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Publications (10 of 15) Show all publications
Hernwall, P., Käck, A. & Stymne, J. (2022). Norms, appropriation, and social affordances in studying in emergency remote teaching: a meta-analysis of student experiences. Högre Utbildning, 12(3), 47-60
Open this publication in new window or tab >>Norms, appropriation, and social affordances in studying in emergency remote teaching: a meta-analysis of student experiences
2022 (English)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 12, no 3, p. 47-60Article in journal (Other academic) Published
Abstract [en]

In March 2020, all Swedish university education went online practically overnight due to the COVID-19 pandemic. This study focuses on how university students experienced emergency remote education in the fall of 2020. This article is framed by a sociocultural perspective of learning and the tools present in such learning contexts. This article provides a thematic meta-analysis of 53 student group reports based on 247 interviews with third-year university students. The findings suggest three themes of particular interest, regarding what areas the students themselves found important or challenging: awareness of what it means to be a student, technology reframing communication, and need for explicit guidance. The findings are discussed in relation to norms, appropriation, self-regulation and tutoring presence as important factors to consider in emergency remote teaching.

Keywords
emergency remote teaching, ERT, COVID-19 pandemic, university students, norms, appropriation, social affordances
National Category
Information Systems, Social aspects
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-213250 (URN)
Available from: 2022-12-28 Created: 2022-12-28 Last updated: 2023-01-02Bibliographically approved
Stymne, J. (2020). Mobile Learning in Outdoor Settings: A Systematic Review. In: Inmaculada Arnedillo Sánchez; Pedro Isaías; Boyan Bontchev (Ed.), Proceedings of the 16th International Conference: Mobile Learning 2020. Paper presented at 16th International Conference on Mobile Learning, virtual, April 2-4, 2020 (pp. 63-70). IADIS Press
Open this publication in new window or tab >>Mobile Learning in Outdoor Settings: A Systematic Review
2020 (English)In: Proceedings of the 16th International Conference: Mobile Learning 2020 / [ed] Inmaculada Arnedillo Sánchez; Pedro Isaías; Boyan Bontchev, IADIS Press, 2020, p. 63-70Conference paper, Published paper (Refereed)
Abstract [en]

Learning with mobile technology, or mobile learning, is gaining more and more interest in education. One example is mobile learning in outdoor settings, where mobile technology can support students’ interaction with the physical environment. To understand how mobile technology has been used in learning activities in outdoor settings, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas such as language learning or computer education have been published in scientific journals and conferences. So far, however, no systematic review has focused on mobile learning in outdoor settings. To address this problem and to guide the review the following research questions were posed: “Which are the educational subjects and educational levels in mobile learning in outdoor settings?” and “What types of technologies and methods for data collection and annotation are used in mobile learning in outdoor settings?”. In total 87 articles were included in this review. The conclusions include that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes was the most common methods for data collection in outdoor settings. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.

Place, publisher, year, edition, pages
IADIS Press, 2020
Keywords
Mobile learning in outdoor settings, Mobile learning, Outdoor learning, Systematic review, State of the art
National Category
Human Computer Interaction
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-189169 (URN)10.33965/ml2020_202004l008 (DOI)978-989-8704-16-0 (ISBN)
Conference
16th International Conference on Mobile Learning, virtual, April 2-4, 2020
Available from: 2021-01-18 Created: 2021-01-18 Last updated: 2022-02-01Bibliographically approved
Stymne, J. (2020). Outdoor learning with mobile technology: A systematic review. IADIS International Journal on WWW/Internet, 18(1), 76-106
Open this publication in new window or tab >>Outdoor learning with mobile technology: A systematic review
2020 (English)In: IADIS International Journal on WWW/Internet, ISSN 1645-7641, Vol. 18, no 1, p. 76-106Article, review/survey (Refereed) Published
Abstract [en]

In outdoor learning with mobile technology, students use mobile technology for learning in an outdoor setting, for example in a park or a garden. To understand how mobile technology has been used in outdoor learning, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas of mobile learning, such as language learning or computer education have been published in scientific journals and at conferences. So far, however, no systematic review has focused on outdoor learning with mobile technology. To guide the review the following research questions were posed: “Which are the educational subjects and educational levels in outdoor learning with mobile technology?” and “What types of technologies for positioning or navigation, augmentation, and methods for data collection and annotation are used in outdoor learning with mobile technology?”. In total 87 articles, published between 2004 and 2019 were included in this review. Conclusions were that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes were the most common methods for data collection in outdoor learning with mobile technology. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.

Keywords
Outdoor learning, Mobile learning, Mobile technology, Systematic review, State of the art
National Category
Human Computer Interaction
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-189093 (URN)
Available from: 2021-01-16 Created: 2021-01-16 Last updated: 2022-01-31Bibliographically approved
Eliasson, J. (2013). Tools for Designing Mobile Interaction with the Physical Environment in Outdoor Lessons. (Doctoral dissertation). Stockholm: Department of Computer and Systems Sciences, Stockholm University
Open this publication in new window or tab >>Tools for Designing Mobile Interaction with the Physical Environment in Outdoor Lessons
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Mobile technologies are increasingly being used to support students in outdoor learning activities. For instance, in a growing number of research projects, smartphones and positioning technologies are being used to support students in exploring the natural environment. However, previous research has identified challenges with the introduction of mobile technology into outdoor lessons. One fundamental challenge is that interaction with mobile technology in outdoor lessons may distract students from interacting with the physical environment. In this thesis this challenge is approached from the perspective of human-computer interaction, guided by the following research question: How can we design, evaluate, and reflect on mobile technology for interacting with the physical environment in outdoor lessons? The thesis presents four design cases on outdoor geometry and biology lessons, which act as probes for developing conceptual design tools. The design cases were developed through a concept-driven design approach and evaluated on field tests with primary school students. Future workshop and Interaction analysis were the main methods used. The results of the field tests suggest that mobile technology needs to be designed to orientate students in their interaction with the physical environment. In line with the concept-driven design approach, the thesis proposes three design tools. The design tools proposed are: Design guidelines that are specific enough for guiding the design of mobile technology for outdoor lessons, a Design model for designing and evaluating mobile technology for outdoor lessons, and Design concepts for reflecting on the placement of mobile technology in outdoor lessons. The design tools are proposed as tools for researchers and designers to take the challenge of distraction into account in designing mobile technology for outdoor lessons.

Abstract [sv]

Mobilteknologi används allt oftare för att stödja elever i läraktiviteter utomhus. Till exempel, i ett växande antal forskningsprojekt, används mobiltelefoner och teknik för positionsbestämning som stöd för skolelever i att utforska naturen. Tidigare forskning har dock identifierat utmaningar med införandet av mobilteknologi i utomhuslektioner. En av de huvudsakliga utmaningarna är att interaktion med mobilteknologi i utomhuslektioner kan distrahera eleverna från att interagera med den fysiska omgivningen. Den här avhandlingen angriper den utmaningen ur ett människa-datorinteraktionsperspektiv, vägledd av följande frågeställning: Hur kan vi designa, utvärdera och reflektera över mobilteknologi för att interagera med den fysiska omgivningen i utomhuslektioner? I avhandlingen presenteras fyra designinterventioner bestående av utomhuslektioner i geometri och biologi, som låg till grund för att utveckla konceptuella designverktyg. Designverktygen utvecklades genom en koncept-driven designstrategi och utvärderades i fälttester med skolelever. Framtidsverkstad och Interaktionsanalys var de huvudsakliga metoder som användes. Resultaten från fälttesterna visar att mobilteknologin behöver utformas så att den kan orientera eleverna i interaktionen med den fysiska omgivningen. I linje med den koncept-drivna designstrategin, bidrar avhandlingen med tre designverktyg. De föreslagna designverktygen är: Designriktlinjer som är specifika nog för att vägleda utformningen av mobilteknologi för utomhuslektioner, en Designmodell för att utforma och utvärdera mobilteknologi för utomhuslektioner, och Designkoncept för att reflektera över hur mobilteknologi placeras och används i utomhuslektioner. Designverktygen föreslås som verktyg för att forskare och designers, som vill designa mobilteknologi för utomhuslektioner, ska kunna möta utmaningen i att mobilteknologin kan distrahera eleverna från att interagera med den fysiska omgivningen.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2013. p. 83
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-008
Keywords
Human-Computer Interaction, Design Tools, Concept-Driven Design, Mobile Learning, Design-Based Research (DBR), Outdoor Lessons, Field Trips, Design Theory, Design Process, Distraction
National Category
Human Computer Interaction
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-93314 (URN)978-91-7447-757-3 (ISBN)
Public defence
2013-10-25, sal D, Forum, Isafjordsgatan 39, Kista, 10:00 (English)
Opponent
Supervisors
Available from: 2013-10-03 Created: 2013-09-06 Last updated: 2022-02-24Bibliographically approved
Eliasson, J., Knutsson, O., Ramberg, R. & Cerratto-Pargman, T. (2013). Using smartphones and QR codes for supporting students in exploring tree species. In: Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer (Ed.), Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings. Paper presented at 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013 (pp. 436-441). Springer Berlin/Heidelberg
Open this publication in new window or tab >>Using smartphones and QR codes for supporting students in exploring tree species
2013 (English)In: Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings / [ed] Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer, Springer Berlin/Heidelberg, 2013, p. 436-441Conference paper, Published paper (Refereed)
Abstract [en]

Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2013
Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 8095
Keywords
Human-Computer Interaction, Interaction Design, Mobile Learning, Inquiry-Based Learning
National Category
Computer and Information Sciences
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-93313 (URN)10.1007/978-3-642-40814-4_35 (DOI)978-3-642-40813-7 (ISBN)
Conference
8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013
Available from: 2013-09-06 Created: 2013-09-06 Last updated: 2022-02-24Bibliographically approved
Spikol, D., Bergström, P., Eliasson, J., Nouri, J., Olofsson, A. D. & Lindberg, J. O. (2012). Bridging the Distance from Research to Practice: Designing for Technology Enhanced Learning. In: NGL 2012 Next Generation Learning Conference: Conference Proceedings. Paper presented at NGL 2012, February 21–23, 2012, Falun, Sweden (pp. 1-9). Dalarna University
Open this publication in new window or tab >>Bridging the Distance from Research to Practice: Designing for Technology Enhanced Learning
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2012 (English)In: NGL 2012 Next Generation Learning Conference: Conference Proceedings, Dalarna University , 2012, p. 1-9Conference paper, Published paper (Refereed)
Abstract [en]

A grand challenge for educational research is to remove its weak link to practice. One of the strategies to confront these challenges can be through the use of Design-Based Research (DBR). A DBR approach includes working iterations of design, implementation and evaluation in real world learning contexts, making it especially suitable for research in Technology Enhanced Learning (TEL). This paper describes and contextualizes a workshop that points out the need to examine different design approaches and digital technology tools to explore TEL in educational practices. Since the goal of the workshop is to use multidiscipline perspectives of education and didactics (ED), computer science (CS), interaction design (ID), to show the complexity for supporting next generation learning, these perspectives will in the paper be described and put in relation to each other. What research questions within and in between the three perspectives should be included in a DBRapproach in order to inform and facilitate TELpractices. In the end, of the paper a multidisciplinary DBR-approach allowing a more holistic understanding of educational practices usin g TEL will be argued for.

Place, publisher, year, edition, pages
Dalarna University, 2012
Keywords
Design-based research, Interaction, Design, Education, Computer Science, Technology-Enhanced Learning
National Category
Information Systems
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82215 (URN)978-91-85941-47-6 (ISBN)
Conference
NGL 2012, February 21–23, 2012, Falun, Sweden
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2022-02-24Bibliographically approved
Eliasson, J. & Ramberg, R. (2012). Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices. International Journal of Handheld Computing Research, 3(2), 26-43
Open this publication in new window or tab >>Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices
2012 (English)In: International Journal of Handheld Computing Research, ISSN 1947-9158, Vol. 3, no 2, p. 26-43Article in journal (Refereed) Published
Abstract [en]

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2012
Keywords
Human-Computer Interaction, Interaction Design, Location-Based and Contextual Mobile Learning, Mobile Learning, Taxonomy of Telematics
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82225 (URN)10.4018/jhcr.2012040102 (DOI)
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2022-02-24Bibliographically approved
Eliasson, J., Knutsson, O., Nouri, J., Karlsson, O., Ramberg, R. & Cerratto-Pargman, T. (2012). Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning. In: WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education: . Paper presented at 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Takamatsu, Kagawa Japan, March 27-March 30, 2012 (pp. 92-96). Washington, DC, USA: IEEE Computer Society
Open this publication in new window or tab >>Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning
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2012 (English)In: WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Washington, DC, USA: IEEE Computer Society, 2012, p. 92-96Conference paper, Published paper (Refereed)
Abstract [en]

We evaluate to what extent students are interacting with mobile devices in one of four ways intended in the design of a mobile learning activity. Video data from one class of fifth grade students were analyzed using a model of four different types of interaction. The evaluation shows that the students interacted with the devices in the ways intended in design 64% of the time. The contribution is an approach for translating learning goals to interaction design goals in mobile learning research. We conclude that this approach can be of value in designing and evaluating interaction with mobile devices for an entire mobile learning activity.

Place, publisher, year, edition, pages
Washington, DC, USA: IEEE Computer Society, 2012
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82233 (URN)10.1109/WMUTE.2012.23 (DOI)978-0-7695-4662-9 (ISBN)
Conference
2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Takamatsu, Kagawa Japan, March 27-March 30, 2012
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2022-02-24Bibliographically approved
Eliasson, J. (2012). Human-Computer Interaction for Mobility and Learning. In: Marcus Specht, Mike Sharples, Jari Multisilta (Ed.), Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012. Paper presented at mLearn 2012, Helsinki, Finland, October 16 -18, 2012. (pp. 332-335).
Open this publication in new window or tab >>Human-Computer Interaction for Mobility and Learning
2012 (English)In: Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012 / [ed] Marcus Specht, Mike Sharples, Jari Multisilta, 2012, p. 332-335Conference paper, Published paper (Refereed)
Abstract [en]

Contextual learning activities supported by mobile devices are designed to include some kind of interaction with the physical environment. However, students may place the mobile devices in the foreground of interaction rather than interacting with the physical environment. We understand this as a problem of human-computer interaction, or more specifically of human-device interaction. This leads to the research question: How do we design for contextual learning supported by mobile devices? We approach this question from a design-based research perspective, where we design and evaluate contextual mobile learning activities together with teachers and students in four iterations. The contributions of this thesis are (1) a review of contextual mobile learning research, (2) a conceptualisation of contextual mobile learning from the perspective of human-device interaction, and (3) a model of human-device interaction that can be used in designing contextual mobile learning activities.

Series
CEUR Workshop Proceedings, ISSN 1613-0073 ; 955
Keywords
Human-Computer Interaction, Design-Based Research, Mobile Learning
National Category
Information Systems
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-86337 (URN)
Conference
mLearn 2012, Helsinki, Finland, October 16 -18, 2012.
Available from: 2013-01-12 Created: 2013-01-12 Last updated: 2022-02-24Bibliographically approved
Eliasson, J. & Knutsson, O. (2012). Six ways of interacting with mobile devices in mobile inquiry-based learning. In: Inmaculada Arnedillo Sánchez and Pedro Isaías (Ed.), Proceedings of the IADIS International Conference Mobile Learning 2012: . Paper presented at IADIS International Conference Mobile Learning 2012, Berlin, Germany, 11 to 13 March 2012 (pp. 67-74).
Open this publication in new window or tab >>Six ways of interacting with mobile devices in mobile inquiry-based learning
2012 (English)In: Proceedings of the IADIS International Conference Mobile Learning 2012 / [ed] Inmaculada Arnedillo Sánchez and Pedro Isaías, 2012, p. 67-74Conference paper, Published paper (Refereed)
Abstract [en]

We design a mobile learning activity with the aim of supporting inquiry-based learning and analyze it to understand how students interact with mobile devices. For analysis we use a model of contextual human-technology interaction, which is an expansion of an older model by Buxton (1995). Our research question is: How can student interaction in a mobile learning activity be described in the model of contextual human-technology interaction? We approach this question by analyzing an eight minute long video clip of a group of three students using mobile devices for calculating the distribution of trees in a forest area. We categorize the results in six different ways of interacting with technology according to the model. The analysis shows how the model of contextual human-technology interaction can be used for describing placement of technology in mobile learning activities when students are mobile in and between contexts relevant for their learning goals.

Keywords
Human-Computer Interaction, Conceptual Model, Mobile Learning, Field Trip
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82258 (URN)978-972-8939-66-3 (ISBN)
Conference
IADIS International Conference Mobile Learning 2012, Berlin, Germany, 11 to 13 March 2012
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2022-02-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3117-257x

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