category
Computer Sciences
Research subject
INF303 Information Security; Information Systems; Interaction Lab (ILAB)
Identifiers
urn:nbn:se:his:diva-21027 (URN)10.1007/978-3-030-99100-5_9 (DOI)2-s2.0-85128608802 (Scopus ID)978-3-030-99099-2 (ISBN)978-3-030-99102-9 (ISBN)978-3-030-99100-5 (ISBN)
Conference
IFIP International Summer School on Privacy and Identity Management
Projects
Utveckling av beslutsstöd för användare i riskfyllda situationer online
Funder
The Swedish Post and Telecom Authority (PTS)
Note

Supported by the Swedish Post and Telecom Authority, and Begripsam.

Available from: 2022-04-05 Created: 2022-04-05 Last updated: 2022-07-12Bibliographically approved
Westlund, M., Berglund Kristiansson, E., Persson, B., Rambusch, J., Sedenka, J. & Wickenberg, M. (2021). Projekt Integrerat Stöd (PIS) - samlade erfarenheter. In: Jessica Lindblom; Christina Lönnheden; Peter Fogel (Ed.), DAL-21 Det akademiska lärarskapet: Konferensbidrag. Paper presented at DAL21 - Det akademiska lärarskapet, Högskolan i Skövde den 16 april 2021 (pp. 19-20). Skövde: Högskolan i Skövde
Open this publication in new window or tab >>Projekt Integrerat Stöd (PIS) - samlade erfarenheter
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2021 (Swedish)In: DAL-21 Det akademiska lärarskapet: Konferensbidrag / [ed] Jessica Lindblom; Christina Lönnheden; Peter Fogel, Skövde: Högskolan i Skövde , 2021, p. 19-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Studentbarometern 2018 visade att studenter önskar mer stöd kring introduktion till högskolestudier, studieteknik, akademiskt skrivande, stresshantering, hantera gruppkonflikter och uppskjutandebeteende. Stöd finns redan vid Högskolan men studenterna nyttjar inte det som finns och stödet är åtskilt från ordinarie studier. Projekt integrerat stöd (PIS; 2019-2023) utarbetar former för att integrera stödinsatser till studenter i fem pilotprogram och drivs av programansvariga lärare (PA) tillsammans med funktioner inom verksamhetsstödet, främst Studentstöd, Bibliotek och högskolepedagogisk koordinator. PIS siktar på att bidra till studenternas karriär och identitetsutveckling, ge förutsättningar för hållbara studier och få akademiskt skickliga studenter. Korhonen, Mattson, Inkinen och Toom (2019) föreslår att arbeta parallellt med en individuell process för att utveckla studentens akademiska skicklighet, och en kollegial process där institutionerna bjuder in till delaktighet och tillhörighet. Båda processerna anses vara avgörande för ökat studentengagemang och minskad risk för avhopp. Denna presentation hålls utifrån olika perspektiv såsom PA och olika verksamheter inom verksamhetsstödet: Studentstöd, Bibliotek och Studieverkstan. I kommande avsnitt ges fyra exempel på genomförda aktiviteter och insatser.

Inventering av program PIS startades med en kartläggning av befintliga insatser inom berörda områden på respektive program. Med befintliga insatser, idéskissen och programmens kursplaner som utgångspunkt togs därefter ett reviderat förslag på nya samordnande och mer integrerade insatser fram. Det faktum att PA och kursansvariga arbetade tillsammans gav en tydligare helhetsbild och en större pedagogisk förståelse för hur en insats i en kurs påverkar insatser på andra kurser och på programmet som helhet.

Bibliotek och Studieverkstan PIS har inneburit möjligheten att arbeta ”extra” med lärarna i projektet. Initialt, tillsammans med PA, identifierades kurser lämpliga för undervisningsinsatser. Därefter kontaktade PA kursansvariga för att tillsammans med biblioteket/Studieverkstan planera undervisningen. I vissa fall utvecklades nya undervisningsmoment och examinationsformer. I andra fall anpassades och  ̊återanvändes upplägg och material från ett program till andra program. Resultatet har blivit en bättre progression i studenternas informationskompetens och ett förbättrat samarbete med lärarna. Studieverkstan har skapat nya kontaktytor med lärare och nått ut till nya studentgrupper.

Akademiska ramar ”Vi blev ett vi”, ett spontant uttalande från studenterna själva. Över 100 studenter startade hösten 2020 det nätbaserade kandidatprogrammet inom folkhälsovetenskap. PIS gav kullen en kickstart att lära känna varandra genom att studenterna redan före utbildningens start fick möjlighet att skriva en presentation om sig själva som kunde läsas på programsajten. Det gav en trygghet som förstärktes när studenterna, av studie- och karriärvägledare, introducerades i det akademiska ansvaret för att kunna gå från att vara elev till att bli student. Att få informationen frånstudentstödet var framgångsrikt då ramarna för högskolestudier blev tydligare än om de hade blandats med ämnesinformation från läraren.

Metareflektioner Inom kandidatprogrammet User Experience Design fokuserar vi på metareflektioner för att hjälpa studenterna utveckla akademiskt ansvar samt skicklighet. Meta-reflektionerna genomförs i form av programträffar där varje träff utgår från ett relevant tema (t.ex., grupparbete och studieteknik) och som ger studenterna reflektionsmöjlighet kring sina studier utifrån egna erfarenheter. En student reflekterade exempelvis kring hur mycket studier och studieteknik skiljer sig mellan gymnasium och högre utbildning, vilket kom som en chock. I många av programkurserna ingår också grupparbete, här får studenterna reflektera kring vad som gynnar ett bra samarbete, exempelvis vad som fungerat bra och mindre bra i föregående kurs samt den egna rollen i ett lyckat grupp(sam)arbete.

Referenser

Korhonen V., Mattsson M., Inkinen M., & Toom A. (2019) Understanding the Multidimensional Nature of Student Engagement during the First Year of Higher Education. Frontiers in Psychology, 10:1056. https://doi.org/10.3389/fpsyg.2019.01056

 

Place, publisher, year, edition, pages
Skövde: Högskolan i Skövde, 2021
Series
SUSI, ISSN 1653-2325 ; 2021:1
Keywords
pedagogik, högre utbildning, informationskompetens, informationssökning, källkritik, värdera information, progression, generiska färdigheter, högskolebibliotek, studieverkstad, studie- och karriärvägledning, metareflektion
National Category
Pedagogy Information Studies
Research subject
Research on Citizen Centered Health, University of Skövde (Reacch US); Interaction Lab (ILAB); Strategic Entrepreneurship
Identifiers
urn:nbn:se:his:diva-21723 (URN)
Conference
DAL21 - Det akademiska lärarskapet, Högskolan i Skövde den 16 april 2021
Available from: 2022-08-24 Created: 2022-08-24 Last updated: 2023-08-24Bibliographically approved
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
Research subject
Media, Technology and Culture (MTEC)
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: 2019-10-30Bibliographically 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: 2019-05-21Bibliographically approved
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