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  • 1. Dahlbäck, Nils
    et al.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Distribuerad kognition2012Inngår i: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Studentlitteratur, 2012, 1, s. 487-496Kapittel i bok, del av antologi (Fagfellevurdert)
  • 2. Gulz, Agneta
    et al.
    Jensen, Mikael
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Lärande och kognition2012Inngår i: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Studentlitteratur, 2012, 1, s. 219-228Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Svensson, Henrik
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning2012Inngår i: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober, 2012, s. 188-189Konferansepaper (Fagfellevurdert)
    Abstract [sv]

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

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

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

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

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

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

    Referenser

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

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

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

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

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

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

  • 4.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Svensson, Henrik
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Pedagogisk digital kompetens för nätbaserat lärande inom högskolan2011Inngår i: Utbildning & Lärande, ISSN 1653-0594, Vol. 5, nr 1, s. 54-71Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 5.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Ljung, Magnus
    Sveriges Lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Lundström, Christina
    Sveriges Lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Decision Making in Agriculture: Farmers' Lifeworld in Theory and Practice2013Konferansepaper (Fagfellevurdert)
    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.

  • 6.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    It's Not Just Hands: Embodiment Aspects in Gameplay2016Inngår i: Video Games and the Mind: Essays on Cognition, Affect and Emotion / [ed] Bernard Perron and Felix Schröter, McFarland, 2016, s. 71-86Kapittel i bok, del av antologi (Fagfellevurdert)
  • 7.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Mind Games Extended: Understanding Gameplay as Situated Activity2010Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

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

  • 8.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Riding a bike in PaperboyTM: A case study of embodied human-computer game interaction2007Inngår i: The virtual: designing digital experience: a conference 2006 / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design Södertörn College University , 2007, s. 144-151Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The impact of different game interfaces on people's game play has, so far, not received much attention in the scientific world. The present paper aims to contribute to a better understanding of the way people and their game play are affected by different game interfaces. A case study has therefore been undertaken to shed some more light on this issue. Two different input devices, a game pad and a modified exercise bike, were used for the game PAPERBOYTM, a game where players control a paperboy on a bike. Preliminary results indicate that people played the game in a similar way, independent of which input device they used. However, the bike seemed to have an influence on the participant's expectations about the kind of interactions it allowed.

  • 9.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Sikta, skjuta, samarbeta. Om att utveckla kunskap i dataspel: Aim, shoot, and cooperate - about skill development in computer games2007Inngår i: Unga och nätverkskulturer: Mellan moralpanik och teknikromantik, ungdomsstyrelsen , 2007, s. 15-27Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Situated learning and Galperin's notion of object-oriented activity2006Inngår i: the 28th Annual Conference of the Cognitive Science Society: Mahwah, NJ, 2006, s. 1998-2003Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Situated learning theories are largely based on the idea that the knower cannot be separated from the known, i.e. the individual, its context, and its activity in the environment mutually constitute each other. This way of attending the issues of cognition and learning has been heavily criticised by many researchers since sociocultural aspects such as social interaction and tool use are not believed to explain the issues of transfer and generality. The approach developed by Russian psychologist Piotr Galperin (1902–1988), on the other hand, provides substantial support for situated learning theories and should, thus, be considered a valuable complement to the theoretical framework of situated learning.

  • 11.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Situated Play2008Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

     

    This thesis addresses computer game play activities from the perspective of embodied and situated cognition. From such a perspective, game play can be divided into the physical handling of the game and the players' understanding of it. Game play can also be described in terms of three different levels of situatedness "high-level" situatedness, the contextual "here and now", and "low-level" situatedness. Moreover, theoretical and empirical implications of such a perspective have been explored more in detail in two case studies.

  • 12.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information.
    The embodied and situated nature of computer game play2006Inngår i: Workshop on the cognitive science of games and game play. Vancouver, Canada, 26th july, 2006Konferansepaper (Fagfellevurdert)
  • 13.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    A pre-study on spectatorship in eSports2017Konferansepaper (Fagfellevurdert)
    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.

  • 14.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Jakobsson, Peter
    University of Södertörn, Sweden.
    Pargman, Daniel
    Royal Insitute of Technology, Sweden).
    Exploring E-sports: A case study of game play in Counter-strike2007Inngår i: Situated play: The 2007 world conference of Digital Games Research Association / [ed] B. Akira, DiGRA , 2007, s. 157-164Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper, a case study of Counter-strike is presented in which cognitive, cultural, economical, and technologicalaspects of people’s gameplay activities are discussed. Most attention is given to Counter-strike as an e-sport – competitive gameplay which borrows forms from traditional sports. Also, methodological and theoretical issues related to the study are discussed, including issues of player-centered approaches and issues related to the crossdisciplinarily of the study, which borrows perspectives from cognitive science as well as cultural studies

  • 15.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Virtuella system.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Serious Learning while Having Fun2010Inngår i: Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation, Göttingen: Vandenhoeck & Ruprecht, 2010, s. 77-90Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

  • 16.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Situated play2008Inngår i: Beyond the Brain: Embodied, Situated and Distributed Cognition, Cambridge Scholars Publishing, 2008, s. 215-226Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    The Challenge of Managing Affordances in Computer Game Play2008Inngår i: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 9, nr 3, s. 83-109Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper discusses affordance with respect to computer games and game play activity. The game environment, with its complex and seemingly multiple affordances, presents a challenge, for players as well as researchers, since it consists of two worlds: the virtual and the real one. For games to be played successfully, affordances of both worlds need to be integrated. However, since Gibson’s The Ecological Approach to Visual Perception (1986), numerous different opinions on what constitutes an affordance have appeared, most of them deviating from the original Gibsonian conceptualisation. This has lead to confusion and misunderstandings among researchers, and is now also spreading into computer games research. This paper aims to raise awareness of what the affordance concept can, and cannot, explain and of the fact that some of the possible actions perceived by a player in a game also are rooted in socio-cultural conventions and the player’s experience of having a body.

  • 18.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Ekman, Stefan
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Wilhelmsson, Ulf
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    A Literary Excursion Into the Hidden (Fan) Fictional Worlds of Tetris, Starcraft, and Dreamfall2009Inngår i: Breaking New Ground: Innovation in Games, Play, Practice and Theory, DiGRA , 2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper, we discuss a part of participatory culture that so far has not received much attention in the academic world; it is the writing and reading of game fan fiction. The focus in this paper is on fan fiction, based on three different games that represent three different game genres: Tetris, StarCraft and Dreamfall: The Longest Journey. The aim is to advance our understanding of how players experience and understand the game environment, and promote further research interest in fan fiction based on computer games. We do this by discussing narrative elements in the above mentioned computer games, and the fan fiction that is based on them.

  • 19.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Susi, Tarja
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Ziemke, Tom
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Artefacts as Mediators of Distributed Social Cognition: A Case Study2005Inngår i: Proceedings of the twenty-sixth annual conference of the Cognitive Science Society, August 4 - 7, 2004, Chicago, Illinois, USA / [ed] Kenneth Forbus, Dedre Gentner & Terry Regier, Lawrence Erlbaum Associates, 2005, s. 1113-1118Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Traditionally, cognition has been regarded as the outcome of internal cognitive processes manipulating mental representations. More recently, however, it has become clear that cognition cannot be separated from the social and material environment in which people live and act, and that in many cases cognition is distributed among individuals and environmental properties. One important aspect has turned out to be artefacts and their use, and there is growing interest in understanding how tool use affects cognition. However, even with this increased awareness of the role of artefacts, the focus has mainly been on the cognitive processes and representations of individuals, while the social role of artefacts has received less attention. An ethnographically inspired field study, observing a hospital’s children admission unit, was conducted to investigate the way individual and collaborative work are affected by the use of artefacts within a given social context. The results indicate that the use of artefacts is closely coupled to the social environment, that to some degree social interactions are transformed into more indirect, individual processes, and that artefacts are crucial for high-level processes such as memory and coordination.

  • 20.
    Rambusch, Jana
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Ziemke, Tom
    Högskolan i Skövde, Institutionen för kommunikation och information.
    The Role of Embodiment in Situated Learning2005Inngår i: Proceedings of the 27th Annual Conference of the Cognitive Science Society: CogSci05 / [ed] Bruno G. Bara, Lawrence Barsalou, Monica Bucciarelli, Mahwah, NJ: Lawrence Erlbaum Associates, 2005, s. 1803-1808Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The concept of activity is central to situated learning theories, but activity has largely been considered an exclusively sociocultural process in which the body only plays a minor role. In embodied cognition research, on the other hand, there is an increasing awareness that mind and body are inextricably intertwined and cannot be viewed in isolation. Findings in the field of cognitive neuroscience provide additional evidence that cognition is tightly linked to perception and action. This paper aims to shed a light on the role of the body insituated learning activity by integrating the different perspectives of situated learning and embodied cognition research. The paper suggests that, like individual human conceptualization and thought, situated learning is in fact deeply rooted in bodily activity. In social interactions the body provides individuals with a similar perspective on the world, it functions as a means of signalling to others what cannot (yet) be expressed verbally, and it serves as a resonance mechanism in the understanding of others.

  • 21.
    Susi, Tarja
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi. Högskolan i Skövde, Institutionen för kommunikation och information.
    Kognition och verktyg2012Inngår i: Kognitionsvetenskap: en introduktion / [ed] Jens Allwood & Mikael Jensen, Lund: Studentlitteratur, 2012, 1, s. 497-506Kapittel i bok, del av antologi (Fagfellevurdert)
  • 22.
    Susi, Tarja
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för kommunikation och information. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Situated Play: Just a temporary blip?2007Inngår i: Situated Play: The 2007 world conference of Digital Games Research Association, DiGRA , 2007, s. 730-735Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we discuss how cognitive science may contribute to understanding the concepts of situatedness and situated play. While situatedness has become something of a catch-all term, it actually has several different meanings, ranging from “higher” social-cultural forms to “lower” sensori-motoric activities. We also discuss an often overlooked, but crucial aspect of situatedness, which is the use of external resources such as tools and their use. As willbecome apparent, a more thorough understanding of situatedness and tool use are key to understanding computer games and people’s everyday playing activities.

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