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Axelsson, Carl-Anton WernerORCID iD iconorcid.org/0000-0002-5194-9430
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Publications (10 of 14) Show all publications
Axelsson, C.-A. W., Nygren, T., Roozenbeek, J. & van der Linden, S. (2024). Bad News in the civics classroom: How serious gameplay fosters teenagers’ ability to discern misinformation techniques. Journal of Research on Technology in Education, 1-27
Open this publication in new window or tab >>Bad News in the civics classroom: How serious gameplay fosters teenagers’ ability to discern misinformation techniques
2024 (English)In: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, p. 1-27Article in journal (Refereed) Epub ahead of print
Abstract [en]

Although the serious game Bad News has been used to inoculate citizens against misinformation, it has not been formally evaluated in traditional classrooms. We therefore evaluated its impact on 516 upper-secondary Swedish students playing individually, paired, or with the whole class. Results show that students improved their ability to discern manipulation techniques in social media posts. Students with prior positive attitudes to credible news sources were better discerners, and this attitude became significantly more positive post-intervention. Rationales for identifying manipulative techniques increased among those who improved their credibility ratings pre-to post-intervention. Lastly, enjoyment of and interest in the intervention was higher in the whole-class setting. This study offers insights for educators on using serious games in formal teaching to foster media and information literacy.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Serious games, inoculation theory, Bad News game, misinformation, computer-supported collaborative learning, classroom intervention
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-527618 (URN)10.1080/15391523.2024.2338451 (DOI)001205682400001 ()
Funder
Swedish Institute for Educational Research, 2020-00009
Available from: 2024-05-03 Created: 2024-05-03 Last updated: 2024-06-14
Axelsson, C.-A. W. & Jansson, A. (2022). Exploring visual maturity: A first look at eye behavior in train traffic control. Journal of Expertise, 5(2-3), 58-71
Open this publication in new window or tab >>Exploring visual maturity: A first look at eye behavior in train traffic control
2022 (English)In: Journal of Expertise, ISSN 2573-2773, Vol. 5, no 2-3, p. 58-71Article in journal (Refereed) Published
National Category
Applied Psychology
Research subject
Human-Computer Interaction
Identifiers
urn:nbn:se:uu:diva-490984 (URN)
Funder
Swedish Transport Administration
Available from: 2022-12-16 Created: 2022-12-16 Last updated: 2022-12-16Bibliographically approved
Nygren, T., Guath, M., Axelsson, C.-A. W. & Frau-Meigs, D. (2021). Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden. Information, 12(5), Article ID 201.
Open this publication in new window or tab >>Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden
2021 (English)In: Information, E-ISSN 2078-2489, Vol. 12, no 5, article id 201Article in journal (Refereed) Published
Abstract [en]

Educational and technical resources are regarded as central in combating disinformation and safeguarding democracy in an era of ‘fake news’. In this study, we investigated whether a professional fact-checking tool could be utilised in curricular activity to make pupils more skilled in determining the credibility of digital news and to inspire them to use digital tools to further their transliteracy and technocognition. In addition, we explored how pupils’ performance and attitudes regarding digital news and tools varied across four countries (France, Romania, Spain, and Sweden). Our findings showed that a two-hour intervention had a statistically significant impact on teenagers’ abilities to determine the credibility of fake images and videos. We also found that the intervention inspired pupils to use digital tools in information credibility assessments. Importantly, the intervention did not make pupils more sceptical of credible news. The impact of the intervention was greater in Romania and Spain than among pupils in Sweden and France. The greater impact in these two countries, we argue, is due to cultural context and the fact that pupils in Romania and Spain learned to focus less on ’gut feelings’, increased their use of digital tools, and had a more positive attitude toward the use of the fact-checking tool than pupils in Sweden and France.

Keywords
fake news, media and information literacy, teaching and learning, fact-checking, lateral reading
National Category
Educational Sciences Media and Communications
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-443184 (URN)10.3390/info12050201 (DOI)000653976100001 ()
Funder
European CommissionVinnova, 2018-01279
Available from: 2021-05-26 Created: 2021-05-26 Last updated: 2021-06-21Bibliographically approved
Axelsson, C.-A. W., Guath, M. & Nygren, T. (2021). Learning How to Separate Fake From Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning. Future Internet, 13(3), Article ID 60.
Open this publication in new window or tab >>Learning How to Separate Fake From Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning
2021 (English)In: Future Internet, E-ISSN 1999-5903, Vol. 13, no 3, article id 60Article in journal (Refereed) Published
Abstract [en]

With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts. 

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
civic online reasoning, source criticism, lateral reading, observational learning, fact-checking tutorials
National Category
Learning
Identifiers
urn:nbn:se:uu:diva-437745 (URN)10.3390/fi13030060 (DOI)000633686700001 ()
Funder
Vinnova, 018-01279
Available from: 2021-03-15 Created: 2021-03-15 Last updated: 2023-08-03Bibliographically approved
Axelsson, A. (2019). Knowledge elicitation as abstraction of purposive behaviour. (Doctoral dissertation). Uppsala: Acta Universitatis Upsaliensis
Open this publication in new window or tab >>Knowledge elicitation as abstraction of purposive behaviour
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Researchers use knowledge elicitation methods to document expert knowledge for the primary purpose of understanding cognitive processes and with this understanding, technical solutions to resolve human factors issues can be produced. This dissertation offers a novel perspective on knowledge elicitation as an abstraction process. Such a theoretical framework has emerged by consolidating the ecological approach of Brunswikian psychology with the ideas of tacit and personal knowledge of Polanyian epistemology. Traditionally, knowledge elicitation has been considered an extraction process in which knowledge can be readily transferred from one individual to another. Here, this traditional position is rejected in favour of Polanyi’s premise that much of the knowledge individuals possess is tacit in nature, which implies that it cannot be documented easily, expressed in explicit form or explained. In this dissertation, knowledge is characterised as a personal process of knowing, highlighting context as a subjective knowledge structure of personal experiences that is formulated implicitly and indirectly over time through a dynamic interaction with the environment. Therefore, tacit knowledge cannot be articulated or shared; however, learners can be inspired by observing other individuals' purposive (i.e., goal-directed) behaviours and thus shape their own tacit knowledge once they practise the observed skills and develop conceptual understanding through reasoning about the learning process. Knowledge elicitation thereby makes use of observations, questions, or more structured process tracing methods in environments familiar to the observed individuals to elicit purposive behaviour from them. Accordingly, functional descriptions can be produced in this process that further conceptual understanding of a particular domain. Knowledge elicitation procedures are a powerful set of methods for reaching such functional descriptions. Moreover, by understanding the resulting knowledge elicitation data as an abstraction derived from multiple collection points in the same environment, the focus shifts from purely subjective mental constructs to the impact of environmental constraints.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2019. p. 82
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology, ISSN 1651-6214 ; 1765
Keywords
knowledge elicitation, expertise, context, human factors
National Category
Human Computer Interaction Applied Psychology
Research subject
Computer Science with specialization in Human-Computer Interaction
Identifiers
urn:nbn:se:uu:diva-372725 (URN)978-91-513-0555-4 (ISBN)
Public defence
2019-03-08, Sal IX, Universitetshuset, Biskopsgatan 3, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2019-02-15 Created: 2019-01-09 Last updated: 2019-03-18
Löscher, I., Axelsson, A., Vännström, J. & Jansson, A. (2018). Eliciting strategies in revolutionary design: exploring the hypothesis of predefined strategy categories. Theoretical Issues in Ergonomics Science, 19(1), 101-117
Open this publication in new window or tab >>Eliciting strategies in revolutionary design: exploring the hypothesis of predefined strategy categories
2018 (English)In: Theoretical Issues in Ergonomics Science, ISSN 1463-922X, E-ISSN 1464-536X, Vol. 19, no 1, p. 101-117Article in journal (Refereed) Published
Abstract [en]

Introducing automation in a human-machine system changes the tasks performed by human operators. It is difficult to analyse systems for which there are no experienced operators. This issue emerged within a project with the aim to develop a human–machine interface for a highly automated long-haul vehicle. To handle the problem, a formative strategies analysis method with promises to enable desktop analyses through predefined strategy categories was adopted. The method was used to investigate strategies for controlling the future long haul vehicle by conducting workshops with today's drivers. The method was shown to be a valuable asset in eliciting strategies for revolutionary design.

Keywords
Cognitive work analysis, strategies analysis, automation, revolutionary systems design, long haul trucks
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:uu:diva-292799 (URN)10.1080/1463922X.2017.1278805 (DOI)000428728900006 ()
Projects
MODAS
Funder
VINNOVA, 2012-03678
Available from: 2017-01-27 Created: 2016-05-09 Last updated: 2020-01-08Bibliographically approved
Axelsson, A. & A. Jansson, A. (2018). On the importance of mental time frames: A case for the need of empirical methods to investigate adaptive expertise. Journal of Applied Research in Memory and Cognition, 7(1), 51-59
Open this publication in new window or tab >>On the importance of mental time frames: A case for the need of empirical methods to investigate adaptive expertise
2018 (English)In: Journal of Applied Research in Memory and Cognition, ISSN 2211-3681, E-ISSN 2211-369X, Vol. 7, no 1, p. 51-59Article in journal (Refereed) Published
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:uu:diva-352734 (URN)10.1016/j.jarmac.2017.12.004 (DOI)000429489400010 ()
Funder
Swedish Transport Administration
Available from: 2018-03-03 Created: 2018-06-07 Last updated: 2019-01-09Bibliographically approved
Jansson, A. & Axelsson, A. (2017). Knowledge Elicitation in Naturalistic Decision Making: Collegial Verbalisation with "Conspective Protocols". In: Julie Gore & Paul Ward (Ed.), Naturalistic Decision Making and Uncertainty: Proceedings of the 13th Bi-annual International Conference on Naturalistic Decision Making. Paper presented at 13th Bi-annual Conference on Naturalistic Decision Making (NDM), 20-23 June 2017, Bath, UK. (pp. 87-93).
Open this publication in new window or tab >>Knowledge Elicitation in Naturalistic Decision Making: Collegial Verbalisation with "Conspective Protocols"
2017 (English)In: Naturalistic Decision Making and Uncertainty: Proceedings of the 13th Bi-annual International Conference on Naturalistic Decision Making / [ed] Julie Gore & Paul Ward, 2017, p. 87-93Conference paper, Published paper (Refereed)
Keywords
Decision making; naturalistic decision making; dynamic decision making, verbalisation, verbal reports
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:uu:diva-335143 (URN)
Conference
13th Bi-annual Conference on Naturalistic Decision Making (NDM), 20-23 June 2017, Bath, UK.
Projects
UFTB
Funder
Swedish Transport Administration
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2017-12-12Bibliographically approved
Axelsson, A. (2016). Context: The abstract term for the concrete. (Licentiate dissertation). Uppsala University
Open this publication in new window or tab >>Context: The abstract term for the concrete
2016 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis deals with the term 'context' and the aim has been to reason about the term in order to see whether it is possible to reach a satisfactory understanding of the concept. But the thesis is also a journey into human reasoning and conveys a certain view of human cognition. It aims to synthesise results of studies within psychology, cognitive science, anthropology, and human-computer interaction. My understanding is that context is not something we are a part of, but rather something we create mentally in relation a specific goal. Determination of something ambiguous thus comes from top-down processes related to a goal. I believe context has been wrongly interpreted in HCI as that which a user is situated in and which a product is being used in. I suggest instead a separation between the user environment and the user context.

Place, publisher, year, edition, pages
Uppsala University, 2016
Series
Information technology licentiate theses: Licentiate theses from the Department of Information Technology, ISSN 1404-5117 ; 2016-006
National Category
Human Computer Interaction
Research subject
Computer Science with specialization in Human-Computer Interaction
Identifiers
urn:nbn:se:uu:diva-292806 (URN)
Supervisors
Available from: 2016-04-29 Created: 2016-05-09 Last updated: 2018-01-10Bibliographically approved
Axelsson, A., Andersson, R. & Gulz, A. (2016). Scaffolding executive function capabilities via play-&-learn software for preschoolers. Journal of Educational Psychology, 108(7), 969-981
Open this publication in new window or tab >>Scaffolding executive function capabilities via play-&-learn software for preschoolers
2016 (English)In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, no 7, p. 969-981Article in journal (Refereed) Published
Abstract [en]

Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.

Keywords
inhibition; attention; teachable agents; eye tracking; learning by teaching
National Category
Human Computer Interaction Learning
Identifiers
urn:nbn:se:uu:diva-275524 (URN)10.1037/edu0000099 (DOI)000385436300005 ()
Projects
Cognition, Communication, and Learning (CCL)
Funder
Swedish Research Council, 437-2014-6735
Available from: 2016-01-18 Created: 2016-02-04 Last updated: 2018-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5194-9430

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