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  • 1. Alenljung, Beatrice
    et al.
    Andreasson, Rebecca
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Lowe, Robert
    Billing, Erik
    Lindblom, Jessica
    Conveying Emotions by Touch to the Nao Robot: A User Experience Perspective2018In: Multimodal Technologies and Interaction, ISSN 2414-4088, Vol. 2, no 4, article id 82Article in journal (Refereed)
    Abstract
  • 2.
    Alenljung, Beatrice
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Analysing Action and Intention Recognition in Human-Robot Interaction with ANEMONE2021In: Human-Computer Interaction. Interaction Techniques and Novel Applications: Thematic Area, HCI 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part II / [ed] Masaaki Kurosu, Cham: Springer , 2021, p. 181-200Conference paper (Refereed)
    Abstract [en]

    The ANEMONE is a methodological approach for user experience (UX) evaluation of action and intention recognition in human-robot interaction that has activity theory as its theoretical lens in combination with the seven stages of action model and UX evaluation methodology. ANEMONE has been applied in a case where a prototype has been evaluated. The prototype was a workstation in assembly in manufacturing consisting of a collaborative robot, a pallet, a tablet, and a workbench, where one operator is working in the same physical space as one robot. The purpose of this paper is to provide guidance on how to use ANEMONE, with a particular focus on the data analysis part, through describing a real example together with lessons learned and recommendations.

  • 3.
    Alenljung, Beatrice
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    User Experience of Socially Interactive Robots: Its Role and Relevance2015In: Handbook of Research on Synthesizing Human Emotion in Intelligent Systems and Robotics / [ed] Jordi Vallverdú, Hershey, Pennsylvania, USA: IGI Global , 2015, p. 352-364Chapter in book (Refereed)
    Abstract [en]

    Socially interactive robots are expected to have an increasing importance in everyday life for a growing number of people, but negative user experience (UX) can entail reluctance to use robots. Positive user experience underpins proliferation of socially interactive robots. Therefore, it is essential for robot developers to put serious efforts to attain social robots that the users experience as positive. In current human-robot interaction (HRI) research, user experience is reckoned to be important and is used as an argument for stating that something is positive. However, the notion of user experience is noticeably often taken for granted and is neither described nor problematized. By recognizing the complexity of user experience the intended contributions can be even more valuable. Another trend in HRI research is to focus on user experience evaluation and examination of user experience. The current research paths of user experience of socially interactive robots are not enough. This chapter suggests that additional research directions are needed in order accomplish long-term, wide-spread success of socially interactive robots.

  • 4.
    Alenljung, Zacharias
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    User Experience in Augmented Reality: A Holistic Evaluation of a Prototype for Assembly Instructions2021In: Design, User Experience, and Usability: Design for Contemporary Technological Environments: 10th International Conference, DUXU 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part III / [ed] Marcelo M. Soares; Elizabeth Rosenzweig; Aaron Marcus, Cham: Springer , 2021, p. 139-157Conference paper (Refereed)
    Abstract [en]

    Industries are under development with new upcoming tools that will further streamline the work of operators, not least in assembly. Assembly instructions are usually visualized by traditional paper or databases. A new way of showing instruction is provided by augmented reality (AR). The focus of this paper is the user experience (UX) of AR-based instructions for assembly. In order to study the UX in AR, an evaluation matrix and an AR prototype has been developed and evaluated in a UX test, where data regarding both hedonic and pragmatic qualities was collected. The UX test yielded a result of three out of nine sub-goals completed while six did not. There was a general low degree of cognitive load while assembling but not low enough. However, there are promising results for AR-based instructions, though the technology still needs improvement and more testing is also necessary. The assembly scenario for this study was somewhat simple and could be one reason why this study generated ambiguous results.

  • 5.
    Andreasson, Rebecca
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Jansson, Anders A
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Lindblom, Jessica
    Past and future challenges for railway research and the role of a systems perspective2019In: Proc. 20th Congress of the International Ergonomics Association: Volume VII, Springer, 2019, p. 1737-1746Conference paper (Refereed)
    Abstract [en]

    Operational train traffic is dependent on an efficient traffic plan monitored and executed by the traffic controllers, the proficient maneuvering of the trains by the train drivers, and on the interaction, communication, and coordination between these two work roles. The railway research community, and the branch of industry itself, has called for an integrated systems perspective for the whole train traffic system to achieve an efficient performance. As human-human and human-technology interactions are natural parts of the socio-technical system of train traffic, the aim of this paper is to provide illustrative examples for why a systems perspective is needed for the future of railway research. Furthermore, we present the theoretical framework of distributed cognition (DCog) as a necessary addition to the theoretical and methodological toolbox of the Human Factors and Ergonomics (HF&E) discipline. To realize efficient and coordinated processes involved in organizing and executing operational train traffic, the paper proposes that the DCog framework should be implemented in the train traffic domain as a viable approach forward.

  • 6.
    Andreasson, Rebecca
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction.
    Jansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    The coordination between train traffic controllers and train drivers: a distributed cognition perspective on railway2019In: Cognition, Technology & Work, ISSN 1435-5558, E-ISSN 1435-5566, Vol. 21, no 3, p. 417-443Article in journal (Refereed)
    Abstract [en]

    Although there has long been a call for a holistic systems perspective to better understand real work in the complex domain of railway traffic, prior research has not strongly emphasised the socio-technical perspective. In operational railway traffic, the successful planning and execution of the traffic are the product of the socio-technical system comprised by both train drivers and traffic controllers. This paper presents a study inspired by cognitive ethnography with the aim to characterise the coordinating activities that are conducted by train traffic controllers and train drivers in the work practices of the socio-technical system of Swedish railway. The theoretical framework of distributed cognition (DCog) is used as a conceptual and analytical tool to make sense of the complex railway domain and the best practices as they are developed and performed “in the wild”. The analysis reveals a pattern of collaboration and coordination of actions among the workers and we introduce the concept of enacted actionable practices as a key concern for understanding how a successfully executed railway traffic emerges as a property of the socio-technical system. The implications for future railway research are briefly discussed.

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  • 7.
    Andreasson, Rebecca
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Distributed Cognition in Manufacturing: Collaborative Assembly Work2016In: Advances in Manufacturing Technology XXX / [ed] Yee Mey Goh, Keith Case, IOS Press , 2016, p. 243-248Conference paper (Refereed)
    Abstract [en]

    Cognitive science is becoming increasingly central within humanfactors and ergonomics (HF&E) and there has long been a call for a more systemicperspective in the area with a somewhat broader unit of analysis. This paperpresents a case study applying the theoretical framework of distributed cognition(DCog), which shows how DCog would offer a more complete understanding ofmanufacturing within its greater context, including the social, cultural, andmaterial surroundings. This paper aims to characterize and analyse dock assemblyof forest machines as a complex socio-technical system from a DCog perspective;focusing on the creation of enacted landscapes in this particular setting. The paperalso exemplifies benefits of using the DCog framework in the manufacturingdomain as a way of grasping the assembly workers’ tacit competence and skills.

  • 8.
    Andreasson, Rebecca
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Interruptions in the wild: portraying the handling of interruptions in manufacturing from a distributed cognition lens2017In: Cognition, Technology & Work, ISSN 1435-5558, E-ISSN 1435-5566, Vol. 19, no 1, p. 85-108Article in journal (Refereed)
    Abstract [en]

    This paper presents a study examining interruptionsin the wild by portraying the handling of interruptionsin manufacturing from a distributed cognitionlens. By studying how interruptions occur and are handledin the daily activities of a work team at a large foundry forcasting heavy diesel engines, we highlight situations whenthe propagation, transformation, and representation ofinformation are not supported by prescribed work processesand propose recommendations for how this can beamended. The study was conducted by several visits to theaforementioned factory with cognitive ethnography as thebasis for the data collection. The focus was on identifyinginterruptions and analysing these through a distributedcognition framework as an initial step towards studyinginterruptions in a manufacturing environment. The keyfindings include the identification of three, previouslyundefined, types of interruptions and the conclusion thatinterruptions do indeed affect the distributed workload ofthe socio-technical system and thus the overall productionperformance at the casting line.

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  • 9.
    Andreasson, Rebecca
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Tool use and collaborative work of dock assembly in practice2017In: Production & Manufacturing Research, ISSN 2169-3277, Vol. 5, no 1, p. 164-190Article in journal (Refereed)
    Abstract [en]

    In order to deepen the understanding of the intrinsic interactions and interplay between humans, tools, and environment from a systems perspective, research in the wild (RITW) approaches have gained traction during recent decades as they provide a higher ecological validity of findings. This paper presents a RITW study, investigating how assembly, in this case dock assembly of forwarders, was done in practice. As our theoretical foundation, we used the framework of distributed cognition, which is one of the main pillars of RITW. The findings are presented in narrative form, describing and highlighting that the workers achieve an efficient production outcome by being integral parts of the whole production process and doing so through coordination of activities benefitting the shared goal of the distributed socio-technical system.

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    FULLTEXT01
  • 10.
    Andreasson, Rebecca
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Towards an increased degree of usability work in organizations2015In: Procedia Manufacturing, ISSN 2351-9789, Vol. 3, p. 5739-5746Article in journal (Refereed)
    Abstract [en]

    It is widely recognized that there is a substantial gap between usability research and practice where UCD approaches are rarelyapplied in practice due to arguments regarding the intricate nature of its methods and techniques. This paper presents an actionresearch study designed to investigate and analyze the potentials for an increased degree of UCD activities in the earlydevelopment phases of advanced information systems technology. The results demonstrate that there is a large interest inusability but that organizational priority and competence is often lacking. Instead one relies heavily on questionable conceptssuch as „trained professionals‟ to excuse the low effort towards usability. Based on the results, six recommendations forimproved usability work in R&D organizations are presented, focusing on the importance of prioritization of, and education inusability work.

  • 11.
    Billing, Erik
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, JessicaHögskolan i Skövde, Institutionen för informationsteknologi.Ziemke, TomHögskolan i Skövde, Institutionen för informationsteknologi.
    Proceedings of the 2015 SWECOG conference2015Conference proceedings (editor) (Refereed)
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    fulltext
  • 12.
    Billing, Erik
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Rosén, Julia
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Expectations of robot technology in welfare2019Conference paper (Refereed)
    Abstract [en]

    We report findings from a survey on expectations of robot technology in welfare, within the coming 20 years. 34 assistant nurses answered a questionnaire on which tasks, from their daily work, that they believe robots can perform, already today or in the near future. Additionally, the Negative attitudes toward robots scale (NARS) was used to estimate participants' attitudes towards robots in general. Results reveal high expectations of robots, where at least half of the participants answered Already today or Within 10 years to 9 out of 10 investigated tasks. Participants were also fairly positive towards robots, reporting low scores on NARS. The obtained results can be interpreted as a serious over-estimation of what robots will be able to do in the near future, but also large varieties in participants' interpretation of what robots are. We identify challenges in communicating both excitement towards a technology in rapid development and realistic limitations of this technology.

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    FULLTEXT01
  • 13.
    Cort, Rebecca
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction.
    Lindblom, Jessica
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. University of Skövde, School of Informatics.
    At the Centre of Coordination for Train Traffic: Activity Theory and Distributed Cognition in times of digitalisationIn: Article in journal (Refereed)
    Abstract [en]

    The field of computer supported cooperative work (CSCW) is growing extensively, addressing a wide range of coordinative and technological applications from several perspectives. In this paper, we analyse and describe the use of technology in work practices within train traffic control rooms as they unfold in these complex technology-dense environments. With a workplace study, we focus on how traffic controllers and information officers deal with situations involving delays and disruptions of the traffic flow. In particular, we describe how the workers keep the trains running as well as how the activities of traffic controllers and information officers are shaped by the conduct of others, whether they are located in the same space or not. Part of our empirical work is a detailed analysis of the coordinative practices and technology use that is enacted in this setting based on two theories often applied within CSCW: Distributed Cognition (DCog) and Activity Theory (AT). We have three purposes with this paper: 1) addressing to what extent the ongoing digitalisation impacts the technology usage and if there are any novel insights on work practices to CSCW, 2) contributing to the discussion on the future use of DCog and AT in workplace studies in the increasingly digitalised nature of control room work, and 3) stimulating future research into the impacts of digitalisation from the viewpoint of how the workers contribute to upholding the traffic flow and how it should shape future work within operational train traffic from a holistic perspective.

  • 14.
    Cort, Rebecca
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Lindblom, Jessica
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Sensing the breakdown: Managing complexity at the railway2023In: Culture and Organization, ISSN 1475-9551, E-ISSN 1477-2760Article in journal (Refereed)
    Abstract [en]

    This paper explores the complex and time-critical work practices within operational train traffic in Sweden by reporting on an incident causing an infrastructure breakdown and large traffic disruptions. Based on a workplace study approach, we report on how the control room workers – train traffic controllers and information officers – grasp, make sense of, and handle the consequences of the incident as it unfolds in realtime. We portray how the workers develop and acquire a sense of place in relation to the incident’s severity which is essential for successfully handling the situation. By introducing the ‘sense of place’ concept originally derived from the field of natural resources to the domain of operational train traffic, we provide a deepened understanding of the challenges characterising remote control work from a safety-critical socio-technical systems perspective. Finally, reflections on the application of the ‘sense of place’ concept, safety aspects and directions for future research are provided.

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    fulltext
  • 15.
    Ebert, Achim
    et al.
    Technische Universität Kaiserslautern, Kaiserslautern, Rheinland-Pfalz, DE.
    Lachmann, ThomasUniversity of Kaiserslautern, Kaiserslautern, Germany.Dreßler, KlausFraunhofer Institute for Industrial Mathematics.Lindblom, JessicaUppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.Reinhard, RenéFraunhofer Institute for Industrial Mathematics ITWM, Kaiserslautern, Germany.
    Proceedings of the 33rd European Conference on Cognitive Ergonomics: Evaluating the Reality–Virtuality Continuum2022Conference proceedings (editor) (Other academic)
  • 16.
    Ebert, Achim
    et al.
    TU Kaiserslautern, Kaiserslautern, Germany.
    Lindblom, Jessica
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Highlights from the 33rd European conference on cognitive ergonomics (ECCE 2022) Evaluating the Reality-Virtuality Continuum2023In: Behavior and Information Technology, ISSN 0144-929X, E-ISSN 1362-3001, Vol. 42, no 3, p. 265-268Article in journal (Other academic)
  • 17.
    Holm, Magnus
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Senington, Richard
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Wang, Wei
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Real-World Industrial Demonstrators on Human–Robot Collaborative Assembly2021In: Advanced Human-Robot Collaboration in Manufacturing / [ed] Lihui Wang; Xi Vincent Wang; József Váncza; Zsolt Kemény, Cham: Springer , 2021, 1, p. 413-438Chapter in book (Refereed)
    Abstract [en]

    The development of human–robot collaboration (HRC) is expected to have increasing importance in Industry 4.0 for a growing number of companies. The purpose of this chapter is to address the role and relevance of jointly designed, developed and implemented industrial demonstrators of HRC systems in projects, resulting in an increased knowledge—both for academia and industrial partners—of how to successfully present the obtained research results in an industrial environment. In particular, the chapter focuses on the role of demonstrators and presents three perspectives related to the use of demonstrators in bridging the gap between current knowledge and the work practice on the shop floor. One perspective is the joint process of developing three industrial demonstrators of HRC within the SYMBIO-TIC project, in order to provide the envisioned benefits for the addressed industrial requirements from the companies. Another perspective is how to evaluate the intended operators’ perceptions and experiences of these HRC systems from a human’s perspective as well as presenting the results obtained from such an evaluation. The last perspective is the voices raised from the industrial project partners’ views about jointly building industrial demonstrators as well as the benefits of participating in the research project. The chapter ends with conclusions, an identified research challenge and future work. It also addresses the societal impact of using collaborative robots in industry, and their contributions to society.

  • 18.
    Holmgren, Noél
    et al.
    Högskolan i Skövde, Institutionen för vård och natur.
    Kazemi, Ali
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Persson, Anne
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Niklasson, Lars
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Pihlström, Malin
    Högskolan i Skövde.
    Billing, Anna
    Högskolan i Skövde.
    Nilsson, Ulf-Göran
    Högskolan i Skövde, Högskolebiblioteket.
    Grönborg, Lisa
    Högskolan i Skövde, Högskolebiblioteket.
    Johannesson, Krister
    Högskolan i Skövde, Högskolebiblioteket.
    Syberfeldt, Anna
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Pehrsson, Leif
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Tengblad, Stefan
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Ziemke, Tom
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Nilsson, Pernilla
    Halmstad University, Sweden.
    Elowson, Anne-louise
    Högskolan i Skövde.
    Vizlin, Albina
    Högskolan i Skövde.
    Andersson, Monica
    Högskolan i Skövde.
    Klingspor, Pernilla
    Högskolan i Skövde.
    Blomgren, Lars-Göran
    Högskolan i Skövde.
    Larsson, Matts
    Högskolan i Skövde.
    Taylor, Mario
    Högskolan i Skövde.
    Akersten, Eva
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Bergh, Ingrid
    Högskolan i Skövde, Institutionen för vård och natur.
    Lundell, Björn
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Olsson, Björn
    Högskolan i Skövde, Institutionen för vård och natur.
    Adolfsson, Josef
    Högskolan i Skövde, Institutionen för teknik och samhälle.
    Assessment of Research and Collaboration 20132013Report (Other (popular science, discussion, etc.))
  • 19.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Brolin, Erik
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Data-Driven Personas: Expanding DHM for a Holistic Approach2021In: Advances in Simulation and Digital Human Modeling: Proceedings of the AHFE 2021 Virtual Conferences on Human Factors and Simulation, and Digital Human Modeling and Applied Optimization, July 25-29, 2021, USA / [ed] Julia L. Wright; Daniel Barber; Sofia Scataglini; Sudhakar L. Rajulu, Springer , 2021, p. 296-303Conference paper (Refereed)
    Abstract [en]

    In this paper, we detail research and development of data-driven personas in the IPS-IMMA digital human modelling system. Semi-automatically generating personas for working with user experience (UX) aspects of the Operator 4.0 side of Industry 4.0 is suggested as a viable approach for contributing to operator well-being and diversity by supporting workstation designers to take these factors into account early in the workstation design process. These data-driven personas are being developed to be generated using anthropometric data from the manikin family generation module of IPS-IMMA. Specific design suggestions are presented, what should be taken into account and how that will be implemented, and the current state of development of the data-driven personas module is discussed. Prototypes are planned under the coming year.

  • 20.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Falkman, Göran
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Showing uncertainty in aircraft cockpits using icons2015In: Procedia Manufacturing, E-ISSN 2351-9789, Vol. 3, p. 2905-2912Article in journal (Refereed)
    Abstract [en]

    This paper examines an icon set designed for displaying uncertainty surrounding threat levels of an approaching object in anaircraft cockpit. This is done through an experiment that compares an icon set designed for this experiment with two icon setsfrom existing research that were tested in static laboratory conditions. The experiment used a flight simulator to simulate realisticflight conditions. The results showed that the icon set designed for this experiment was easier to read. Guidelines for the designof icons for displaying uncertainty are presented based on the results of the experiment.

  • 21.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lagerstedt, Erik
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Classification of Collaboration Levels for Human-Robot Cooperation in Manufacturing2018In: Advances in Manufacturing Technology XXXII: Proceedings of the 16th International Conference on Manufacturing Research, incorporating the 33rd National Conference on Manufacturing Research, September 11–13, 2018,  University of Skövde, Sweden / [ed] Peter Thorvald, Keith Case, Amsterdam: IOS Press , 2018, p. 151-156Conference paper (Refereed)
    Abstract [en]

    Industry 4.0 aims to support the factory of the future, which involves increased amounts of information systems and new ways of using automation. One new usage is collaboration between human and industrial robot in manufacturing, with both partners sharing work on a single task. Supporting human-robot collaboration (HRC) requires understanding the requirements of HRC as well as the differences to existing approaches where the goal is more automation, such as in the case of self-driving cars. We propose a framework that we call levels of collaboration to support this, and posit that this framework supports a mental model conducive to the design of lines incorporating HRC.

  • 22.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lagerstedt, Erik
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Foundation for a classification of collaboration levels for human-robot cooperation in manufacturing2019In: Production & Manufacturing Research, ISSN 2169-3277, Vol. 7, no 1, p. 448-471Article in journal (Refereed)
    Abstract [en]

    Industry 4.0 aims to support the factory of the future, involving increased use of information systems and new ways of using automation, such as collaboration where a robot and a human share work on a single task. We propose a classification of collaboration levels for Human-Robot collaboration (HRC) in manufacturing that we call levels of collaboration (LoC), formed to provide a conceptual model conducive to the design of assembly lines incorporating HRC. This paper aims to provide a more theoretical foundation for such a tool based on relevant theories from cognitive science and other perspectives of human-technology interaction, strengthening the validity and scientific rigour of the envisioned LoC tool. The main contributions consist of a theoretical grounding to motivate the transition from automation to collaboration, which are intended to facilitate expanding the LoC classification to support HRC, as well as an initial visualization of the LoC approach. Future work includes fully defining the LoC classification as well as operationalizing functionally different cooperation types. We conclude that collaboration is a means to an end, so collaboration is not entered for its own sake, and that collaboration differs fundamentally from more commonly used views where automation is the focus.

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  • 23.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Mind the body: How embodied cognition matters in manufacturing2015In: Procedia Manufacturing, E-ISSN 2351-9789, Vol. 3, p. 5184-5191Article in journal (Refereed)
    Abstract [en]

    Embodied cognition can provide human factors and applied ergonomics practitioners with better embodied cognition design principles. This paper investigates and analyzes observational video-recorded data from an experiment that simulated a manufacturing environment. The operator was interrupted during a primary assembly task via a handheld computing device which delivered different classes of notifications. The focus is on the embodied aspect of notifications in an active environment, and why one class of notifications called mediated notifications failed at a specific point previously thought to be suitable. Guidelines for analyzing tasks from an embodied cognition perspective that complements and expands traditional human factors and applied ergonomics approaches were developed and are included.

  • 24.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Employing UX Processes for More Focused Development in Research Projects2020In: DHM2020: Proceedings of the 6th International Digital Human Modeling Symposium, August 31 – September 2, 2020 / [ed] Lars Hanson, Dan Högberg, Erik Brolin, Amsterdam: IOS Press , 2020, p. 288-298Conference paper (Refereed)
    Abstract [sv]

    The aim of this paper is to highlight some benefits of incorporating usability/user experience (UX) approaches in the software development process of research projects advancing digital human modeling (DHM), and how these processes, approaches, and methods can help keeping the development process more focused and efficient. Research projects that contain large software development components may receive funding only to complete the core tasks, and including additional persons in a project may seem like a waste of resources. This paper introduces user research that relied on a UX approach called contextual inquiry to ascertain user goals and how those might be translated into features for DHM named IMMA that has been developed as a part of numerous research projects in the last decade. The goal of the study is to support DHM development in general through highlighting methods and approaches that can be used, with specific results aimed to support the continued development of IMMA. Results clearly show that existing functions do not support the goals of the user group examined, and highlights the need of understanding user goals and creating functions to support achieving those goals, rather than assuming what functionalities might be needed. By understanding user goals, interpreting those into activities and functionalities time and resources can be used more effectively, which is important for small to medium research projects, where both time and budget may be limited.

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  • 25.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Missing mediated interruptions in manual assembly: Critical aspects of breakpoint selection2017In: Applied Ergonomics, ISSN 0003-6870, E-ISSN 1872-9126, Vol. 61, p. 90-101Article in journal (Refereed)
    Abstract [en]

    The factory of the future aims to make manufacturing more effective and easily customisable, using advanced sensors and communications to support information management. In this paper, we examine how breakpoint selection during interruption management can fail, even when using recommendations for interruption management from existing research. We present an experiment based on prior work where mediated interruptions (i.e. smart interruptions that should interrupt at opportune moments) were missed by participants when sent at one of two pre-defined breakpoints. These breakpoints were selected based on existing research to minimise the cost of interruption, which can involve longer times to complete tasks as well as making errors on tasks. Missing mediated interruptions in this way was unexpected, and the prior study was not configured to measure this effect, which has led to the experiment detailed here. We strive to explore whether there is a risk of missing notifications when mediated interruptions are used, and how this is affected by breakpoint selection. This was investigated through an experiment that uses tasks and environments that simulate a manufacturing assembly facility.

    The results indicate that the effect exists, i.e. that participants miss significantly more notifications when interrupted at fine breakpoints than when interrupted at coarse breakpoints. An embodied cognition perspective was used for analysis of the tasks to understand the cause of the effect. This analysis shows that an overlap between “action” and “anticipation of action” can account for why participants miss notifications at fine breakpoints. Based on these findings, recommendations were developed for designing interruption systems that minimise the costs (errors and time) imposed by interruptions during assembly tasks in manufacturing.

  • 26.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Palmquist, Adam
    Department of Applied IT, University of Gothenburg, Gothenburg, Sweden.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Sánchez, Juan Luis Jiménez
    Scania Sverige AB, Stockholm, Sweden.
    To What Extent is Gamification an Effective Tool for Onboarding Users into a DHM Tool2021In: Design, User Experience, and Usability: UX Research and Design: 10th International Conference, DUXU 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I / [ed] Marcelo M. Soares; Elizabeth Rosenzweig; Aaron Marcus, Cham: Springer , 2021, p. 48-66Conference paper (Refereed)
    Abstract [en]

    Applying game-like elements to tasks or computer systems meant for serious, non-game, activities is becoming more common, and is seen as a way to support users in learning a system or to support users in performing tasks better. Applying game-like elements requires an understanding of users, the target task, and what can motivate the target users in their tasks. As in any system development, the success of the design requires validating, and this may be done multiple times in the development cycle. Some concepts, such as usability or user experience have well-established testing methods, while gamification is still a relatively immature field and evaluation methods are still being developed. This paper follows the first evaluation of a gamification system to aid with onboarding new users into the IPS IMMA digital human modelling system, offering details on the heuristic evaluation method. So early in the process, it is inevitable that problems were found, largely to do with how the motivation of users was handled, and multiple suggestions for improvements are offered.

  • 27.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Context aware interruptions: Existing research and required research2014In: Advances in Cognitive Engineering and Neuroergonomics / [ed] Kay Stanney & Kelly S. Hale, AHFE , 2014, p. 260-272Conference paper (Refereed)
    Abstract [en]

    Companies in various fields are developing information systems that are supposed to show information in a context sensitive manner. This involves modifying user interfaces based on the current activity and location of the user. The research that exists for context aware, task aware, and location aware systems come mostly from research in the office environment and using stationary work computers using standard mouse and keyboard-operated systems. Other environments, such as manufacturing environments, have not received the same research attention, and therefore research is required to see whether existing theories and frameworks apply to the manufacturing domain. Adding to this, context aware systems are now being created for new classes of devices such as mobile and wearable devices, to be used in multiple domains. All this requires an investigation and validation of older research, and shows how the research of the basic human factors surrounding new devices and domains has fallen behind the development of the devices themselves. This paper examines shortly how recent changes advances in technology affect what is required from the field of interruption research, as well as what is needed to support other domains than the office environment. 

  • 28.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Context aware interruptions: Existing research and required research2014In: Advances in Cognitive Engineering and Neuroergonomics / [ed] Kay Stanney & Kelly S. Hale, AHFE , 2014, p. 260-272Conference paper (Refereed)
    Abstract [en]

    Companies in various fields are developing information systems that are supposed to show information in a context sensitive manner. This involves modifying user interfaces based on the current activity and location of the user. The research that exists for context aware, task aware, and location aware systems come mostly from research in the office environment and using stationary work computers using standard mouse and keyboard-operated systems. Other environments, such as manufacturing environments, have not received the same research attention, and therefore research is required to see whether existing theories and frameworks apply to the manufacturing domain. Adding to this, context aware systems are now being created for new classes of devices such as mobile and wearable devices, to be used in multiple domains. All this requires an investigation and validation of older research, and shows how the research of the basic human factors surrounding new devices and domains has fallen behind the development of the devices themselves. This paper examines shortly how recent changes advances in technology affect what is required from the field of interruption research, as well as what is needed to support other domains than the office environment. 

  • 29.
    Kolbeinsson, Ari
    et al.
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Thorvald, Peter
    Högskolan i Skövde, Institutionen för ingenjörsvetenskap.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Coordinating the interruption of assembly workers in manufacturing2017In: Applied Ergonomics, ISSN 0003-6870, E-ISSN 1872-9126, Vol. 58, p. 361-371Article in journal (Refereed)
    Abstract [en]

    This paper examines how interruptions from information and communications technology systems affect errors and the time to complete tasks for assembly workers. Interruptions have previously been examined in laboratory experiments and office environments, but not much work has been performed in other authentic environments. This paper contains the results of an experiment that was performed in a simulated manufacturing assembly environment, which tested the effects of interruptions on a manual assembly task. The experiment used existing interruption coordination methods as a basis, and the results showed a difference in the effect of interruptions and interruption coordination between cognitively complex laboratory tasks and manual assembly tasks in an authentic environment. Most notably, the negative effects of interruptions delivered without consideration were smaller in this experiment. Based on these findings, recommendations were developed for designing interruption systems for minimizing the costs (errors and time) imposed by interruptions during assembly tasks in manufacturing.

  • 30.
    Kristensen, Josefin
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    How Young People Living with Disability Experience the Use of Assistive Technology2021In: Universal Access in Human-Computer Interaction. Design Methods and User Experience: 15th International Conference, UAHCI 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I / [ed] Margherita Antona; Constantine Stephanidis, Cham: Springer , 2021, p. 250-268Conference paper (Refereed)
    Abstract [en]

    In this paper, we investigate and analyze how young people that have motor impairments experience and have access to various forms of Information and Communications Technology (ICT). The aim is to gain a deeper understanding of how various assistive technologies (AT) mediate between young people and ICT systems, exploring how the user experience is perceived in practice. We apply the lens of the cultural-historical activity theory framework via a series of mainly qualitative explorations in Sweden, studying the user experience of ATs. The obtained findings reveal that there are many breakdowns in the interaction with ICT at the micro-level, mainly due to limited fine motor impairments in the hands, which the used ICT - with or without AT - could not handle properly. Still, the young adults perceived a positive UX in general. When comparing their parents’ view on the access to and experience of ICT a more negative UX of the available ICT systems emerged from a macro level. The parents often mentioned the lack of appropriate ICT and AT as well as relevant support from the educational institutions and other authorities. Some identified deficits framed from the perspective of sustainable accessibility are discussed from the societal level. Especially, the need for proper education that is enabled by credible ICT and AT, otherwise disabled young people are hindered to fully participate in society.

  • 31.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    A Radical Reassessment of the Body in Social Cognition2020In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 11, article id 987Article in journal (Refereed)
    Abstract [en]

    The main issue addressed in this paper is to provide a reassessment of the role and relevance of the body in social cognition from a radical embodied cognitive science perspective. Initially, I provide a historical introduction of the traditional account of the body in cognitive science, which I here call the cognitivist view. I then present several lines of criticism raised against the cognitivist view advanced by more embodied, enacted and situated approaches in cognitive science, and related disciplines. Next, I analyze several approaches under the umbrella of embodied social cognition. My line of argument is that some of these approaches, although pointing toward the right direction of conceiving that the social mind is not merely contained inside the head, still fail to fully acknowledge the radically embodied social mind. I argue that the failure of these accounts of embodied social cognition could be associated with so-called ‘simple embodiment.’ The third part of this paper focuses on elaborating an alternative characterization of the radically embodied social mind that also tries to reduce the remaining problems with ‘simple embodiment.’ I draw upon two turns in radically embodied cognitive science, the enactive turn, and the intersubjective turn. On the one hand, there is the risk of focusing too much on the individual level in social cognition that may result in new kinds of methodological individualism that partly neglect the social dimension. On the other hand, socially distributed and socially extended approaches that pay more attention to the dynamics within social interaction may encounter the risk of ignoring the individual during social interaction dynamics and simultaneously not emphasizing the role of embodiment. The approach taken is to consider several ways of describing and incorporating the (individual) social mind at the social level that includes language. I outline some ideas and motivations for how to study and expand the field of radical embodied social cognition in the future, as well as pose the ubiquitous hazard of falling back into a cognitivism view in several ways.

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  • 32.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Embodied action as a 'helping' hand in social interaction2006In: 28th Annual Conference of the Cognitive Science Society in Cooperation with the 5th International Conference of the Cognitive Science Society: CogSci/ICCS 2006 / [ed] Ron Sun; Naomi Miyake, Cognitive Science Society, Inc. , 2006, p. 509-514Conference paper (Refereed)
    Abstract [en]

    Although embodiment has become an important concept in many areas of cognitive science during the past two decades, most research has focused on individual agents and their interactions with the environment. This paper focuses on thesocial dimension of embodiment, and offers a conceptual framework that addresses embodied actions in the social realm. The framework identifies some fundamental functions of embodiment in social interaction, which are also illustrated by a case study in an everyday social setting. Generally speaking, embodied actions provide a helping hand in social interaction, both in a literal and practical sense.

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  • 33.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Embodied Social Cognition2015 (ed. 1)Book (Refereed)
    Abstract [en]

    This book clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the last decades offered a radical shift in explanations of the human mind, from traditional computationalism, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world.

    This book presents a theoretical framework for the relational nature of embodied social cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication and gesture studies.

    The theoretical framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction and cognition in situ.

    Furthermore, the theoretical contributions and implications of the study of embodied social cognition are discussed and summed up. Finally, the issue what it would take for an artificial system to be socially embodied is addressed and discussed, as well as the practical relevance for applications to artificial intelligence (AI) and socially interactive technology.

  • 34.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Intersubjectivity as a socially embodied and distributed phenomenon2009In: Enacting intersubjectivity: paving the way for a dialogue between cognitive science, social cognition and neuroscience / [ed] Antonella Carassa, Francesca Morganti, Giuseppe Riva, Lugano: Università della Svizzera italiana , 2009Conference paper (Refereed)
  • 35.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Intersubjectivity as a socially embodied and distributed phenomenon2009In: Enacting intersubjectivity: paving the way for a dialogue between cognitive science, social cognition and neuroscience / [ed] Antonella Carassa, Francesca Morganti, Giuseppe Riva, Lugano: Università della Svizzera italiana , 2009Conference paper (Refereed)
  • 36.
    Lindblom, Jessica
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Mead and Socially Embodied Cognition: Reaping the Best of Both Worlds2012In: Connected Minds: Cognition and Interaction in the Social World / [ed] Nicolas Payette, Newcastle upon Tyne: Cambridge Scholars Publishing , 2012, p. 51-65Chapter in book (Refereed)
  • 37.
    Lindblom, Jessica
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Mead and Socially Embodied Cognition: Reaping the Best of Both Worlds2012In: Connected Minds: Cognition and Interaction in the Social World / [ed] Nicolas Payette, Newcastle upon Tyne: Cambridge Scholars Publishing , 2012, p. 51-65Chapter in book (Refereed)
  • 38.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Meaning-making as a Socially Distributed and Embodied Practice2015In: Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy / [ed] Alfonsina Scarinzi, Springer Netherlands , 2015, p. 3-19Chapter in book (Refereed)
    Abstract [en]

    This chapter briefly contrasts the ongoing debate concerning the nature and kinds of meaning-making within cognitive science and related disciplines. Based on the shortcomings of traditional approaches of meaning making activity it integrates the theoretical framework of Distributed Cognition (DC) with more recent, embodied approaches of social interaction and cognition. The focus is mostly on radically” embodiment theories, but also clarifies different notions of embodiment and its role in cognition and social interaction. Integrating a broad range of theoretical perspectives and empirical evidence from mainly social neuroscience, phenomenology, embodied linguistics and gesture studies, four fundamental functions of the body in social interaction are identified. (1) the body  as a social resonance mechanism, (2) the body as a means and end in communication and social interaction, (3) embodied  action and gesture as a helping hand in shaping, expressing and sharing thoughts, and (4) the body as a representational device.  The theoretical discussions are illustrated with an example from a case study of embodied social interaction “in the wild”, with a focus on the importance of crossmodal interaction in the process of meaning-making activity. The DC perspective functions as an appropriate approach of illustrating how bodily interaction and meaning is enacted when embodied agents are co-operatively engaged in meaning-making activity. It is concluded that the body is of crucial importance in understanding social interaction and cognition in general, and in particular the relational and distributed nature of meaning making activity in joint actions.

  • 39.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Minding the Body: interacting socially through embodied action2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the past two decades offered a radical shift in explanations of the human mind, from traditional computationalism which considers cognition in terms of internal symbolic representations and computational processes, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This thesis develops a framework for the embodied nature of social interaction and cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. The theoretical framework presents a thorough and integrated understanding that supports and explains the embodied nature of social interaction and cognition. It is argued that embodiment is the part and parcel of social interaction and cognition in the most general and specific ways, in which dynamically embodied actions themselves have meaning and agency. The framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction in situ. Besides illustrating the theoretical issues discussed in the thesis, the empirical work also reveals some novel characteristics of embodied action in social interaction and cognition. Furthermore, the ontogeny of social interaction and cognition is considered, in which social scaffolding and embodied experience play crucial roles during child development. In addition, the issue what it would take for an artificial system to be (socially) embodied is discussed from the perspectives of cognitive modeling and technology. Finally, the theoretical contributions and implications of the study of embodied actions in social interaction and cognition for cognitive science and related disciplines are summed up. The practical relevance for applications to artificial intelligence and human-computer interaction is also outlined as well as some aspects for future work.

  • 40.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för informationsteknologi.
    On the Embodied and Sense-Making Nature of the Artful Mind2021In: Meaningful Relations: The Enactivist Making of Experiential Worlds / [ed] Alfonsina Scarinzi, Baden-Baden: Academia Verlag , 2021, 1, p. 263-284Chapter in book (Refereed)
    Abstract [en]

    The over-reaching purpose of this chapter is to address the sense-making and embodied nature of the artful mind. In doing so, I will reformulate Merlin Donald’s (2006) governing cognitive principles for art, advocating the enactive, emergent, situated, and distributed aspects of art and aesthetic experience as sense-making practices that are compatible with a radical view of embodied cognitive science. I therefore introduce, disentangle and present a more radical view of the human and artful mind, i.e. the idea that mind emerges in the interaction of an agent with a material and social environment as a result of sensorimotor activity. In short, sense-making practices. I then address some implications to the artful mind related to the topics presented here. In doing so, I reformulate Donald’s seven governing cognitive principles of the artful mind - from a rather traditional cognitivist view - to a more radically embodied perspective. The chapter ends with some concluding remarks.

  • 41.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    On the embodied nature of communication2009In: LACUS Forum XXXIV: Speech and beyond / [ed] Patricia Sutcliffe, Lois Stanford, and Arle Lommel, Linguistic Association of Canada and the United States (LACUS) , 2009, p. 157-167Conference paper (Refereed)
  • 42.
    Lindblom, Jessica
    Högskolan i Skövde, Institutionen för kommunikation och information.
    On the embodied nature of communication2009In: LACUS Forum XXXIV: Speech and beyond / [ed] Patricia Sutcliffe, Lois Stanford, and Arle Lommel, Linguistic Association of Canada and the United States (LACUS) , 2009, p. 157-167Conference paper (Refereed)
  • 43.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alenljung, Beatrice
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Socially Embodied Human-Robot Interaction: Addressing human Emotions with Theories of Embodied Cognition2015In: Handbook of Research on Synthesizing Human Emotion in Intelligent Systems and Robotics / [ed] Jordi Vallverdú, Hershey, Pennsylvania, USA: IGI Global , 2015, p. 169-190Chapter in book (Refereed)
    Abstract [en]

    A fundamental challenge of human interaction with socially interactive robots, compared to other interactive products, comes from them being embodied. The embodied nature of social robots questions to what degree humans can interact ‘naturally' with robots, and what impact the interaction quality has on the user experience (UX). UX is fundamentally about emotions that arise and form in humans through the use of technology in a particular situation. This chapter aims to contribute to the field of human-robot interaction (HRI) by addressing, in further detail, the role and relevance of embodied cognition for human social interaction, and consequently what role embodiment can play in HRI, especially for socially interactive robots. Furthermore, some challenges for socially embodied interaction between humans and socially interactive robots are outlined and possible directions for future research are presented. It is concluded that the body is of crucial importance in understanding emotion and cognition in general, and, in particular, for a positive user experience to emerge when interacting with socially interactive robots.

  • 44.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alenljung, Beatrice
    Högskolan i Skövde, Institutionen för informationsteknologi.
    The ANEMONE: Theoretical Foundations for UX Evaluation of Action and Intention Recognitionin Human-Robot Interaction2020In: Sensors, E-ISSN 1424-8220, Vol. 20, no 15, article id 4284Article in journal (Refereed)
    Abstract [en]

    The coexistence of robots and humans in shared physical and social spaces is expected toincrease. A key enabler of high-quality interaction is a mutual understanding of each other’s actionsand intentions. In this paper, we motivate and present a systematic user experience (UX) evaluationframework of action and intention recognition between humans and robots from a UX perspective,because there is an identified lack of this kind of evaluation methodology. The evaluationframework is packaged into a methodological approach called ANEMONE (action and intentionrecognition in human robot interaction). ANEMONE has its foundation in cultural-historicalactivity theory (AT) as the theoretical lens, the seven stages of action model, and user experience(UX) evaluation methodology, which together are useful in motivating and framing the workpresented in this paper. The proposed methodological approach of ANEMONE provides guidanceon how to measure, assess, and evaluate the mutual recognition of actions and intentions betweenhumans and robots for investigators of UX evaluation. The paper ends with a discussion, addressesfuture work, and some concluding remarks.

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  • 45.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alenljung, Beatrice
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Billing, Erik
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Evaluating the User Experience of Human-Robot Interaction2020In: Human-Robot Interaction: Evaluation Methods and Their Standardization / [ed] Céline Jost, Brigitte Le Pévédic, Tony Belpaeme, Cindy Bethel, Dimitrios Chrysostomou, Nigel Crook, Marine Grandgeorge, Nicole Mirnig, Cham: Springer , 2020, p. 231-256Chapter in book (Refereed)
    Abstract [en]

    For social robots, like in all other digitally interactive systems, products, services, and devices, positive user experience (UX) is necessary in order to achieve the intended benefits and societal relevance of human–robot interaction (HRI). The experiences that humans have when interacting with robots have the power to enable, or disable, the robots’ acceptance rate and utilization in society. For a commercial robot product, it is the achieved UX in the natural context when fulfilling its intended purpose that will determine its success. The increased number of socially interactive robots in human environments and their level of participation in everyday activities obviously highlights the importance of systematically evaluating the quality of the interaction from a human-centered perspective. There is also a need for robot developers to acquire knowledge about proper UX evaluation, both in theory and in practice. In this chapter we are asking: What is UX evaluation? Why should UX evaluation be performed? When is it appropriate to conduct a UX evaluation? How could a UX evaluation be carried out? Where could UX evaluation take place? Who should perform the UX evaluation and for whom? The aim is to briefly answer these questions in the context of doing UX evaluation in HRI, highlighting evaluation processes and methods that have methodological validity and reliability as well as practical applicability. We argue that each specific HRI project needs to take the UX perspective into account during the whole development process. We suggest that a more diverse use of methods in HRI will benefit the field, and the future users of social robots will benefit even more.

  • 46.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Att främja studenternas förberedelser inför yrkeslivet2016In: NU 2016: Högskolan i samhället - samhället i högskolan, 2016, article id 1.3.3Conference paper (Refereed)
    Abstract [sv]

    Högskoleförordningens krav på att studenter ska kunna identifiera sitt kompetensbehov och behov av ytterligare kunskap tenderar att hamna i skymundan inom högre utbildning. Vi har infört ett examinationsmoment som syftar till att förbereda studenterna inför sin yrkesverksamhet och som var relativt enkelt att implementera och som uppskattades av studenterna.

    Download full text (pdf)
    FULLTEXT01
  • 47.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Svensson, Henrik
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning2012In: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober, 2012, p. 188-189Conference paper (Refereed)
    Abstract [sv]

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

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

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

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

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

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

    Referenser

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

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

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

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

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

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

  • 48.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Svensson, Henrik
    Högskolan i Skövde, Institutionen för informationsteknologi.
    Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning2012In: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober, 2012, p. 188-189Conference paper (Refereed)
    Abstract [sv]

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

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

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

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

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

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

    Referenser

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

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

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

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

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

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

  • 49.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Svensson, Henrik
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Pedagogisk digital kompetens för nätbaserat lärande inom högskolan2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 54-71Article in journal (Refereed)
    Abstract [en]

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

  • 50.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Rambusch, Jana
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Svensson, Henrik
    Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Pedagogisk digital kompetens för nätbaserat lärande inom högskolan2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 54-71Article in journal (Refereed)
    Abstract [en]

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

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