Högskolan i Skövde

his.sePublikationer
Ändra sökning
Avgränsa sökresultatet
12 1 - 50 av 67
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • apa-cv
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Aggestam, Lena
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Towards a Maturity Model for Learning Organizations – the Role of Knowledge Management2006Ingår i: Proceedings of the 17th International Conference on Database and Expert Systems Applications (DEXA'06), IEEE, 2006, s. 141-145, artikel-id 1698323Konferensbidrag (Refereegranskat)
    Abstract [en]

    Organizations of today must learn how to learn in order to become competitive. How an organization reaches maturity clearing this area is not clear. This paper presents an initial version of a maturity model aiming to set directions for how to become a learning organization, and to assist people when discussing where in this process the organization finds itself in. Future work consists of detailing the model and develops guidelines for how to measure maturity.

  • 2.
    Anderberg, Peter
    Certec, Centrum för rehabiliteringsteknisk forskning, Institutionen för designvetenskap, Lunds tekniska högskola, Lunds universitet.
    Internetlärande för alla: Om insatser för de första fullvärdiga studiemöjligheterna förfunktionshindrade människor1999Licentiatavhandling, monografi (Övrigt vetenskapligt)
  • 3.
    Andersson, Erik
    et al.
    Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande.
    Öhman, Johan
    School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Young people's conversations about environmental and sustainability issues in social media2017Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 4, s. 465-485Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 4.
    Andersson, Joacim
    et al.
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande.
    The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography2017Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, nr 5, s. 502-517Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

    Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

    Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

    Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

    Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

  • 5.
    Arnab, Sylvester
    et al.
    Disruptive Media Learning Lab, Coventry University, Coventry, UK.
    Moreno Ger, Pablo
    Universidad Complutense de Madrid, Spain.
    Lim, Theodore
    Herriot-Watt University, Edinburgh, UK.
    Lameras, Petros
    Serious Games Institute, Coventry University, UK.
    Hendrix, Maurice
    School of Science and Technology, University of Northampton, UK.
    Kiili, Kristian
    Tampere University of Technology, Pori, Finland.
    Baalsrud Hauge, Jannicke
    Bremer Institut für Produktion und Logistik, Bremen, Germany.
    Ninaus, Manuel
    University of Graz, Austria.
    de Freitas, Sara
    Curtin University, Bentley, Australia.
    Mazzetti, Alessandro
    Gruppo SIGLA S.r.l, Genoa, Italy.
    Dahlbom, Anders
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Degano, Cristiana
    Gruppo SIGLA S.r.l, Genoa, Italy.
    Stanescu, Ioana
    Riveiro, Maria
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    A Conceptual Model Towards the Scaffolding of Learning Experience2015Ingår i: Games and Learning Alliance: Third International Conference, GALA 2014, Bucharest, Romania, July 2-4, 2014, Revised Selected Papers / [ed] Alessandro De Gloria, Cham: Springer, 2015, 1, s. 83-96Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The challenge of delivering personalized learning experiences is amplified by the size of classrooms and of online learning communities. In turn, serious games are increasingly recognized for their potential to improve education, but a typical requirement from instructors is to gain insight into how the students are playing. When we bring games into the rapidly growing online learning communities, the challenges multiply and hinder the potential effectiveness of serious games. There is a need to deliver a comprehensive, flexible and intelligent learning framework that facilitates better understanding of learners’ knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model discussed aims to highlight key considerations that may advance the current state of learning analytics, adaptive learning and serious games, by leveraging serious games as an ideal medium for gathering data and performing adaptations. This opportunity has the potential to affect the design and deployment of education and training in the future.

  • 6.
    Asadi, Shahla
    et al.
    Department of Information Systems and Business Analytics, Kent State University, Kent, OH, USA.
    Allison, Jordan
    School of Computing & Engineering, University of Gloucestershire, Cheltenham, UK.
    Iranmanesh, Mohammad
    La Trobe Business School, La Trobe University, Melbourne, Victoria, Australia.
    Fathi, Masood
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling. Division of Industrial Engineering and Management, Department of Civil and Industrial Engineering, Uppsala University, Sweden.
    Safaei, Mahmood
    Department of Computer Science, College of Engineering and Polymer Science, The University of Akron, OH, USA.
    Saeed, Faisal
    College of Computing and Digital Technology, Birmingham City University, UK.
    Determinants of Intention to Use Simulation-Based Learning in Computers and Networking Courses: An ISM and MICMAC Analysis2024Ingår i: IEEE transactions on engineering management, ISSN 0018-9391, E-ISSN 1558-0040, Vol. 71, s. 6015-6030Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Simulation-based learning (SBL) presents a wide variety of opportunities to practice complex computer and networking skills in higher education, employing various platforms to enhance educational outcomes. The integration of SBL tools in teaching computer networking courses is useful for both instructors and learners. Furthermore, the increasing importance of SBL in higher education highlights the necessity to further explore the factors that affect the adoption of SBL technologies, particularly in the field of computer networking courses. Despite these advantages, minimal effort has been made to examine the factors that impact instructors' intentions to use SBL tools for computers and networking courses. The main objective of this study is to examine the factors that affect instructors' intentions to utilize SBL tools in computer networking courses offered by higher education institutions. By employing Interpretive structural modeling (ISM) and Matriced' Impacts Croise's Multiplication Appliquee a UN Classement (MICMAC) analysis, the research attempts to provide an in-depth understanding of the interdependencies and hierarchical associations among twelve identified factors. Results showed that system quality, self-efficacy, technological knowledge, and information quality have high driving power. This study offers valuable perspectives for higher education institutions and for upcoming empirical studies and aids in comprehending the advantages of using SBL tools in teaching and higher education. 

  • 7.
    Aslam, Tehseen
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling.
    Goienetxea Uriarte, Ainhoa
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling.
    Svensson, Henrik
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Education of the Future: Learnings and Experiences from Offering Education to Industry Professionals2022Ingår i: SPS2022: Proceedings of the 10th Swedish Production Symposium / [ed] Amos H. C. Ng; Anna Syberfeldt; Dan Högberg; Magnus Holm, Amsterdam; Berlin; Washington, DC: IOS Press, 2022, s. 665-676Konferensbidrag (Refereegranskat)
    Abstract [en]

    Digitalization is forcing the industry to rethink current practices in all business domains, pushing for a digital transformation of business and operations at a high rate and, thus, paving the way for new business models and making others redundant. For small and medium-sized companies (SME), in particular, it is an enormous challenge to keep up with the pace of technological development. Several initiatives have argued the industry’s need for continuous digitalization, innovation, transformation ability, and future skills and competencies development. However, the advancement of the Swedish industry in this area has been uneven, where larger organizations have begun their digital transformation journey to some extent, but SMEs risk falling behind. In addition to the technological transformation, the challenges regarding the industries’ skills supply need to be solved, where a workforce with the right competencies, knowledge, and skill sets are equally, if not more, important for remaining competitive. One of the key elements to face these challenges in the companies will be to recruit knowledgeable employees or re-skill the existing ones. Efficient access to relevant knowledge and skills is still a major concern for companies that will surely affect their competitiveness for a long time to come. This paper elaborates on the opportunities and challenges that Swedish universities face in the context of lifelong learning and education for industry professionals. The paper presents results and experiences gained from a lifelong learning project for industry professionals at the University of Skövde in collaboration with ten industry partners. The results from the project show that in addition to pedagogical methods, current structures and policies within academia need to be further developed to effectively serve industry professionals. The paper also presents a concept of education for industry professionals in the lifelong learning context based on the results and experience gained from the project.

    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Atif, Yacine
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Chou, Chien
    Institute of Education, National Chiao Tung University, Taiwan.
    Digital Citizenship: Innovations in Education, Practice, and Pedagogy2018Ingår i: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 21, nr 1, s. 3s. 152-154Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. 

    Ladda ner fulltext (pdf)
    fulltext
  • 9.
    Atif, Yacine
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Stylianos, Sergis
    University of Piraeus, Athens, Greece.
    Demetrios, Sampson
    Curtin University, Perth, Australia.
    Mathiason, Gunnar
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    A Cyberphysical Learning Approach for Digital Smart Citizenship Competence Development2017Ingår i: WWW '17: Proceedings of the 26th International Conference on World Wide Web Companion, ACM Digital Library, 2017, s. 397-405Konferensbidrag (Refereegranskat)
    Abstract [en]

    Smart Cities have emerged as a global concept that argues for the effective exploitation of digital technologies to drive sustainable innovation and well-being for citizens. Despite the large investments being placed on Smart City infrastructure, however, there is still very scarce attention on the new learning approaches that will be needed for cultivating Digital Smart Citizenship competences, namely the competences which will be needed by the citizens and workforce of such cities for exploiting the digital technologies in creative and innovative ways for driving financial and societal sustainability. In this context, this paper introduces cyberphysical learning as an overarching model of cultivating Digital Smart Citizenship competences by exploiting the potential of Internet of Things technologies and social media, in order to create authentic blended and augmented learning experiences.

    Ladda ner fulltext (pdf)
    fulltext
  • 10.
    Backlund, Per
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Engström, Henrik
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Johannesson, Mikael
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Computer Gaming and Driving Education2006Ingår i: Proceedings of the 14th International Conference on Computers in Education, ICCE 2006: Pedagogical Design of Educational Games, 2006, s. 9-16Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study investigates the learning effects of playing racing, action, and sports computer games. In particular we focus on traffic school students’ driving behavior. A survey conducted at three driving schools, questioned driving students about their gaming habits. The driving instructors evaluated their students’ driving skills and traffic safety attitudes. The results indicate that experience in computer games can have a positive effect on driving performance. Experienced gamers were ranked significantly higher by their instructors regarding their overall driving skills compared to students with low experience in computer games. However, no evidence was found to indicate that experienced gamers have a worse attitude towards fellow road-users or traffic safety. Experiments conducted in a driving simulator, using a game developed purposely to enhance certain traffic safety variables, reveals that it is possible to provide an entertaining game with serious content. Preliminary results, however, indicate that the version of the game where the explicit game goals are hidden was found to be the most entertaining one. The results of the investigation warrant further review into the development and utilization of computer games for traffic safety and education purposes.

  • 11.
    Barrow, Devon
    et al.
    Birmingham Business School, University of Birmingham, United Kingdom.
    Mitrovic, Antonija
    Department of Computer Science and Software Engineering, University of Canterbury, Christchurch, New Zealand.
    Holland, Jay
    Department of Computer Science and Software Engineering, University of Canterbury, Christchurch, New Zealand.
    Ali, Mohammad
    Faculty of Business and Law, Anglia Ruskin University, Cambridge, United Kingdom.
    Kourentzes, Nikolaos
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Developing Personalised Learning Support for the Business Forecasting Curriculum: The Forecasting Intelligent Tutoring System2024Ingår i: Forecasting, ISSN 2571-9394, Vol. 6, nr 1, s. 204-223Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In forecasting research, the focus has largely been on decision support systems for enhancing performance, with fewer studies in learning support systems. As a remedy, Intelligent Tutoring Systems (ITSs) offer an innovative solution in that they provide one-on-one online computer-based learning support affording student modelling, adaptive pedagogical response, and performance tracking. This study provides a detailed description of the design and development of the first Forecasting Intelligent Tutoring System, aptly coined FITS, designed to assist students in developing an understanding of time series forecasting using classical time series decomposition. The system’s impact on learning is assessed through a pilot evaluation study, and its usefulness in understanding how students learn is illustrated through the exploration and statistical analysis of a small sample of student models. Practical reflections on the system’s development are also provided to better understand how such systems can facilitate and improve forecasting performance through training. 

    Ladda ner fulltext (pdf)
    fulltext
  • 12.
    Berg Marklund, Björn
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Backlund, Per
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Johannesson, Mikael
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Children's collaboration in emergent game environments2013Ingår i: Proceedings of the 8th International Conference on the Foundations of Digital Games (FDG 2013), Society for the Advancement of the Science of Digital Games , 2013, s. 306-313Konferensbidrag (Refereegranskat)
    Abstract [en]

    The research presented in this paper examines how collaborative learning manifests in different environments of emergent play. Emergent games are interesting objects of study from a serious games perspective as their non-linear and open-endednature canalleviate issues caused by impersonal and inflexible content. But, in order for them to be useful in learning contexts, methods for assessment of player actions and participation in emergent games need to be improved. Our approach to this issue was to device a methodology to track individual group members’ work contributions during different types of group exercises. Groups of middle-school children, ages 6-9,were tasked to build structures out of LEGOs and in the game Minecraft and, through the devised tracking method, data from the different exercises were compared in order to determine how the collaborative patterns within the groups varied depending on what type of exercise they were performing. The results of the study indicate that the computer based emergent system was experienced as more engaging and immersive than the face-to-face one, and that it fostered continuous discovery, experimentation and problem solving throughout the game session.The devised methodology resulted in some good indicators regarding collaborative behavior, but more parameters need to be added for it to be usable for effective and meaningful player assessments.

  • 13.
    Berglund, Mia
    Högskolan i Skövde, Institutionen för vård och natur.
    Lärande vid långvarig sjukdom: Utmaningar för patient och vårdare2012 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 14.
    Bernhard, Iréne
    et al.
    Institutionen för Ekonomi och IT, Högskolan Väst, Trollhättan, Sverige.
    Lundh Snis, Ulrika
    Institutionen för Ekonomi och IT, Högskolan Väst, Trollhättan, Sverige.
    Gellerstedt, Martin
    Institutionen för Ekonomi och IT, Högskolan Väst, Trollhättan, Sverige.
    Svensson, Lars
    Institutionen för Ekonomi och IT, Högskolan Väst, Trollhättan, Sverige.
    Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden2020Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Universiteten i Sverige och övriga världen måste ständigt se över former för förbättrat utbyte med det omgivande samhället. Strategier för samverkan behöver kunna följas upp, mätas och förbättras. På Högskolan Väst (HV) har vi vårt profilområde inom arbetsintegrerat lärande (AIL), som generellt syftar till att integrera såväl teori som praktik i både utbildning, forskning och samverkan - på ett systematiskt och hållbart sätt. I denna rapport kartläggs samverkanseffekter i forskarutbildningen i informatik med inriktning mot arbetsintegrerat lärande. Syftet med rapporten är att utvärdera forskarutbildningen och forskningsmiljön från ett AIL-perspektiv. Vi har utgått från en informativ vetenskapsmodell (Informing Flows Framework) för att genomföra en nulägesanalys där vi identifierar och visualiserar samarbetstyper inom och mellan forskar-utbildningen/forskningsmiljön och Högskolan Västs nyckelaktörer: praktiken, forskarsamhället och doktorander. Konkreta implikationer visar hur samverkan och informationsflöden är kopplade och hur de kan förbättras. Allmänna reflektioner ges på modellen som ett användbart sätt för kvalitetsutveckling som går bortom de traditionella lärandemålen. Vi ser klara utvecklingsvägar för att kunna inkludera fler och djupare aspekter av samarbete och interaktion, som kan ge förbättrat utbyte och tydligare mått och strategier för vad och hur vi ska betrakta ”societal impact” för forskarutbildningen.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 15.
    Bernhardsson, Lennarth
    et al.
    University West, Sweden.
    Gellerstedt, Martin
    University West, Sweden.
    Svensson, Lars
    University West, Sweden.
    An eye for an I: a framework with focus on the integration of work and learning in higher education2018Ingår i: INTED2018 Proceedings / [ed] L Gómez Chova; A López Martínez; I Candel Torres, IATED Academy , 2018, s. 4923-4927Konferensbidrag (Refereegranskat)
    Abstract [en]

    Higher education plays a new role in the society and the highly specialized labor market, and higher education institutes are expected to interact with and contribute to the surrounding society. University West in Sweden is since 2002 commissioned by the government to develop the pedagogical strategy called work-integrated learning (WIL) and WIL is the “trade mark” for the University. This means that pedagogical methods are based on WIL and that the faculty is working on further refinement and development in order to maximize the pedagogical gain offered by using the synergy between theory and practice.

    Work-integrated-learning activities are often implemented in a course as methods aligned to the learning outcomes regarding knowledge in the specific subject. However, another perspective is that the capacity to reflect and understand the integration of theory and practice could actually be a learning outcome in itself. From this perspective, it is vital to theoretically frame and formulate stringent learnings outcomes. To have a clear framework for this is important for curriculum design, course delivery and assessment, as well.

    In a self-evaluation conducted at the University, including focus groups with, both undergraduate and post graduate students, teachers, researchers and managers, a call for a framework has been expressed.

    In this conceptual paper, we propose a framework to support, design, delivery and assessment of work-integrated-learning progression, i.e. understanding of the integration between theory and practice. This framework is inspired by theories regarding constructive alignment [3], the SOLO taxonomy, agentic learning, SAMR-model and the RAT-model. RAT means Replacement, Amplifying and Replacement [4] while SAMR is the acronym for Substitution, Augmentation, Modification and Redefinition [5]. Our WIL-4U has also been inspired by SOLO taxonomy [6]

    In short, the framework for progression includes a progression from being descriptive regarding the observed practice, skills for comparing and evaluating practices, to be agentic in how theory and practice could be used in synergy for evolving, new theory and development of practice. Thereby, putting on eye on the “i” in WiL.

    Ultimately such a framework could support the progression of “WiL-understanding” through an educational program, and that students after graduation have developed readiness for “life-long-learning” and could be agentic at workplaces in the sense that practice and theory are used in synergy.

  • 16.
    Bernhardsson, Lennarth
    et al.
    University West, Sweden.
    Gellerstedt, Martin
    University West, Sweden.
    Winman, Thomas
    University West, Sweden.
    Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning2017Ingår i: ICERI2017 Proceedings / [ed] L Gómez Chova; A López Martínez; I Candel Torres, IATED Academy , 2017, s. 443-451Konferensbidrag (Refereegranskat)
    Abstract [en]

    The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

    Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

    At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

    Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

  • 17.
    Brekke, Morten
    et al.
    University of Agder, Norway.
    Torstveit, Geir
    University of Agder, Norway.
    Køien Andersen, Maiken
    University of Agder, Norway.
    Kjosnes Fredsvik, Lisa
    University of Agder, Norway.
    Mijatović, Aleksandar
    University of Rijeka, Croatia.
    Bulant, Michal
    Masaryk University, Czech Republic.
    Oleksikova, Katerina
    Masaryk University, Czech Republic.
    Antalova, Natalia
    Masaryk University, Czech Republic.
    Õun, Tiia
    Tallinn University, Estonia.
    Kreulich, Klaus
    HM Hochschule München University of Applied Sciences, Germany.
    Schindler, Christina
    HM Hochschule München University of Applied Sciences, Germany.
    Anzi, Lucie
    HM Hochschule München University of Applied Sciences, Germany.
    Hanrieder, Bettina
    HM Hochschule München University of Applied Sciences, Germany.
    Gomez Puente, Sonia
    Eindhoven University of Technology, Netherlands.
    Szozda, Natalia
    Wroclaw University of Economics and Business, Poland.
    Amaral, Carla Maria
    University of Trás-os-Montes e Alto Douro, Portugal.
    Cravino, José
    University of Trás-os-Montes e Alto Douro, Portugal.
    Machado, Diogo
    University of Trás-os-Montes e Alto Douro, Portugal.
    Aslam, Tehseen
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling.
    Goienetxea Uriarte, Ainhoa
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling.
    Zhang, Thérèse
    European University Association (EUA).
    Flexible learning and teaching: Thematic Peer Group Report2024Rapport (Övrigt vetenskapligt)
    Abstract [en]

    European higher education institutions (HEIs) are facing increasing demands for more flexible learning and flexibility in learning paths.

    This report from a 2023 European University Association Learning & Teaching Thematic Peer Group on “Flexible learning and teaching” explores the complexity of implementing flexible learning at HEIs, starting by defining what it means and entails for the institution, and its members and entities (staff, students, leadership, faculties). With the view that the development of flexible learning is an essential condition for the future of learning at universities, the group identified challenges and examples of practice, and offered recommendations for institutions to reflect on their strategy and build capacity for flexible learning.

    Ladda ner fulltext (pdf)
    fulltext
  • 18.
    Englund, Mikael
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Lärande och flow: Den optimala lärandeupplevelsen2012Självständigt arbete på grundnivå (kandidatexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Detta arbete har utförts för att undersöka frågeställningen ”Hur bör ett dataspels tutorial designas för att spelaren ska lära sig samtidigt som den främjar uppkomsten av flow?”. För att besvara detta har teorier inom pedagogik, lärande av spel, användbarhet och flow samt mer generella teorier kring spel studerats för att skapa en teoribildning inom området. För att testa detta har ett spel med två olika tutorials skapats. Detta spel har sedan använts för att, med hjälp av två testgrupper, samla data om hur spelare lär sig samt deras flowupplevelse. Resultaten visar på att den typ av inlärning som bör appliceras är beroende av vad som ska läras ut till spelaren. Huruvida någon av de olika typerna av tutorials är fördelaktiga för uppkomsten av flow har ej kunnat besvara då de båda testgruppernas data visat på snarlika flowupplevelser. 

    Ladda ner fulltext (pdf)
    Lärande och flow
  • 19.
    Gellerstedt, Martin
    et al.
    University West, Sweden.
    Arvemo, Tobias
    University West, Sweden.
    Work-integrated learning with work-integrated learners2014Ingår i: Proceedings of the International Conferences on Educational Technologies (ICEduTech 2014) and Sustainability, Technology and Education 2014 (STE 2014) / [ed] Piet Kommers; Tomayess Issa; Theodora Issa; Dian-Fu Chang; Pedro Isaías, IADIS Press, 2014, s. 82-88Konferensbidrag (Refereegranskat)
    Abstract [en]

    The digital era gives many new opportunities for higher education. Especially online education makes it possible to reach new groups of students like, for instance, full time working professionals. This case study investigates an online course in applied statistics constructed to attract “non-traditional students” such as full-time working professionals. The course was constructed using the Work Integrated Learning (WIL) approach as well as guidelines for statistics courses (GAISE) and online courses. The main goal of the article is to investigate if the course attracted the participants that were intended, and to summarize the pedagogical experiences from the course. Among the findings are that the course succeeded in attracting “non-traditional students”, it is also found that the concept of WIL and GAISE helps increase the participant’s interest in, and perceived usability of, statistics. Furthermore, the concept of WIL can be enhanced, both for the traditional and “non-traditional” students, by inviting the “non-traditional students” to share statistical problems from their workplace. This opens up for the pedagogical concept of using the participants in the course as a resource for WIL and hence building a course with the students rather than for the students.

  • 20.
    Gellerstedt, Martin
    et al.
    University West, Sweden.
    Bernhard, Iréne
    University West, Sweden.
    Lundh Snis, Ulrika
    University West, Sweden.
    Svensson, Lars
    University West, Sweden.
    Work-integrated Learning: Increasing societal impact by decreasing the gap between research and practice2018Ingår i: ICERI2018 Proceedings / [ed] L Gómez Chova; A López Martínez; I Candel Torres, IATED Academy , 2018, s. 9337-9345Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution

  • 21.
    Gellerstedt, Martin
    et al.
    University West, Sweden.
    Pareto, Lena
    University West, Sweden.
    Svensson, Lars
    University West, Sweden.
    The Goalkeeper: a tool for monitoring learning outcomes in PhD education2015Ingår i: ICERI2015 Proceedings / [ed] L Gómez Chova; A López Martínez; I Candel Torres, IATED Academy , 2015, s. 6223-6230Konferensbidrag (Refereegranskat)
    Abstract [en]

    The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.

  • 22.
    Grahovar, Marina
    et al.
    Högskolan i Skövde, Institutionen för handel och företagande. Högskolan i Skövde, Forskningsmiljön Organisering för hållbar utveckling.
    Jansson, Christian
    Högskolan i Skövde, Institutionen för handel och företagande. Högskolan i Skövde, Forskningsmiljön Organisering för hållbar utveckling.
    Johansson, Inga-Lill
    Högskolan i Skövde, Institutionen för handel och företagande. Högskolan i Skövde, Forskningsmiljön Organisering för hållbar utveckling.
    Arbeta kollektivt, prestera individuellt – Hur muntlig examination kan användas för att stödja aktivt lärande2023Ingår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, nr 3, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet med denna studie är att bidra med insikter om hur muntlig examination kan användas för att stödja studenters aktiva lärande. Muntlig examination är den äldsta formen för bedömning av enskilda studenters kunskaper, men används idag oftast vid bedömning av presentationer av gemensamt arbete som också avrapporteras skriftligt. Artikeln är baserad på ett konkret kursutvecklingsarbete där det överordnade målet var att stödja aktivt lärande. För att uppnå målet introducerades dels en individuell muntlig tentamen som var avgörande för kursbetyget, dels ett nytt upplägg av undervisningen. Studien indikerar att muntlig examination kan bidra till ett aktivt lärande under förutsättning att den är individuell och att undervisningsupplägget tar fasta på fördelarna med samarbete mellan studenter. Vidare pekar studien på att det finns fördelar med att den muntliga examinationen väger tungt i kursbetyget under förutsättning att undervisningsupplägget förbereder studenterna väl. Framtida studier föreslås inriktas mot att följa studenter på individnivå för att belysa deras förutsättningar till aktivt lärande vid kursstart, vad som händer med dem under kursens gång och vilka resultat de uppnår i olika delar av examinationen. 

    Ladda ner fulltext (pdf)
    fulltext
  • 23.
    Gudmundson, Perols Erik
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Hahne, Cecilia
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Musikalisk dynamik och inlärning: En studie huruvida dynamik i musik påverkar inlärning i datorspel2021Självständigt arbete på grundnivå (kandidatexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Dynamik i musik syftar traditionellt på variationer av bland annat tonstyrka. I denna rapport utförs ett fördjupande av begreppet dynamik i musik, såväl som en överblick av relevant terminologi samt forskning om vilka effekter bakgrundsmusik kan besitta. Syftet med studien var att besvara frågeställningen “Hur påverkar dynamik i musik spelarens förmåga att lära in omgivningen i ett datorspel?”. För att undersöka frågeställningen har 28 personer genomfört ett experiment där de delades upp i två grupper, besvarade två frågeformulär samt spelade en av två artefakter beroende på grupp. Artefakterna bestod av en spelprototyp vars tillhörande bakgrundsmusik hade olika dynamiskt omfång beroende på grupp. Undersökningen visade att dynamiken i den musik som använts inte haft någon märkbar påverkan på deltagarnas resultat. För framtida forskning inom ämnet föreslås vidare studier inom musik och inlärning, samt kvalitativa metoder som tillägg till studier om dynamikens roll.

    Ladda ner fulltext (pdf)
    fulltext
  • 24.
    Gustavsson, Henrik
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Brohede, Marcus
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Continuous assessment in software engineering project course using publicly available data from GitHub2019Ingår i: Proceedings of the 15th International Symposium on Open Collaboration, OpenSym 2019, Association for Computing Machinery (ACM), 2019, artikel-id 4Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper describes an approach for assessment in a large software engineering project course. We propose an approach for continuously collecting information from a source code repository and collaboration tool, and using this information for assessing student contributions and also for assessing the course as a whole from the teacher's standpoint. We present how we display metrics for how the students perform in relation to some of the requirements of the course. We argue that continuous summative assessment feedback to the students on how they are performing in the project is a suitable strategy for ensuring active participation from the students for the duration of the project course. 

  • 25.
    Gómez-Maureira, Marcello A.
    et al.
    Leiden University, The Netherlands.
    Kniestedt, Isabelle
    Delft University of Technology, The Netherlands.
    Dingli, Sandra
    University of Malta, Msida, Malta.
    Farrugia, Danielle M.
    University of Malta, Msida, Malta.
    Berg Marklund, Björn
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    CURIO 2.0: A Local Network Multiplayer Game Kit to Encourage Inquisitive Mindsets2020Ingår i: Proceedings of the 15th International Conference on the Foundations of Digital Games: FDG 2020 / [ed] Georgios N. Yannakakis, Antonios Liapis, Penny Kyburz, Vanessa Volz, Foaad Khosmood, Phil Lopes, New York: Association for Computing Machinery (ACM), 2020, artikel-id 76Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research has found that successful game-based learning (GBL) is dependent on several factors, e.g. students, parents, teachers and educational setting. Nevertheless, many existing GBL solutions primarily consider the student. Similarly, they focus on imparting and assessing content-specific knowledge rather than encouraging students to become intrinsically motivated learners. This paper presents CURIO, an educational game kit that involves teachers as ‘game masters’. It encourages inquisitive mindsets in students and helps to structure discussions when introducing a new topic in class. It informs the teacher of students’ pre-existing knowledge so that they can better shape upcoming classes to their needs. A pilot study with a class of 25 primary school students and their homeroom teacher evaluated a prototype of CURIO. The paper concludes with guidelines learned from creating and testing CURIO that can help with the development of tools for teachers using the same design philosophy.

  • 26.
    Hansson, Weronica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Individanpassad undervisning: Lärares upplevelser av att anpassa undervisningen efter elverna förutsättningar och behov2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Läroplanen (Skolverket, 2011) och Skollagen (SFS 2010:800) anger att undervisningen ska individanpassas. Skolinspektionen (2011) fastställer att det finns brister i hur skolorna bedriver en sådan undervisning och även min erfarenhet var att detta inbegrep en del utmaningar. Med detta som bakgrund blev studiens syfte att beskriva, tolka och förstå innebörden i lärares upplevelser av att individanpassa den egna undervisningen samt eventuella relaterade utmaningar. För att undersöka detta användes en kvalitativ metod med intervjuer som datainsamlingsteknik, där fem verksamma lärare intervjuades. En hermeneutiskt-fenomenologisk ansats användes som utgångspunkt.

    Resultatet visade att individanpassa undervisningen inte är lätt att göra, då det är mycket upp till läraren att själv tolka och bedriva undervisningen med de svårigheter det innebär. Det är många faktorer som är med och påverkar undervisningen och i analysen av resultatet kunde det påvisas att dessa faktorer fungerar i en kombination med varandra och är vad som möjliggör individanpassad undervisning.

    Ladda ner fulltext (pdf)
    Individanpassad undervisning - lärares upplevelser av att anpassa undervisningen efter elevernas förutsättningar och behov
  • 27.
    Henriksson, Adam
    Högskolan i Skövde, Institutionen för informationsteknologi.
    What are the motivations and barriers for incorporating multi-factor authentication among IT students?2022Självständigt arbete på grundnivå (kandidatexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The need for greater account security has grown as the globe has become more digitally connected. One of the solutions available today is multi-factor authentication, which enables users to add additional authentication factors to secure their accounts. However, multi-factor authentication has not become widespread in organisations due to a lack of user accessibility and knowledge of the subject's importance. This study aimed to identify possible motivations and barriers to adopting multi-factor authentication from students at the University of Skövde to motivate possible improvements in the education and tools of multi-factor authentication. Ten students from the Network and system administration program at the University of Skövde were interviewed in the spring of 2022. The answers received were analysed qualitatively with thematic analysis. The results from the analysed answers formed a theme named ‘NSA students consider themselves secure’ derived from the three categories found during the coding. All students were familiar with multi-factor authentication and its importance for account security. Despite this, not all the students used it for their private accounts, stating that they considered it inconvenient and not required. The students who used multi-factor authentication did not use it for every account they owned, instead opting to secure important services like email, social media and crypto-wallets. Based on the results, improvements regarding usability in authenticator applications and teaching users about the cybersecurity risks and advantages of utilising MFA may increase its adoption rate.

    Ladda ner fulltext (pdf)
    fulltext
  • 28.
    Hofverberg, Hanna
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande.
    Recycling, crafting and learning - an empirical analysis of how students learn with garments and textile refuse in a school remake project2018Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, nr 6, s. 775-790Artikel i tidskrift (Refereegranskat)
  • 29.
    Jedel, Izabella
    et al.
    The University of Gothenburg, Göteborg, Sweden.
    Gillberg, David
    Insert Coin, Göteborg, Sweden.
    Palmquist, Adam
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Don’t be boring: The case of a gamified google classroom2020Ingår i: GSGS'20: 5th Gamification & Serious Game Symposium September – November 2020, 2020, s. 85-Konferensbidrag (Refereegranskat)
    Abstract [en]

    Gamification has shown varied effects on student performance. In this study we examine the implementation of an agnostic gamification platform, Gamify the World ENgin (GWEN), in Google Classroom (hereafter GC) and focus on the scalability indication as well as gamification’s influence on the students and teachers perception of the course and their interaction with it. The results show an overall positive view of gamification and offer guidance to further implementations.

  • 30.
    Jedel, Izabella
    et al.
    The University of Gothenburg, Göteborg, Sweden.
    Gillberg, David
    Insert Coin, Göteborg, Sweden.
    Palmquist, Adam
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Don’t be boring: The case of a gamified google classroom2020Ingår i: GSGS'20: 5th Gamification & Serious Game Symposium September – November 2020, 2020, s. 15-18Konferensbidrag (Refereegranskat)
    Abstract [en]

    Gamification has shown varied effects on student performance. In this study we examine the implementation of an agnostic gamification platform, Gamify the World ENgin (GWEN), in Google Classroom (hereafter GC) and focus on the scalability indication as well as gamification’s influence on the students and teachers perception of the course and their interaction with it. The results show an overall positive view of gamification and offer guidance to further implementations.

  • 31.
    Jeppsson, Arvid
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Pudas Johansson, Max
    Högskolan i Skövde, Institutionen för informationsteknologi.
    VISUAL NOVELS OCH ORDKUNSKAP: Användares attityder till Visual Novels med ordinlärning som huvudsyfte.2019Självständigt arbete på grundnivå (kandidatexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Vårt examensarbete handlar om vad användare har för attityder till en Visual Novel med ordinlärning som huvudsyfte. För att undersöka detta så framställde vi en Visual Novel med ett ordinlärningsmoment från svenska till engelska, där spelaren instrueras att skriva in understrukna ord. Därefter utförde vi en kvalitativ studie på deltagare i åldrarna 18 år och uppåt där de fick testa vår Visual Novel, och sedan intervjuades. Resultaten från vår undersökning tyder på att det finns ett intresse för Visual Novels med ordinlärning som huvudsyfte. Deltagarna tyckte att att kopplingen mellan det visuella och glosorna i vår Visual Novel inte var en viktig del i hur väl de lyckades med att klara glosorna, och att storyn kan anpassas för att användarna ska få bättre förutsättningar att komma ihåg glosorna.

    Ladda ner fulltext (pdf)
    VISUAL NOVELS OCH ORDKUNSKAP
  • 32.
    Johansson, Barbro
    et al.
    Högskolan i Skövde, Institutionen för hälsa och lärande.
    Mårtensson, Lena B.
    Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande.
    Ways of strategies to knowing the patient described by nursing students2019Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 38, s. 120-125Artikel i tidskrift (Refereegranskat)
  • 33.
    Johansson, Thomas
    Högskolan i Skövde, Institutionen för hälsa och lärande.
    Nationell databas som lärresurs för organisatorisk lärande: Hur hinder och möjligheter uppfattas2015Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studien använder sig av en kvalitativ intervjuundersökning för att skapa en förståelse av polisens användning av en databas och villkoren för hur den ska kunna stödja ett organisatoriskt lärande som ska utmynna i en ökad krishanteringsförmåga. Forskningsgenomgången visar att använda databaser för ändamålet organisatoriskt lärande har prövats många gånger och i de allra flesta fall misslyckats. Ett par betydelsefulla framgångsfaktorer för organisatoriskt lärande är en maktsymmetrisk dialog och ett ledarskap som har insikt i problematiken och förmår hantera de hinder som vanligen förekommer i en organisation. Resultatet visar på att det finns betydande tekniska och emotionella hinder i organisationen som ställer höga krav på utövat ledarskap om eftersträvat organisatoriskt lärande ska uppnås. Databasen PUM-A förefaller ha teoretisk acceptans men saknar praktisk acceptans. Avsaknad av kvalitetsrutiner, bristande teknisk funktionalitet och ett utbrett emotionellt motstånd mot att använda databasen som lärresurs ser ut att uppmuntra en passivitetskultur. Den institutionella kulturen som förordar dialog i fysiska möten inverkar som en motverkande kraft mot IT-baserat lärande. En avsaknad av gemensam syn på innebörden i organisatoriskt lärande förefaller också finnas.

  • 34.
    Khodabandelou, Rouhollah
    et al.
    Department of Instructional and Learning Technologies, College of Education, Sultan Qaboos University, Muscat, Oman.
    Fathi, Masood
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap. Högskolan i Skövde, Forskningsmiljön Virtuell produkt- och produktionsutveckling. Division of Industrial Engineering and Management, Uppsala University, Sweden.
    Amerian, Mohammad
    Allameh Tabataba'i University, Tehran, Islamic Republic of Iran.
    Fakhraie, Mohammad Reza
    National Iranian Oil Company, Tehran, Islamic Republic of Iran.
    A comprehensive analysis of the 21st century's research trends in English Mobile Learning: a bibliographic review of the literature2022Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 39, nr 1, s. 29-49Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Purpose This study examines the importance of English Mobile Learning research as a foundation for lifelong and sustainable education from different points of view, including those of technology innovation experts, psychologists and educators. It aims to explore the current status and relevant research trends through the application of bibliometric mapping and bibliometric analysis.

    Design/methodology/approach For this study, all Web of Science records (in total 5,343) from 2000 to 2020 in the field of English Mobile Learning were analyzed using the VOSviewer and CiteSpace software tools. The WoS built-in functions, including “Refine” and “Analyze,” were employed to perform the bibliometric analysis. The study further analyzed a sample of the five most-cited articles to identify the previous studies with the highest quality or impact.

    Findings The results showed that research in English Mobile Learning is growing quickly and steadily with a noticeable emphasis on various device-based technologies and applications. The study also discusses the key implications for research institutions, education policymakers and academicians, and identifies the most prominent avenues for future research on English Mobile Learning. Moreover, the results shared in this review highlight the most important and emerging areas of research in the field.

    Originality/value This article is the most recent bibliographic review of literature that particularly addresses the English Mobile Learning research during the past two decades.

  • 35.
    Larsson, Margaretha
    et al.
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering. Institution of Health Sciences University of Skövde Skövde Sweden.
    Sundler, Annelie Johansson
    Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden.
    Blomberg, Karin
    Faculty of Medicine and Health, School of Health Sciences, Örebro University, Sweden.
    Bisholt, Birgitta
    Institution of Health Sciences, Red Cross University, Stockholm, Sweden.
    The clinical learning environment during clinical practice in postgraduate district nursing students' education: a cross‐sectional study2023Ingår i: Nursing Open, E-ISSN 2054-1058, Vol. 10, nr 2, s. 879-888Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim

    To describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education.

    Design

    Cross-sectional study design.

    Methods

    A convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017.

    Results

    The postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.

    Ladda ner fulltext (pdf)
    fulltext
  • 36.
    Leonardsen, Ann-Chatrin Linqvist
    et al.
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway ; Department of Anesthesia, Østfold Hospital Trust, Grålum, Norway.
    Hardeland, Camilla
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway.
    Hallgren, Jenny
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering.
    Femdal, Ingrid
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway.
    Thapa, Dip Raj
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering.
    Helgesen, Ann Karin
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway.
    Bååth, Carina
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway ; Faculty of Health, Science, and Technology, Department of Health Sciences, Karlstad University, Sweden.
    Halvorsrud, Liv
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway ; Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Norway.
    Grøndahl, Vigdis Abrahamsen
    Faculty of Health, Welfare and Organization, Østfold University College, Halden, Norway.
    Gillsjö, Catharina
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering. College of Nursing, University of Rhode Island, Kingston, RI, USA.
    Nursing students’ attitudes towards the use of digital technology in the healthcare of older adults- a cross-sectional study in Norway and Sweden2023Ingår i: BMC Nursing, E-ISSN 1472-6955, Vol. 22, nr 1, artikel-id 428Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    Implementation of digital technology has been suggested as a potential solution to future healthcare challenges. Healthcare personnel’s attitudes are important in the acceptance and implementation of digital technologies.

    Aim

    The aims of this study were to (1) translate and validate two different questionnaires to Norwegian and Swedish respectively, and then (2) use these to examine nursing students’ attitudes towards digital technology in healthcare, as well as their attitudes towards older adults’ abilities to use digital technology.

    Design

    Cross-sectional.

    Methods

    A web-based questionnaire was distributed in first year nursing students in a Norwegian and a Swedish university college, respectively. The questionnaire consisted of the short form of the ‘Information Technology Attitude Scales for Health (ITASH)’ and the ‘Attitudes Towards Older Adults Using Digital technology (ATOAUT-11)’ questionnaire. The questionnaires were translated and validated in both countries. Frequencies, Student’s t-test, and one-way ANOVA were used to analyze the data.

    Results

    In total 236 students responded to the questionnaire in the period September 2022 to April 2023. Students mainly reported positive attitudes towards digital technology use in general. They most agreed with the items ‘Using digital technology devices makes my communication with other health professionals faster’, ‘The sort of information I can get from the digital technology devices helps me give better care to patient’, and ‘Digital technology skills are becoming more and more necessary for healthcare professionals’. However, they reported more negative attitudes towards older adults using digital technology. They most agreed with the items ‘One needs a lot of patience to explain to an older adult how to use digital technologies’, ‘It’s hard to explain to older adults how to use digital technology’, ‘Using digital technology is harder for most older adults’, and ‘Most older adults fear using digital technology because they fear of being scammed or cheated’.

    Conclusion

    The ITASH and the ATOAUT-11 is appropriate for use in a Norwegian and Swedish setting. Even if nursing students are positive to digital technology in healthcare in general, they are sceptical to older adults using digital technology. This may impact on their attitudes to using digital technology in the healthcare of older adults. These aspects need emphasis when revising nursing education curricula focusing on developing technological competencies in nursing, and gaining knowledge regarding older adults’ use of digital technology.

    Ladda ner fulltext (pdf)
    fulltext
  • 37.
    Linderoth, Jonas
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi. Swedish Defence University, Wargaming Section.
    Sjöblom, Björn
    Stockholm University, Sweden.
    Being an Educator and Game Developer: The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production2019Ingår i: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 50, nr 6, s. 771-788Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.

  • 38.
    Maivorsdotter, Ninitha
    et al.
    Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande.
    Lundvall, Suzanne
    The Swedish School of Sport and Health Sciences, Sweden.
    Quennerstedt, Mikael
    University of Örebro, Sweden.
    Being a competent athlete or a competent teacher?: Aesthetic experiences in physical education teacher education2014Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 20, nr 3, s. 407-422Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to explore physical education teacher education students' meaning-making of participating in lessons - in this case gymnastics and basketball - based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students' written stories. A practical epistemology analysis was used in order to explore the students' meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students' stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing the competent athlete' completely, many of them did highlight the conflict.

  • 39.
    Messina Dahlberg, Giulia
    et al.
    University of Gothenburg, Sweden.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Montebelli, Alberto
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Billing, Erik
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Negotiating epistemic spaces for dialogue across disciplines in higher education: The case of the Pepper experiment2018Ingår i: EARLI, Joint SIG10-21 Conference, 2018, Luxembourg, 2018, Luxembourg, 2018Konferensbidrag (Refereegranskat)
  • 40.
    Mårtensson, Sophie
    Jönköping University, HHJ, Avdelningen för omvårdnad.
    Bridging the gap between caring theory and nursing practice: Learning experiences of undergraduate nursing students in a caring behavior course2022Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Background: Healthcare providers are obligated to practice with scientific knowledge in order to deliver high quality and safe care based on patients’ needs. Despite this obligation, complaints from care recipients and their significant others regarding healthcare providers’ lack of compassion and competent care in their professional encounters have increased. In the discipline of nursing, theoretical structures of caring, conceptualized as behaviors, have been established as the heart and core value of guidance in all nursing practice. In nursing education, however, caring has tended to be taught as an intangible aspect of nursing practice, described as hidden curricula, thus, focus more on developing knowledge and psychomotor skills instead of learning caring behaviors. Studies that examine how undergraduate nursing students can learn caring behaviors explicitly are rare. Thus, a stronger emphasis on the learning of caring in the context of a caring behavior course that uses a variety of learning didactics is needed. Without adequate theoretical structures for caring-based observational behavioral instruments assessing verbal and non-verbal caring and non-caring behaviors, there is little evidence to help develop the learning of caring behaviors.

    Aim: The overall aim of this thesis was to study how a caring behavior course in undergraduate nursing education influenced students’ learning of caring behaviors.

    Method: This thesis was conducted among undergraduate nursing students at a university in Sweden. The participants attended a 7.5-credit (five-week) Caring Behavior Course (the CBC) in semester four during spring and fall 2018 and spring 2019. The CBC was facilitated through a student-centered learning approach intertwined into reflective practice with the learning didactics of narrative pedagogy and simulation; it comprised six voluntary lectures, five mandatory seminars, and two mandatory caring behavior simulation days and examinations. All data were collected from the students participating in the CBC. Two of the four scientific papers constituting this thesis had a qualitative design based on focus group interviews (paper I) and individual written reflections (paper II). Analyses was conducted using qualitative content analysis. One paper had an instrument development design to develop and test an observational behavioral instrument based on Swanson’s Theory of Caring (paper III). Lastly, one paper had a quantitative observational design using the CBCS on video-recorded observational behavioral data collected in the CBC (paper IV). Analyses was conducted using descriptive statistics and Wilcoxon signed rank test (paper IV).

    Results: The undergraduate nursing students’ participation in the CBC influenced their learning of caring behaviors. It deepened their understanding and knowledge of caring. The students became aware that learning caring is a task that requires effort because the meaning of caring encompasses nurses’ active engagement in practicing caring behaviors. These findings are also supported through the observational behavioral instrument, through the developed Caring Behavior Coding Scheme based on Swanson’s Theory of Caring; it was found that participation in the CBC influenced the undergraduate nursing students verbal and non-verbal caring and non-caring behaviors.

    Conclusions: This thesis demonstrated that bridging the gap between caring theory and nursing practice in the CBC using a variety of learning didactics influenced undergraduate nursing students’ learning of caring behaviors. The results contributed to strengthening the knowledge that caring and learning are parallel processes in the undergraduate nursing students’ development into becoming compassionate and competent caring nurses, with the intended outcome of patient healing and well-being.

    Ladda ner fulltext (pdf)
    Kappa
  • 41.
    Mårtensson, Sophie
    et al.
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering.
    Hodges, Eric A.
    University of North Carolina, Chapel Hill, NC, USA.
    Knutsson, Susanne
    Linnaeus University Växjö, Sweden.
    Broström, Anders
    Jönköping University, Sweden.
    Björk, Maria
    Jönköping University, Sweden.
    The Caring Behavior Coding Scheme: Development of an Observational Behavioral Scheme2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Motivation & Aim

    In today's complex healthcare organizations there is an increasing recognition of the need to enhance care quality and patient safety. Simultaneously, patient boards receive an increasing number of complaints from patients and significant others regarding healthcare providers’ non-caring behaviors. Defining and measuring both verbal and nonverbal caring and non-caring behavior in healthcare providers’ care delivery is vital to address such complaints. However, no studies were found that incorporated a comprehensive theory of caring to code encounters between healthcare providers and patients. Therefore, the aim was to develop and test a caring behavior coding scheme based on Swanson’s Theory of Caring.

    Method

    An instrument development process was used for behavioral coding including observational data from thirty-eight video recordings collected in an undergraduate nursing course at a Swedish University. The observational data depicts a six minutes simulated interaction between an undergraduate nursing student and a standardized patient focusing caring in nursing practice. 

    Result

    The Caring Behavior Coding Scheme (the CBCS) entails eight nonverbal and seventeen verbal behavioral codes, categorized as caring and non-caring behaviors in accordance with Swanson’s Theory of Caring. Content validity was examined by Dr. Swanson, face validity was conducted by two clinical-nurses. A timed-event sequential continuous coding was performed in INTERACT®, the coder achieved excellent agreement with the developed gold standard (k = 0.87), and excellent mean inter-rater reliability (k = 0.82). The CBCS adequately captured caring behaviors as all domains in Swanson’s Theory of Caring were rated in the interaction.

    Ladda ner fulltext (pdf)
    fulltext
  • 42.
    Mårtensson, Sophie
    et al.
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering.
    Knutsson, Susanne
    Linnaeus University Växjö, Sweden.
    Hodges, Eric A.
    University of North Carolina, Chapel Hill, NC, USA.
    Sherwood, Gwen
    University of North Carolina, Chapel Hill, NC, USA.
    Broström, Anders
    Jönköping University, Sweden.
    Björk, Maria
    Jönköping University, Sweden.
    Bridging the Gap between Caring and Nursing Practice: Undergraduate Nursing Students Experiences of Learning Caring Behaviors with Standaradized Patients in Simulation2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Motivation & Aim

    Although school of nursing curricula often refer to caring as the central core in nursing practice, students often have a gap in understanding and knowing how to intertwine caring in all aspect of nursing practice. Thus, nursing curricula often tend to focus more on developing psychomotor skills and knowledge, referred to as doing, with less concentration on how one interacts with patients. Even though there has been extensive research on simulation in nursing education there are limited studies focusing on the intentional and visible incorporation of compassionate and competent caring behavior in simulations. Therefore, the aim was to describe undergraduate nursing students’ experiences of practicing caring behaviors with a standardized patient. 

    Method

    A sample of forty-eight fourth semester undergraduate nursing students enrolled in a five-week caring behavior course at a Swedish university, were at the first and last week individually video-recorded during two caring behavior simulations with a standardized patient. After observing each of their video-recordings, students completed individual written reflection on their own verbal and nonverbal caring behavior. The written reflections were analyzed using qualitative content analysis. 

    Conclusion

    Simulated encounters with standardized patients that visibly intertwine caring with nursing practice facilitates nursing students’ learning of compassionate and competent caring behaviors

    The learning experience made the students aware of the impact of practicing caring in nursing practice, recognizing that being with is not the same as doing for the patient, and thus, how challenging it is to be mindfully present in patient encounters

    Video-recorded caring behavior simulations provide a feasible educational learning didactic, facilitating students’ learning to apply caring behaviors

    Ladda ner fulltext (pdf)
    fulltext
  • 43.
    Ning, Huansheng
    et al.
    University of Science and Technology Beijing, School of Computer and Communication Engineering, Beijing, China.
    Wang, Hang
    University of Science and Technology Beijing, School of Computer and Communication Engineering, Beijing, China.
    Wang, Wenxi
    University of Science and Technology Beijing, School of Computer and Communication Engineering, Beijing, China.
    Ye, Xiaozhen
    University of Science and Technology Beijing, School of Computer and Communication Engineering, Beijing, China.
    Ding, Jianguo
    Blekinge Institute of Technology, Department of Computer Science, Karlskrona, Sweden.
    Backlund, Per
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    A Review on Serious Games in E-learning2021Ingår i: 2021 IEEE Symposium Series on Computational Intelligence, SSCI 2021 - Proceedings, IEEE, 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    E-Iearning is a widely used learning method, but with the development of society, traditional E-learning method has exposed some shortcomings, such as the boring way of teaching, so that it is difficult to increase the enthusiasm of students and raise their attention in class. The application of serious games in E-learning can make up for these shortcomings and effectively improve the quality of teaching. When applying serious games to E-learning, there are two main considerations: educational goals and game design. A successful serious game should organically combine the two aspects and balance the educational and entertaining nature of serious games. This paper mainly discusses the role of serious games in E-learning, various elements of game design, the classification of the educational goals of serious games and the relationship between educational goals and game design. In addition, we try to classify serious games and match educational goals with game types to provide guidance and assistance in the design of serious games. This paper also summarizes some shortcomings that serious games may have in the application of E-learning.

  • 44.
    Palmquist, Adam
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Det digitaliserade klassrummet2019 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 45.
    Palmquist, Adam
    Magelungen Utveckling / Akademi Magelungen.
    Det spelifierade klassrummet2018 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 46.
    Palmquist, Adam
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Motiverande undervisning: Att använda speldesign för att skapa motivation2020 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 47.
    Palmquist, Adam
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Gillberg, David
    Insert Coin, Sweden.
    Eye of the Beholder: Analyzing a Gamification Design Through a Servicescape Lens2020Ingår i: Utilizing Gamification in Servicescapes for Improved Consumer Engagement / [ed] Miralem Helmefalk, Leif Marcusson, IGI Global, 2020, s. 86-118Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Gamification, the idea of using game design elements to make tasks more engaging, is used in many contexts. The enthusiasm for gamification and its potential uses can be seen in different research- as well as business fields. As of this day, there exists no dominant design principle or standard on how to construct a gamified solution. However, there seem to exist generic dogmas on what a gamification solution should include, look and feel like. The theories used to explain the gamification techniques often originate from the field of game design and psychology. It is possible that more research fields could be used as a lens to magnify the effects of gamified information systems. In this report, we use the theories from environmental psychology and the servicescape methods to construct a lens to suggest improvements in gamification design for a learning management system used in higher education.

  • 48.
    Palmquist, Adam
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Gillberg, David
    Insert Coin, Sweden.
    Eye of the Beholder: Analyzing a Gamification Design Through a Servicescape Lens2023Ingår i: Research Anthology on Game Design, Development, Usage, and Social Impact / [ed] Information Resources Management Association, IGI Global, 2023, s. 557-583Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Gamification, the idea of using game design elements to make tasks more engaging, is used in many contexts. The enthusiasm for gamification and its potential uses can be seen in different research- as well as business fields. As of this day, there exists no dominant design principle or standard on how to construct a gamified solution. However, there seem to exist generic dogmas on what a gamification solution should include, look and feel like. The theories used to explain the gamification techniques often originate from the field of game design and psychology. It is possible that more research fields could be used as a lens to magnify the effects of gamified information systems. In this report, we use the theories from environmental psychology and the servicescape methods to construct a lens to suggest improvements in gamification design for a learning management system used in higher education.

  • 49.
    Persson, Birgit
    et al.
    Högskolan i Skövde, Högskolebiblioteket.
    Wickenberg, Maria
    Högskolan i Skövde, Högskolebiblioteket.
    Ångman, Eva
    Högskolan i Skövde, Högskolebiblioteket.
    Reflektioner om studenters lärprocess och kritiska förhållningssätt: Håller vi på att lämna ”walk-over” till generativ AI?2024Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Denna presentation är byggd på vår erfarenhet och kompetens som bibliotekarier och studiehandledare/språkhandledare. Den utgår från alla de studenter vi möter i vårt arbete och de styrkor och svagheter vi identifierar hos dem. Det är deras lärande och utveckling som motiverar oss.

    Ladda ner fulltext (pdf)
    fulltext
  • 50.
    Persson, Louise
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    Rouse, Rebecca
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningsmiljön Informationsteknologi.
    The Game Narrative Renaissance: A Call for a Dedicated Game Writing Pedagogy2020Ingår i: DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference: Play Everywhere, Tampere: Digital Games Research Association (DiGRA) , 2020Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
12 1 - 50 av 67
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • apa-cv
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf