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  • 1.
    Axelsson, Anton
    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.
    Context: The abstract term for the concrete2016Licentiate 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.

    List of papers
    1. Scaffolding executive function capabilities via play-&-learn software for preschoolers
    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
    2. Collegial verbalisation — the value of an independent observer: an ecological approach
    Open this publication in new window or tab >>Collegial verbalisation — the value of an independent observer: an ecological approach
    2015 (English)In: Theoretical Issues in Ergonomics Science, ISSN 1463-922X, E-ISSN 1464-536X, Vol. 16, no 5, p. 474-494Article in journal (Refereed) Published
    National Category
    Human Computer Interaction Psychology (excluding Applied Psychology)
    Identifiers
    urn:nbn:se:uu:diva-249009 (URN)10.1080/1463922X.2015.1027322 (DOI)000212945700002 ()
    Available from: 2015-04-07 Created: 2015-04-09 Last updated: 2021-06-08Bibliographically approved
    3. Eliciting strategies in revolutionary design: exploring the hypothesis of predefined strategy categories
    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
    Download full text (pdf)
    fulltext
  • 2.
    Axelsson, Anton
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction.
    Experience and Visual Expertise: A First Look at Eye Behaviour in Train Traffic ControlIn: Article in journal (Refereed)
    Abstract [en]

    The present study investigated differences in visual expertise across levels of proficiency in train traffic control during a simulated scenario. Eye tracking metrics found to correlate with expertise reported in a meta-analysis on visual expertise were used. The aim of the study was to investigate whether the same results found in the meta-study could be obtained in the less controlled and dynamic work environment of train traffic control. Studies of this character are rare and also notoriously difficult to conduct due to a high level of potential noise. Results of the study indicates that eye behaviour seemed to correlate with years of experience also in a more naturalistic setting, but it did not correlate with expert ranking by instructors or a post-hoc measure of proactivity in task performance. A discussion is provided where a delineation of experience and expertise is made in light of differences between eye movement behaviour and cognitive aspects of problem-solving.

  • 3.
    Axelsson, Anton
    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.
    Knowledge elicitation as abstraction of purposive behaviour2019Doctoral 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.

    List of papers
    1. Eliciting strategies in revolutionary design: exploring the hypothesis of predefined strategy categories
    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
    2. Collegial verbalisation — the value of an independent observer: an ecological approach
    Open this publication in new window or tab >>Collegial verbalisation — the value of an independent observer: an ecological approach
    2015 (English)In: Theoretical Issues in Ergonomics Science, ISSN 1463-922X, E-ISSN 1464-536X, Vol. 16, no 5, p. 474-494Article in journal (Refereed) Published
    National Category
    Human Computer Interaction Psychology (excluding Applied Psychology)
    Identifiers
    urn:nbn:se:uu:diva-249009 (URN)10.1080/1463922X.2015.1027322 (DOI)000212945700002 ()
    Available from: 2015-04-07 Created: 2015-04-09 Last updated: 2021-06-08Bibliographically approved
    3. On the importance of mental time frames: A case for the need of empirical methods to investigate adaptive expertise
    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
    4. Experience and Visual Expertise: A First Look at Eye Behaviour in Train Traffic Control
    Open this publication in new window or tab >>Experience and Visual Expertise: A First Look at Eye Behaviour in Train Traffic Control
    (English)In: Article in journal (Refereed) Submitted
    Abstract [en]

    The present study investigated differences in visual expertise across levels of proficiency in train traffic control during a simulated scenario. Eye tracking metrics found to correlate with expertise reported in a meta-analysis on visual expertise were used. The aim of the study was to investigate whether the same results found in the meta-study could be obtained in the less controlled and dynamic work environment of train traffic control. Studies of this character are rare and also notoriously difficult to conduct due to a high level of potential noise. Results of the study indicates that eye behaviour seemed to correlate with years of experience also in a more naturalistic setting, but it did not correlate with expert ranking by instructors or a post-hoc measure of proactivity in task performance. A discussion is provided where a delineation of experience and expertise is made in light of differences between eye movement behaviour and cognitive aspects of problem-solving.

    Keywords
    visual expertise, eye tracking, experience, train traffic control, rail human factors
    National Category
    Human Computer Interaction
    Identifiers
    urn:nbn:se:uu:diva-372696 (URN)
    Funder
    Swedish Transport Administration
    Available from: 2019-01-08 Created: 2019-01-08 Last updated: 2019-01-09
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  • 4.
    Axelsson, Anton
    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.
    A. 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.
    On the importance of mental time frames: A case for the need of empirical methods to investigate adaptive expertise2018In: 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)
  • 5.
    Axelsson, Anton
    et al.
    Lund University Cognitive Science.
    Anderberg, Erik
    Lund University Cognitive Science.
    Haake, Magnus
    Lund University Cognitive Science.
    Can preschoolers profit from a teachable agent based play-and-learn game in mathematics?2013In: Artificial Intelligence in Education: 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013. Proceedings / [ed] H. C. Lane, K. Yacef, J. Mostow & P. Pavlik, Springer Berlin/Heidelberg, 2013, Vol. 7926 LNAI, p. 289-298Conference paper (Refereed)
    Abstract [en]

    A large number of studies carried out on pupils aged 8-14 have shown that teachable agent (TA) based games are beneficial for learning. The present pioneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA’s socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The participants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveils exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs. 

  • 6.
    Axelsson, Anton
    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.
    Andersson, Richard
    IT Univ Copenhagen, Eye Informat Grp, Copenhagen, Denmark; Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden.
    Gulz, Agneta
    Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden; Linkoping Univ, Dept Comp & Informat Sci, Cognit & Interact Res Grp, S-58183 Linkoping, Sweden.
    Scaffolding executive function capabilities via play-&-learn software for preschoolers2016In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, no 7, p. 969-981Article in journal (Refereed)
    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.

  • 7.
    Axelsson, Carl-Anton Werner
    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 Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Guath, Mona
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nygren, Thomas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Learning How to Separate Fake From Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning2021In: Future Internet, E-ISSN 1999-5903, Vol. 13, no 3, article id 60Article in journal (Refereed)
    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. 

    Download full text (pdf)
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  • 8.
    Axelsson, Carl-Anton Werner
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Exploring visual maturity: A first look at eye behavior in train traffic control2022In: Journal of Expertise, ISSN 2573-2773, Vol. 5, no 2-3, p. 58-71Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 9.
    Axelsson, Carl-Anton Werner
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. School of Innovation, Design and Engineering, Mälardalen University, Västerås, Sweden.
    Nygren, Thomas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Roozenbeek, Jon
    Department of Psychology, Cambridge University, Cambridge, United Kingdom of Great Britain and Northern Ireland.
    van der Linden, Sander
    Department of Psychology, Cambridge University, Cambridge, United Kingdom of Great Britain and Northern Ireland.
    Bad News in the civics classroom: How serious gameplay fosters teenagers’ ability to discern misinformation techniques2024In: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, p. 1-27Article in journal (Refereed)
    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.

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  • 10. Haake, Magnus
    et al.
    Axelsson, Anton
    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.
    Clausen-Bruun, Mette
    Gulz, Agneta
    Scaffolding mentalizing via a play-&-learn game for preschoolers2015In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 90, p. 13-23Article in journal (Refereed)
  • 11.
    Jansson, Anders
    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. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction.
    Axelsson, Anton
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction.
    Knowledge Elicitation in Naturalistic Decision Making: Collegial Verbalisation with "Conspective Protocols"2017In: 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 (Refereed)
    Download full text (pdf)
    fulltext
  • 12.
    Jansson, Anders
    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.
    Erlandsson, Mikael
    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.
    Axelsson, Anton
    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.
    Collegial verbalisation — the value of an independent observer: an ecological approach2015In: Theoretical Issues in Ergonomics Science, ISSN 1463-922X, E-ISSN 1464-536X, Vol. 16, no 5, p. 474-494Article in journal (Refereed)
  • 13.
    Jansson, Anders
    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.
    Stensson, Patrik
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
    Bodin, Ida
    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.
    Axelsson, Anton
    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.
    Tschirner, Simon
    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.
    Authority and level of automation: Lessons to be learned in design of in-vehicle assistance systems2014In: Human-Computer Interaction: Applications and Services, Part III, Springer Berlin/Heidelberg, 2014, p. 413-424Conference paper (Refereed)
  • 14.
    Löscher, Ida
    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.
    Axelsson, Anton
    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.
    Vännström, Johanna
    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.
    Eliciting strategies in revolutionary design: exploring the hypothesis of predefined strategy categories2018In: Theoretical Issues in Ergonomics Science, ISSN 1463-922X, E-ISSN 1464-536X, Vol. 19, no 1, p. 101-117Article in journal (Refereed)
    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.

  • 15.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Guath, Mona
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Axelsson, Carl-Anton Werner
    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. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Frau-Meigs, Diana
    Digital Humanities, University Sorbonne, Nouvelle, 75006 Paris, France.
    Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden2021In: Information, E-ISSN 2078-2489, Vol. 12, no 5, article id 201Article in journal (Refereed)
    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.

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  • 16.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Tväråna, Malin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University.
    Axelsson, Carl-Anton Werner
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    TPACK and the design of teaching against misinformation in five school subjects2023Conference paper (Refereed)
    Abstract [en]

    We investigate how teaching in practice can stimulate students to become better at handling digital information critically and constructively, in different contexts.In the form of a design study where professional teachers and researchers together develop and test different arrangements in teaching, we examine thequestion of how varying materials and teaching methods can support students' digital source criticism in five different school subjects, namely, history, civics,art, psychology and biology. Teachers technological pedagogical content knowledge (Mishra & Koehler, 2006) is at the core of the design iterations aimed atinvestigating educational innovative designs with a positive impact in ordinary messy classrooms. The results highlight how TPACK reflections in relation todesign iterations may promote students’ abilities to identify, evaluate and use digital information in critical and constructive ways in different school subjects. Wealso present and discuss what students learn and struggle to learn in the five subject specific settings in light of research highlighting the importance of digitalcivic literacy.

  • 17.
    Werner Axelsson, Carl-Anton
    et al.
    School of Innovation, Design and Engineering, Mälardalen University, Västerås, Sweden.
    Nygren, Thomas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The advantage of videos over text to boost adolescents' lateral reading in a digital workshop2024In: Behavior and Information Technology, ISSN 0144-929X, E-ISSN 1362-3001, p. 1-15Article in journal (Refereed)
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