Ändra sökning
Avgränsa sökresultatet
1 - 24 av 24
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • 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)
  • 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)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1. Gusev, Dmitri
    et al.
    Eschbach, Reiner
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Yong, Justin
    Motion sickness related aspects of inclusion of color deficient observers in virtual reality2016Ingår i: The 11th International Conference on Disability, Virtual Reality and Associated Technologies: Proceedings / [ed] Paul Sharkey, Albert ‘Skip’ Rizzo, ICDVRAT and the University of Reading , 2016, 303-306 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Color blindness is one of the most common forms of disability. Virtual reality (VR) developmenthas increased recently, and it is important not to exclude people with impairments or otherlimitations. Visually induced motion sickness (VIMS) can be worse due to color versus black, whiteand gray environments. Can non-color factors in dynamic environments be excluded by performingcolor deficiency impacted tasks and comparing them to the equivalent static and dynamic tasksperformed by a color-sighted person? Would a color-based experiment causing VIMS producedifferent results for a color deficient observer (CDO)? This paper advocates a novel approach tocolor blindness and motion sickness in VR based on psychophysical experiments. The aim is tofind solutions and develop recommendations that will improve accessibility of VR for the colorblind.

  • 2.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Gaming habits, study habits and compulsive gaming among digital gaming natives2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    The so called "N-generation" or the "Digital natives" extensive use of computers and Internet resources have been widely discussed in research, but there are different opinions on how good their general computer skills are seen from a Computer science perspective. Considering digital gaming there seem to be stronger indications supporting the concept of a new generation with new habits. Most students in the group from where data has been collected for this study have gaming experiences from early pre-school childhood and will therefore in this paper be called "Digital gaming natives". Gaming has also been a considerable part of their later childhood and they are all enrolled for studies on computer game construction. The aim of this paper is to analyse and discuss digital native gamers’ gaming habits and how excessive gaming might have disturbed school studies or other social activities. Data has been collected from a course batch of 30 students following a university programme for Game construction at a department of Computer science. Out of the 28 students that wrote essays about their gaming habits 6 are female and 22 are male. A content analysis was conducted based on the student essays that were submitted and discussed online in a course on Games-based learning. Students’ experiences from gaming habits and study habits were also discussed at course seminars and have later been discussed with other teachers. Findings show that the Digital gaming natives’ gaming habits definitely are strong and that they in many situations have clashed with the informants’ study habits. In several cases parents have created gaming restrictions and there are examples of students’ self-restrictions, but there exist also examples of when excessive nightly gaming have interfered with the daily school work. Almost all students’ defend their gaming and claim that it has given them a richer life with nice experiences even if there are risks of addiction and displacement. One student wrote in his essay that: "Generally, gaming is a fantastic possibility to escape daily routines for a while to be immersed, to discover and to learn. At the same time this can lead to less pleasant states like compulsive gaming or addiction."

  • 3.
    Männikkö-Barbutiu, Sirkku
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Perera, Harsha
    Anuradha, Upul
    Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Supporting Sustainability Through Collaborative Awareness Raising – A Case of Sri Lankan Telecentres2017Ingår i: Information and Communication Technologies for Development: 14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017, Yogyakarta, Indonesia, May 22-24, 2017, Proceedings / [ed] Jyoti Choudrie, M. Sirajul Islam, Fathul Wahid, Julian M. Bass, Johanes Eka Priyatma, Springer, 2017, 410-421 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    For the development of sustainable ICT services, participation of the local communities is crucial. A meaningful involvement requires awareness and understanding of the various possibilities of the ICTs. In this paper, the processes of awareness raising among underprivileged population in the Sri Lankan tea estate district of Nuwara Eliya are examined, drawing on the findings from an empirical study conducted at two telecentres. A specific participatory methodology, where co-inspirational sessions and brainstorming constituted main activities of co-creation of knowledge was applied. Our empirical data confirms that the participatory methods can trigger curiosity and engagement among participants. Ideas and suggestions that emerged during brainstorming demonstrate relevance, realism as well as they are a proof of real needs and requirements of a population that lives under difficult conditions in remote locations. Participatory methods can initiate community engagement for a longstanding, sustainable transformation of the TCs, in collaboration with ICT developers, and TC staff.

  • 4.
    Männikkö-Barbutiu, Sirkku
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Telecenters for the Future in Tea Estates of Sri Lanka2016Ingår i: ICT for Promoting Human Development and Protecting the Environment: 6th IFIP World Information Technology Forum, WITFOR 2016 San José, Costa Rica, September 12–14, 2016 Proceedings / [ed] Francisco J. Mata, Ana Pont, 2016, 121-131 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on a study conducted at one of the Sri Lankan tea estate districts, exploring the present day status of telecenters to examine how they have succeeded in meeting the initial high expectations attached to them. During a field study, two major types of telecenters have been examined through observations, interviews and document analysis. Our findings suggest that the challenges of the initiation phase still prevail. The hopes are placed on the younger generation, as they are regarded as those who can benefit from the ICTs and thus contribute to the development of the remote communities of tea estates. In the concluding discussion, we advocate for the possibilities of co-designing new services that might help to transform the telecenters to meet the needs and requirements of the tea estate communities of today and tomorrow.

  • 5.
    Norberg, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Web Accessibility by Morse Code Modulated Haptics for Deaf-Blind2014Ingår i: The 10th International Conference on Disability, Virtual Reality and Associated Technologies, Göteborg: ICDVRAT , 2014, 257-264 s.Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Tillhandahållande av information med hjälp av ett tillvägagångssätt som är både icke-visuellt och icke-hörbart så som haptisk återkoppling, kan vara en väg att skapa webbtillgänglighet för dövblinda. Haptiska navigationssystem har visat sig vara lätta att lära sig (Venesvirta 2008), och att modulera den information som navigering på en webbplats ger, som mönster av vibrationer har visat sig uppfattas som naturligt och icke störande (Szymzcak, Magnusson och Rassmus-Gröhn 2012). För att minimera den bandbredd som krävs, kan ett kodningsschema med en varierande längd så som morsekod, övervägas. En prototyp av ett system som använder morsekod översatt till vibrationer anpassat för navigation på en webbsida, utvecklades med en vanlig spelkontroll som ett mottagarverktyg för användaren. Resultaten visar att tester där seende försökspersoner simulerade dövblinda skulle kunna navigera en webbplats med hjälp av systemet med framgång i tre fall av fyra, och att en version av systemet med en högre grad av manuell interaktion, i vissa situationer presterade bättre.

  • 6.
    Norberg, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Web Accessibility by Morse Code Modulated Haptics for Deaf-blind2015Ingår i: Technology, Rehabilitation and Empowerment of People with special Needs / [ed] Lena Pareto, Paul M Sharkey and Joav Merrick, New York: Nova Science Publishers, Inc., 2015, nr 0, 123-134 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Tillhandahållande av information med hjälp av ett tillvägagångssätt som är både icke-visuellt och icke-auditivt såsom haptisk återkoppling kan vara en framkomlig väg när det gäller webbtillgänglighet för dövblinda. Haptiska navigationssystem har visat sig vara lätt att lära och modulerad navigeringsrelaterad Information som mönster av vibrationer ses som naturliga och icke störande. För att minimera den bandbredd som krävs, kan en varierande längd kodningsschema såsom morsekod övervägas. En prototyp av ett morsekodat vibrationsmodulsystem för webbsidesnavigering utvecklades med en vanlig spelkontroll som ett medel för utmatning. Resultaten visar att simulerade dövblinda försökspersoner som använder systemet kunde navigera en webbplats med framgång i tre fall av fyra. I vissa situationer presterade versionen av systemet med en högre grad av manuell interaktion bättre.

  • 7.
    Norberg, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Web accessibility by Morse code modulated haptics for deaf-blind2016Ingår i: International Journal of Child Health and Human Development, ISSN 1939-5965, Vol. 9, nr 3, 361-370 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Providing information using a modality that is both non-visual and nonauditory such as haptic feedback may be a viable approach regarding web accessibility for deaf-blind. Haptic navigation systems have been shown easy to learn and modulating navigation related information as patterns of vibrations is viewed as natural and non-intrusive. To minimise the bandwidth needed, a varying length encoding scheme such as Morse code may be considered. A prototype Morse code vibration modulated system for web page navigation was developed, using a standard game controller as a means of output. Results show that simulated deaf-blind test subjects using the system were able to navigate a web site successfully in three cases out of four. In some situations a version of the system with a higher degree of manual interaction performed better.

  • 8.
    Peiris, Ranil
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bridging the Digital Divide in Sri Lankan Tea Estate Areas2015Ingår i: Proceedings of the 13th International Conference on Social Implications of Computers in Developing Countries / [ed] Petter Nielsen, Oslo: University of Oslo , 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Sri Lanka is characterised by rapid economic growth combined with fast technological advancements. However, these advancements do not reach out to the entire society. The purpose of this paper is to examine the manifestations of the internal digital divide in the Sri Lankan tea estate context. With their particular history and socioeconomic structures, tea estate areas face serious challenges in bringing their whole population into the 21st century where digital literacy plays a crucial role in facilitating a full participation in the society. This study analyses the digital divide with a specific perspective on gender issues and people with disabilities. We discuss the role of education, social-economic structures, cultures and languages in the manifestations of the digital divide. We also examine the telecentre projects and their role in the effort of bridging the digital divide as they provide access to the information and communication technology (ICT) and the Internet as well as they provide training in digital literacies. We comment on the potential of open data movement underlining the crucial role of education and training in the process of citizen empowerment.

  • 9.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    500 gamers access2010Ingår i: Computer Games, Multimedia and Allied Technology 10 Proceedings, 2010Konferensbidrag (Refereegranskat)
  • 10.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Community Driven Adaptation of Game Based Learning Content for Cognitive Accessibility2016Ingår i: Proceedings of The 10th European Conference on Games Based Learning / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, 781-787 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Computer games have great potential both for learning purposes and to overcome cognitive disabilities such as dyslexia, but many games are unnecessarily inaccessible by design for many gamers. There are few games accessible for people with cognitive impairments and cognition is also less researched regarding game accessibility. This gap is especially problematic when using games in educational contexts; both regarding universal human rights of education and equality but also because understanding content is central in a learning situation. Furthermore, game based learning projects often have very limited budgets, restraining to what extent game content can be adapted by the developers. However, computer games are increasingly required to be accessible due to legislation in the USA, which will benefit all gamers to different degrees. The problem is that adapting content usually requires human intervention and extra resources, which are limited for all game developers but especially so for GBL developers and independent entertainment game developers. Involving the game community could be a possible approach for many developers, but how community driven adaptation of textbased content for cognitive accessibility could be achieved is not a trivial question. A possible approach to close the gap in a sustainable way is a community driven adaption of content such as transforming text into a simplified form, while maintaining meaning of the text and keeping the game balanced. This interdisciplinary, theoretical study discusses these issues based upon academic papers in computer games, learning, social psychology, linguistics, biology, human computer interaction and accessibility. The findings explain what simplified text is and what it means in the context of games, as well as how game balance can be achieved in different approaches of games and learning. Furthermore, the findings are discussed regarding motivations for the game community for contributing with simplified texts, and how to create accessible interfaces for selecting the highest-rated simplified texts. Concluding remarks are that community based adaptation can be preferred to – or be used in conjunction with – automated and/or individual solutions. Also, how to design a ranking system for acknowledging authors is discussed as well as what social psychology techniques can be used to increase user participation. Handling abuse of the system is important, as well as considering different challenges for different forms of games (real-time/turn-based, multi-player/single-player) and different approaches to games and learning. Finally, future work with participatory action research and potential benefits for people with other disabilities is discussed.

  • 11.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusive Digital Socialisation: Designs of Education and Computer Games in a Global Context2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context.

  • 12.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Large Scale Game Accessibility: A survey of possible engine independent solutions2012Ingår i:  :  , 2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This was a keynote presentation at the International Conference on Translation and Accessibility in Video Games and Virtual Worlds. Computer games use various modalities for interaction, depending on e.g. the platform or game genre. Keys or buttons (mouse, keyboard, controllers etc), gestures (joystick, mouse, body), voice commands, speech feedback (samples or syntheziser), interactive music, haptics, biofeedback (EMG, EEG, EOG signals). The list goes on. The Sony Playstation Eyetoy and Singstar, the Nintendo Wii, the Apple iPhone and the Microsoft Kinect are all examples of commercial success for multimodal interaction. Multimodality has reached the masses thanks to this development of consumer affordable hardware. Game accessibility relies on multimodal interaction. Sight disabled gamers use e.g. braille, speech synthezis, voice commands and spatial audio to interact with games. Gamers with mobility or dexterity disabilities use a range of different special or modified hardware controllers. Deaf gamers rely on subtitles, closed captioning, visualization of sounds or modifications to represent audio with haptics. Some solutions are included in operative systems while other solutions are more or less affordable. Some solutions require technical expertise by the gamer or by the game developers to implement. Compared with a PC, game consoles and handhelds as well as tablets and phones are harder to adapt due to a more closed system design. On the PC platform accessibility is more independent of the original designer. Game accessibility has been improved by a number of developers and researchers over the years. All of these contributions are important and often done with small or no funding. However, it has proven hard to create accessibility solutions on a large scale, say for an entire game genre across platforms or for all games on a specific platform. Design guidelines exist inspired by the W3C guidelines for web accessibility. Game engines may use XML for various purposes but there is far from a standard markup language across engines and platforms, as is the case with the web. This is one of many reasons a generic approach is harder to implement for games. The question then, is: How may game accessibility be achieved on a large scale for as many disabled as possible, in the near future? Based upon the above some conclusions can be made. Game accessibility may benefit from affordable and common multimodal consumer products. Other available software and hardware on the PC platform may be used to enhance accessibility, e.g. automated translation, analysis and transformation of content to be accessible to the user’s needs. User generated content can be used to improve where the automated approach fails (e.g. Google Translate and corrections by users). A first large-scale attempt should be made for PCs, which are easier to modify than consoles, tablets or phones. This paper presents a concept the author calls engine independence (EI). This means that the accessibility solutions act in parallell to the game, rather than being directly integrated with the game engine. This way, game accessibility solutions may be scaled without the need of standardization.

  • 13.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Return of the Gamer: Perceptions of the Digital Room2012Ingår i: Designs for Learning 2012: 3rd International Conference Exploring Learning Environments. Conference Proceedings, København: Aalborg Universitet København , 2012, 171-173 s.Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper presents an ethnographic study of the Digital Room, a secondary education designed for “gamers”. They are pupils who had left school and have a strong interest in digital culture, mainly commercial off-the-shelf (COTS) computer games. The study is based on interviews with, and observations of pupils. The problem of the traditional school is investigated through their perception of what makes the Digital Room work

  • 14.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Dupire, Jerome
    Design of a Curriculum Framework for Raising Awareness of Game Accessibility2016Ingår i: Computers Helping People with Special Needs: 15th International Conference, ICCHP 2016, Linz, Austria, July 13-15, 2016, Proceedings, Part I / [ed] Klaus Miesenberger, Christian Bühler, Petr Penaz, 2016, 501-508 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    While game accessibility is well researched, many game developers lack awareness of issues and solutions and there is no framework to support educators in teaching about game accessibility. This study is based on an international survey to accessibility researchers, as well as people in the game industry and related communities. The quantitative data shows the most weighted topics in a curriculum, and the qualitative data provides detailed quotes to explain how a curriculum framework could be designed. Results also show that there is a need to change attitudes to game accessibility, but also to focus on practice, basic concepts and needs of disabled in an introductory course, while an advanced course could focus more on theory and solutions which are harder to implement. Future research is to follow-up this study to further validate our conclusions.

  • 15.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Dupire, Jerome
    Evaluation and Redesign of a Curriculum Framework for Education About Game Accessibility2016Ingår i: Entertainment Computing - ICEC 2016: 15th IFIP TC 14 International Conference, Vienna, Austria, September 28-30, 2016, Proceedings / [ed] Günter Wallner, Simone Kriglstein, Helmut Hlavacs, Rainer Malaka, Artur Lugmayr, Hyun-Seung Yang, 2016, 217-222 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Game Accessibility (GA) has been brought to the front of the video game landscape thanks to a recent but major change in the US law called the Communications and Video Accessibility Act; GA is now a legal obligation for game developers in the US. However, there is a gap between legislation and practice of GA. This study is based upon a previous tentative curriculum framework (TCF) for GA. The questions are: What are the opinions among educators and game developers regarding the TCF? How could the TCF be redesigned? To answer the questions, the TCF was surveyed with practitioners and researchers in the GA community. This paper presents an evaluation and redesign of the TCF, divided into different categories, depending on the students’ profiles, scopes and skills. Furthermore, how the curriculum content can be created and shared is also discussed, as well as future work.

  • 16.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lange, Göran
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Gamers versus the Index2012Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 3, nr 8B, 25-30 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents an ethnographic study of pupils within a trial programme (P2), aimed at developing an upper secondary education for so-called ‘gamers’ who had ‘dropped out’ of school. It was done to fol-low up a previous trial programme (P1), since many young persons have problems with school. The main question examined here is: If we found situations where the learning worked, by means of social respon-sitivity, what components were active? How were meaningful affordances created? The trials may be un-derstood from a historical perspective on orality and literacy. Print enabled words to be embedded in space as indexes (tables, lists etc) rather than in time (as orality implies). The index is practiced at the core of traditional school today, with attendance lists and schedules (controlling time and space) and school-books (finalizing the word). Digital culture challenges these structures where the word is not as finalized, and literacy may include other modalities than writing. School is a culture conservative context, which fights back this transformation with more control, through the use of indexes and constraints on digital culture. As contrast, P2 replaced the schedule with full workdays. This enabled the use of commercial off-the-shelf (COTS) computer games, especially massively multiplayer online (MMO) games, as re-placement for schoolbooks (not all books). The study is based on interviews with the pupils as well as daily participatory observations for two years. Further, data about attendance over two years and grades at the start and end of P2 are presented. The results show that most of the pupils returned to school, became interested in learning again and got grades. They expressed a sense of freedom, which is closely related to the voluntary aspect of playing a game. In other words, to do things for the sake of the actitivity itself, ra-ther than some external learning goal. The paper concludes with a comparison between P2 and traditional school, based upon the study and suggests future research. A review of related research is also included.

  • 17.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Perera, Harsha
    Anuradha, Upul
    Game Based Learning of Programming in Underprivileged Communities of Sri Lanka2016Ingår i: Proceedings of the 10th European Conference on Games Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, 773-780 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Game based learning (GBL) has emerged during the last decade in so-called high-income countries with good access to computers, while many low and middle-income countries are starting to explore GBL and its potential in education. For instance, the increased use of smartphones in Sri Lanka provides better opportunities to play games. Furthermore, a first GBL course at the University of Colombo was organised in 2015. In this study, an effort to raise awareness of the various possibilities of ICTs within underprivileged communities of Sri Lanka was made. A free, web-based game for learning programming was used at two different telecentres during three workshops, with three different age groups: 1) 14 students aged 10-18; 2) 19 students aged 8-16; and 3) 18 school leavers aged 15-20. Telecentres are places providing access to computers, Internet and various services. The progress of participants through the game was observed and notes were taken during the workshops, followed up by group interviews, and a survey of all participants. Our findings show that the participants found the game to be fun and of medium difficulty level. They also expressed that they need to learn English better and improve their computer skills to be able to learn more programming. Despite the limited Internet access, limited number of computers, and language barriers, most students and school leavers completed between 10 to 15 puzzles, including programming concepts of commands, conditions and events. The youngest participants (8 years old) completed at least 5 puzzles. From our results we conclude that without prior programming experience, all the participants became motivated to learn more about programming within the 1.5 hours of the workshop with this GBL approach. This indicates that the learning curve of the GBL approach to learn programming is considerably low whereas the motivation to learn through GBL is high. Furthermore, the GBL approach has good potential to raise awareness of learning opportunities at telecentres. Skills in programming games and related ICT skills can be beneficial for the whole community; it may enable further development of services and designs addressing the local needs. In our future work we aim to follow-up through online communication with the participants regarding how they can continue to learn more about programming and other ICT skills.

  • 18.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Söderström, David
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlsson, Olov
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusive competitive game play through balanced sensory feedbackManuskript (preprint) (Övrigt vetenskapligt)
  • 19.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Return on Investment in Game Accessibility for Cognition Impairments2013Ingår i: Assistive Technology: From Research to Practice / [ed] Pedro Encarnação, Luís Azevedo, Gert Jan Gelderblom, Alan Newell, Niels-Erik Mathiassen, IOS Press, 2013, 577-582 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    The computer game industry sales are counted in billions of dollars, and gamers with disabilities play more casual games than non-disabled gamers. Yet many potential gamers are excluded and gamers with cognition impairments have not been in focus for research and development. With recently published game accessibility guidelines as a framework, professional game producers were surveyed about the number of man-hours needed to implement basic guidelines for cognition. The survey data was compared with a previous survey on the number of people with cognition impairments constituting barriers to gaming, showing that return on investment may be achieved.

  • 20.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Regression from game-oriented to traditional school2015Ingår i: Journal of Educational Technology Systems, ISSN 0047-2395, E-ISSN 1541-3810, Vol. 43, nr 4, 349-370 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Pupils in Sweden are socialized in commercial off-the-shelf games, and, therefore, game-oriented formal education can constitute a foundation for further socialization of pupils excluded in school. However, digital illiteracy and traditional views among school staff forced a regression from the game-oriented formal trial education in this study back to the traditional education form. Research questions were as follows: How did the pupils act upon the consequences of the regression? How can these acts inform the design of education in digital culture? These questions were addressed using ethnography over 3 years. The pupils' acts differed depending on their socialization in school and in games. While the game-oriented formal education included all in the socialization process, the regression caused half of the pupils to drop out. The pupils' acts are discussed with a conceptual framework. Conclusions show the need for digital literacy and understanding pupils' perspectives on education among school staff.

  • 21.
    Wiklund, Mats
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusion of Disaffected Youth and Avoidance of Stigmatising Remedial Education Groups Through Game-based Learning2014Ingår i: Proceedings of the 8th European Conference on Games Based Learning / [ed] Busch, C., Reading: Academic Conferences Publishing, 2014, 128- s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Well-designed games can support intrinsic as well as extrinsic motivation, but to what degree the use of computer games stimulates learning has been widely discussed during the last decade. Some researchers claim that it is the underlying architecture in digital games that provides the learning potential. The use of computer games as a tool for social inclusion in remedial education has also been investigated and presented as a promising idea. Less has been written on how groups should be formed to support school drop-outs and scaffold their inclusion and create a way towards a second chance to education for disaffected youth. The aim of this study is to describe and discuss how game based learning might facilitate the integration of disaffected youth through the avoidance of stigmatising remedial education groups. Empirical data has been collected from a secondary education initiative called The Digital Room. This was a project where all participants had a strong interest in computer games but different educational background. The two main groups can briefly be described as students with grades in core subjects in a traditional secondary school curriculum, and school drop-outs without a complete set of core subject grades. Interviews were conducted with participants from both groups in a longitudinal study between 2005 and 2010, including a retrospective follow-up. Findings show that the initial group division that still was present after two years of the project later had dissolved when new interviews were carried out towards the end of the project. From a teacher’s perspective this game-based setup facilitated individual student support in a heterogeneous group with large variations in study techniques and learning tempo.

  • 22.
    Wiklund, Mats
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Biometric Belt and Braces for Authentication in Distance Education2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Assessment of students in traditional higher education has always had mechanisms to prevent cheating and plagiarism, and the same need exists today for online assessment in virtual learning platforms. The number of students that are suspended from courses in tertiary education has increased in the last decade and there is a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero-tolerance emphasis also would risk inhibiting students' intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. New technology opens up opportunities for online authentication through biometrics, but raises new ethical issues in the fields of integrity and data protection. The aim of this study is to explore and discuss how a reliable model for online authentication in distance education could be constructed with the use of biometrics without the risk of unnecessary integrity violation. Data has been collected in a literature study and discussed in the light of existing technology applied to the field. Findings show that promising digital techniques exist which could be combined to assure authentication in online exams without violating students' privacy or storing sensitive data. A suggestion is to develop a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data is stored. Conclusions are that online examination becomes feasible when the associated cheat risks are not zero but as low as in traditional examination, and that students' integrity have to be considered in all learning modalities.

  • 23.
    Wiklund, Mats
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Rudenmalm, William
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Evaluating Educational Games Using Facial Expression Recognition Software: Measurement of Gaming Emotion2015Ingår i: Proceedings of the 9th European conference on game-based learning / [ed] Robin Munkvold, Dr Line Kolås, Reading: Academic Conferences Publishing, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The issue of using educational games versus entertainment games as the base for learning environments is complex, and various data to base the decision on is needed. While participants’ verbal accounts of their situation is important, also other modes of expression would be meaningful as data sources. The availability of valid and reliable methods for evaluating games is central to building ones that are successful, and should preferably include outside measurements that are less affected by the participants’ choice of what to share. The present study considers a method using software for analysing facial expressions during gameplay, testing its ability to reveal inherent differences between educational and entertainment games. Participants (N=11) played two games, an entertainment game and an educational game, while facial expressions were measured continuously. The main finding was significantly higher degrees of expressions associated with negative emotions (anger [p < 0.001], fear [p < 0.001] and disgust [p < 0.001]) while playing the educational game, indicating that participants were more negative towards this game type. The combination of cognitive load inherent in learning and negative emotions found in the educational game may explain why educational games sometimes have been less successful. The results suggest that the method used in the present study might be useful as part of the evaluation of educational games.

  • 24.
    Wiklund, Mats
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mapping of cheat preventing mechanisms between traditional and on-line examination2014Ingår i: DSV writers hut 2014: proceedings / [ed] Gustaf Juell-Skielse, Department of Computer and Systems Sciences, Stockholm University , 2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Preventing cheating in online as well as more traditional examination is important, but achieving zero cheating is hard or impossible without repelling not only cheaters but also those who would not cheat. A zero-tolerance emphasis on cheating shifts the focus from what is being learned to test scores, destroying the intrinsic motivation of learning. Test scores are only meaningful within the education, while the actual learning is what creates meaning outside of the education. What forms of cheat prevention in online examinations are reasonable in relation to traditional examination, without ruining the students' intrinsic motivation? A literature study was conducted. From the discussion of previous research it can be concluded that zero tolerance of cheating in online examination is unrealistic, unnecessary and not required compared to traditional examination. Further, zero tolerance could also ruin the intrinsic motivation of learning. This enables forms of examination such as web camera observation but also dialogue based interaction for examination.

1 - 24 av 24
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • 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