Masteruppsatser (IPKL)

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    A case study of a large Swedish consultancy company in the process of redeveloping its training support structures.
    (2018-07-06) Fatkina, Maria; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    The overall purpose of the study is to understand how Knowledge Management Systems (KMS) can support the learning of technical communicators. This is examined through the case of a large Swedish consultancy company in the process of redeveloping its training support structures for technical communicators.
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    AI-Powered Learning Experience Platforms: Investigating Personalized Learning in the Workplace
    (2024-10-14) Khamis, Rasha; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: This thesis investigates the implementation and impact of Degreed, an AI-powered LXP, within a multinational corporation in Sweden, focusing on its role in facilitating personalized learning and professional development. The study aims to understand the perceptions of both management and employees regarding Degreed's effectiveness in meeting their learning needs and enhancing their professional development. Theory: The research is grounded in the theoretical frameworks of andragogy, the Zone of Proximal Development (ZPD), the Technology Acceptance Model (TAM), and the Learning Ecosystem Framework 2.0 (LEF 2.0). The study also draws upon existing literature on workplace learning, personalized learning, learning analytics, and AI-powered learning platforms. Method: The study employs a mixed-methods approach, combining interviews with L&D managers and employees, along with a survey questionnaire. The qualitative data from the interviews and open-ended survey responses were analyzed using thematic analysis, while the quantitative data from the survey were analyzed using descriptive statistics. Results: The findings reveal that Degreed has been successful in aggregating learning resources, offering personalized recommendations, and facilitating skill development aligned with strategic objectives. However, challenges persist in fully leveraging the platform's potential for social learning, extrinsic motivation, and seamless integration of AI-powered features. The study underscores the importance of aligning the platform's functionalities with the diverse learning needs and preferences of employees, fostering a culture of continuous learning, and ensuring that AI-powered features are transparent, ethical, and user-friendly. The insights gained from this research can inform organizations seeking to implement or optimize LXPs for their workforce, contributing to the creation of learning ecosystems that empower employees to take ownership of their professional development and achieve their full potential.
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    AN EXAMINATION OF FEEDBACK IN DIGITAL ENGLISH LANGUAGE LITERACY GAMES. Exploring students’ experiences and teachers’ perspectives.
    (2018-07-06) Ioannou, Evangelia; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    The aim of this study was to explore the students’ experiences and English teachers’ perspectives on feedback for errors provided in two digital English literacy games in the Greek primary education context.
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    ASSISTIVE TECHNOLOGY FOR PRIMARY STUDENTS IN ENGLISH LEARNING AT HOME
    (2023-10-23) Mei, Xuefen; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The aim of this study is to explore the possibilities and challenges of the assistive technology for primary school students in English learning and examine what becomes significant at home English literacy practices mediated by digital tools. The study also looks into the possibilities and challenges of technologies for EFL learning by investigating the problem of EFL learning for primary children in China. Theory: Theoretical framework chosen is grounded theory. Method: The approach undertaken in this thesis includes, qualitative research method, document review, and thematic analysis. Results: The results of this study indicate that assistive technology such as the pen scanner in this paper serves as a tool for primary children in their pathway to achieve independent learning at home. The functionalities of the technology, translation, vocabulary tracking, text recognition function, are significant in improving English proficiency for primary school children at home environment by the improved exposure of English input.
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    Att beakta barnets bästa i förskolan. En mixed methods-studie om rektorers och politikers uppfattningar
    (2021-08-23) Petersson, Hanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    'The best interests of the child' principle, originating from the United Nations Convention on the Rights of the Child, is often used in the early childhood education context. However, the principle appear as vague and therefore needs to be implemented in individual cases. In Swe-den, it is a responsibility for principals and local politicians to make sure that the best interests of the preschool child is a primary consideration in all actions concerning them. The aim of this study is to explore ideas held by principals and local politicians about what 'the best inter-ests of the child' as a principle implies and how they make sure that the principle is a primary consideration in their actions concerning children. Based on Bronfenbrenner's ecological sys-tems theory (1979), the intention further is to examine the relationship between the opinions held by principals and politicians respectively. The study, drawing on a mixed-methods procedure, applies a qualitative thematic analysis, a descriptive statistical analysis and an integration of the qualitative and quantitative elements. The results show that the politicians and principals emphasise similar as well as divergent ideas about what is crucial in 'the best interests of the child' principle. According to the politicians in the macrosystem, giving princi-pals necessary prerequisites to consider the best interests of the child is their responsibility. However, it appears as if the principals in the exosystem do not regard the given conditions as adequate in considering the best interests of the child. A significant finding is that communication between the exosystem and the macrosystem seems to be insufficient. There-fore, considering 'the best interests of the child' in all actions concerning preschool children seems difficult for both principals and politicians, and deserves further research.
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    AUGMENTED REALITY MAINTENANCE AND REPAIR FOR Possibilities for Training and Service
    (2018-10-26) Aparicio, Liesl; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    The purpose of this thesis is to first explore the current training and service setting of maintenance and repair technicians at a medtech company, and secondly to discuss the opportunities and challenges of using augmented reality in training and service. It will serve as the beginning analysis phase of design-based research. The position this research takes is not driven by seeking applications for the technology of AR, but rather it is concerned with the issues and goals of trainers situated in a maintenance and repair setting, and how AR could be employed based on those issues and goals.
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    AVANCERAD HUDVÅRD – EN BARNLEK? En diskursanalys av hur barn skrivs fram och konstrueras i svensk nyhetsrapportering om avancerad hudvård
    (2024-10-16) Sunesson, Johanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Syfte: Med utgångspunkt i svensk nyhetsdebatt om barn och avancerad hudvård, syftar föreliggande uppsats till att synliggöra och analysera hur barn (0–18 år) konstrueras diskursivt samt att undersöka vem som tilldelas talutrymme i dessa diskussioner. Teori: Utifrån ett diskursteoretiskt ramverk inspirerat av Foucault, bygger analysen på utgångspunkten om språk som centralt och bärare av diskursiva föreställningar om hur något eller någon antas eller bör vara. Det kombineras med barndomssociologiska teorier om barnsyn och att den rådande synen på barn är kontextuellt, kulturellt och historiskt betingad. Metod: Det empiriska materialet, bestående av 19 nyhetsartiklar från de svenska tidningarna Dagens Nyheter, Aftonbladet, Expressen, Svenska Dagbladet, Göteborgs-Posten, Svenska Dagbladet Junior och Kamratposten, har analyserats genom en kritisk innehållsanalys med en diskursanalytisk ansats inspirerad av Foucault för att synliggöra diskursiva konstruktioner, diskurser samt de positioner och handlande som barn tillskrivs. Resultat: Av resultatet framgår att barn konstrueras på tre olika sätt och att de olika konstruktionerna (o)möjliggör olika typer av handlande. Barn konstrueras genom språkliga markörer i artiklarna som konsumenter, som sårbara och som kompetenta. Därtill visar resultatet att det främst är vuxna som ges talutrymme i nyhetsrapporteringen om barn och avancerad hudvård. Åldersmaktordningar synliggörs i och med att äldre individer positionerar yngre individer genom att tillskriva dessa egenskaper och handlingsutrymme kopplat till föreställningar om ålder. Det positionerar barn som underlägsna vuxna då det främst är de vuxna som tillskrivs makt att diktera diskursen.
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    AVANCERAD HUDVÅRD – EN BARNLEK? En diskursanalys av hur barn skrivs fram och konstrueras i svensk nyhetsrapportering om avancerad hudvård
    (2024-09-16) Sunesson, Johanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Syfte: Med utgångspunkt i svensk nyhetsdebatt om barn och avancerad hudvård, syftar föreliggande uppsats till att synliggöra och analysera hur barn (0–18 år) konstrueras diskursivt samt att undersöka vem som tilldelas talutrymme i dessa diskussioner. Teori: Utifrån ett diskursteoretiskt ramverk inspirerat av Foucault, bygger analysen på utgångspunkten om språk som centralt och bärare av diskursiva föreställningar om hur något eller någon antas eller bör vara. Det kombineras med barndomssociologiska teorier om barnsyn och att den rådande synen på barn är kontextuellt, kulturellt och historiskt betingad. Metod: Det empiriska materialet, bestående av 19 nyhetsartiklar från de svenska tidningarna Dagens Nyheter, Aftonbladet, Expressen, Svenska Dagbladet, Göteborgs-Posten, Svenska Dagbladet Junior och Kamratposten, har analyserats genom en kritisk innehållsanalys med en diskursanalytisk ansats inspirerad av Foucault för att synliggöra diskursiva konstruktioner, diskurser samt de positioner och handlande som barn tillskrivs. Resultat: Av resultatet framgår att barn konstrueras på tre olika sätt och att de olika konstruktionerna (o)möjliggör olika typer av handlande. Barn konstrueras genom språkliga markörer i artiklarna som konsumenter, som sårbara och som kompetenta. Därtill visar resultatet att det främst är vuxna som ges talutrymme i nyhetsrapporteringen om barn och avancerad hudvård. Åldersmaktordningar synliggörs i och med att äldre individer positionerar yngre individer genom att tillskriva dessa egenskaper och handlingsutrymme kopplat till föreställningar om ålder. Det positionerar barn som underlägsna vuxna då det främst är de vuxna som tillskrivs makt att diktera diskursen.
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    Barns bildskapande
    (2017-06-22) Bergsfeldt, Barbro; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Det här projektet är inspirerat av upplägget för en interventionsstudie och handlar om hur barn med hjälp av en bildpedagog kan utveckla sitt bildskapande. Begreppet intervention betyder att man medvetet inför någon form av påverkan i en grupp för att studera om någon förändring sker. Inventionen i denna studie har varit de målarstunder då jag bedrivit en riktad bildundervisning, i vilken jag visat på nya material och tekniker och kommunicerat med barnen om deras skapande. I avhandlingen Bildskapande – en del av förskolebarns kamratkulturer belyser Änggård (2005) vikten av att visa tekniker och arbetssätt som barn utan pedagogens hjälp inte skulle upptäcka. Genom att presentera material och metoder i ett tidigt skede för barn ger vi barn möjlighet till fler uttryckssätt. Änggård menar att när vi inte vill visa barn hur man kan måla eller rita för att vi är rädda att ”påverka” dem, ger vi dem inte de redskap och verktyg de rätteligen behöver för att kunna utveckla ett kreativt skapande. Ändå är det redan i förskolan som uppdraget börjar. I Läroplan för förskolan (Skolverket 2016) står skrivet under Förskolans värdegrund och uppdrag: Att skapa och kommunicera med hjälp av olika uttrycksformer såsom bild, sång och musik, drama, rytmik, dans och rörelse liksom med hjälp av tal och skriftspråk utgör både innehåll och metod i förskolans strävan att främja barns utveckling och lärande. Detta inbegriper också att forma, konstruera och nyttja material och teknik. (Skolverket 2016, s. 7). Läroplanen är ett dokument som har sin utgångspunkt och sina riktlinjer ifrån Barnkonventionen (1989), där det egna skapandet likställs med barns rätt till yttrandefrihet, fritid och lek, samt rätten till att ta del av det kulturella livet. Bildskapande i förskolan, förskoleklassen och även i grundskolans tidigare år är till stor del beroende av den undervisande pedagogens eget intresse. Genom att tidigt i barns utbildning visa på olika sätt att arbeta med bildskapande ger vi barn möjlighet att utveckla det egna skapandet. I läroplanen (Skolverket, 2016) lyfts de estetiska ämnena fram som en del i Förskoleklassens syfte. Undervisningen syftar till att främja elevernas fantasi, inlevelse och förmåga att lära tillsammans med andra genom lek, rörelse och skapande genom estetiska uttrycksformer samt med utforskande och praktiska arbetssätt (Läroplan för Grundskolan, förskoleklassen och fritidshemmet, Skolverket 2016, s.20) Betydelsen av bildundervisning i såväl förskolan som i grundskolans allra tidigaste år tas även upp av Häikiö (2007) som lyfter frågan om pedagogens roll och vikten av att interagera tillsammans med barnen. Häikiö menar att elevernas möjligheter att få uppleva olika uttryck i bildskapande många gånger är helt baserade på de undervisande pedagogernas intresse för ämnet. Möjligheten att få pröva, utforska, tillägna sig och gestalta olika kunskaper och erfarenheter kommer därför inte alltid alla barn till del, även om det står skrivet i vårt styrdokument (Skolverket, 2016). Barn är fulla av förmågor och föresatser, men de har inte lärt sig på vilket sätt materialen kan användas. Genom att visa på de verktyg som finns och på vilket sätt de kan användas ger vi barn möjlighet att utveckla sina kunskaper och att kunna använda dem. Förevarande studie fokuserar på bildskapande i förskoleklassen. Genom att presentera olika material och tekniker i tidig ålder undersöks hur man kan stimulera barn att skapa bilder som de känner sig nöjda med, vilket är en viktig utgångspunkt för deras framtida lärande i ämnet bild.
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    Barns perspektiv på interaktion med förskollärare i förskolan – en systematisk forskningsöversikt
    (2020-12-17) Petersson, Hanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Children's perspectives' is a concept used in both research and early childhood education. However, the concept is not easily defined. Furthermore, there is a diversity of approaches and theories on the subject, which results in various methodologies as well as various results. The aim of this essay is to provide a picture of research from different approaches on children's perspectives on interaction with preschool teachers in early childhood education. The research questions addressed in this systematic review are: How do children describe interactions with preschool teachers? How do children's perspectives on interaction with preschool teachers appear? What comes out as significant in children's descriptions of interaction with preschool teachers? The method used was an configurative systematic overview of eleven studies. The results show that children emphasize different aspects on interaction than researchers approaching children's perspectives. What children describe is preschool teacher interaction characterised by care, preschool teachers' participation in play and a desire to be involved in early childhood education decisions. However, children in the studies do not express preschool teachers' teaching as important, something that is emphasized in Nordic preschool curricula. Furthermore, a significant finding is the deficiency of research on children's perspectives on interaction with preschool teachers in early childhood education.
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    BARNS UTSATTHET FÖR VÅLD OCH KRÄNKNINGAR I VARDAGEN En kvalitativ intervjustudie med barns röster om våld och kränkningar online och offline
    (2023-06-28) Dubos, Eva-Lena; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Syftet med denna studie är att bidra med ytterligare kunskap kring barns utsatthet för våld och kränkningar i vardagen såväl online som offline, samt öka förståelsen för hur barn uppfattar sin utsatthet och möjlighet att berätta om det för en vuxen på skolan. Vidare undersöks om det framkommer någon skillnad i hur flickor respektive pojkar talar kring dessa frågor. Teori: För att kunna fokusera barns egna röster, deras agens samt aktörskap, används barndomssociologi som ramverk. För att kunna problematisera kring kön i analysen används även genus som begrepp. Metod: I studien används kvalitativ intervjustudie som metod för att på bästa sätt kunna fånga barnens egna röster samt perspektiv. Analysmetoden utgörs av tematisk analys för att på ett utforskande och flexibelt sätt, identifiera olika teman och mönster i den insamlade datan. I studien intervjuades arton barn från två olika skolor och kommuner i Västsverige. Tio flickor respektive åtta pojkar deltog på frivillig basis. Resultat: Efter utförda intervjuer med arton barn på två olika skolor, visar resultatet att barnen generellt talar om våld som något uteslutande fysiskt medan kränkningar och psykiskt våld beskrivs som något som skadar psykiskt. Våld beskrivs som direkta handlingar och kränkningar som indirekta handlingar. Våld är mindre vanligt i barnens vardag med undantag för så kallade skojbråk mellan pojkar. Kränkningar är desto vanligare och drabbar oftare flickor. Trots detta upplever barnen att de vuxna i skolan främst reagerar på samt arbetar förebyggande mot våld. Utifrån ett genusperspektiv framkommer ingen större skillnad i hur flickor respektive pojkar talar kring frågeställningarna. Däremot blir det synligt i barnens berättelser att de tillsammans formar och reproducerar klassiska könsmönster samt normer. Att bryta mot dessa normer ökar risken för att bli utsatt för våld och främst kränkningar.
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    CAJOLE: ESCOOTER MOBILE APP DESIGN FOR RIDERS IN GOTHENBURG
    (2023-03-20) Mekonen, Berhane Teklu; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The overall goal for my project is to design a valuable mobile app that teaches endusers how to ride, behave, and follow traffic rules by applying design thinking methodologies (DT). In addition, a deep understanding of electric scooters users and the intentions of the municipality administration can result in a handy app. Method: Design Thinking used as a methodology to identify and solve the needs of participants of the project. Results: A mobile app design to solve challenges of beginner riders by providing updated information, preparing a course, and creating an opportunity to have a community of practice. The design prototype includes five main modules. 1. EScooters parts: it informs the user about different parts of a scooter and their application. 2. Scooters in Gothenburg informs the user about available Scooters. 3. Campaigns: creates awareness using various information campaigns. 4. Get certified: guides the user to get certified on different learning areas about scooters. 5. Community of practice: users can share experience with each other.
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    CHATBOT TO SUPPORT LEARNING AMONG NEWCOMERS IN CITIZEN SCIENCE
    (2023-10-23) Trang, Tran Thanh Phong; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: Citizen Science (CS) can be defined as the intentional involvement of the public as volunteers in scientific activities or research. Participation in CS can be described as a learning process, but long-term engagement of volunteers is hard to sustain. Earlier studies suggest further research on motivating engagement among new CS members as well as sustaining engagement among old-timers. As chatbots have become a rising topic in CS, the thesis aims to examine how this technology facilitates engagement among CS newcomers, Theory: The thesis adopts the Micro-learning concepts to argue that the chatbot’s interface amplifies the efficiency of learning nudges. The nudges are designed with multimodal learning resources (e.g., text and graphics) to focus on one learning goal at a time. Therefore, they have the potential to reduce information overload for newcomers when they start their participation in a CS project. Method: This study adopts Design Thinking as its methodology to collect data from 14 participants who are between 20 and 30 years old and residing in Southeast Asia over two iterations. During the iterations, usability and personality of the chatbot were examined for user engagement. The think-aloud technique and a questionnaire of usability were employed to collect data in the first iteration while the AttrakDiff framework was used to do that in the second iteration. Results: It has been found that chatbots have many potentials for motivating sustained engagement among newcomers to CS. A bot can engage CS volunteers in four ways by: (1) reducing information overload, (2) providing a responsive learning process, (3) guiding them on how to use the platform, and (4) establishing a rapport. In light of this, the thesis suggests design guidelines that could be considered when developing a CS chatbot for newcomers. The guidelines recommend four steps to follow when developing a CS chatbot, starting with understanding the user's background and going through the design factors on three levels. In addition, the guidelines presented here could be applied to other learning platforms such as Massive Open Online Courses (MOOCs) which also experience the similar challenges of low engagement.
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    Code-switching and establishing the power of a dominant language. Issues in the lives of multilingual children in Sweden
    (2015-03-05) Abou-Taouk, Hiba; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    In order to help children develop their mother tongue during preschool years, teachers need to have an understanding of how children perceive the function of their mother tongue in institutional settings. This study aims to explore what communicative function children assign the mother tongue. By listening to children this study allows their voices to be heard. The theoretical starting points are found in the socio-cultural perspectives and in variation theory. They both underpin the environmental and social settings for learning. The socio-cultural perspectives have brought some important understandings of how knowledge is, primarily, shared learning among participants in a setting. Language, from this perspective, is viewed as an individual and collective tool for thinking. The variation theory emphasise the importance of perceiving since how we perceive a phenomenon will affect how we act in different situations. The data represent the voices of eight multilingual children that are about to turn, or have recently turned, 6 years of age. Data regarding the mother tongue were collected by participating in children’s culture and writing field notes. Additionally, interviews were conducted with children, and the field notes were used to facilitate the construction of the interview questions. The results show that children perceive that there are differences with regard to when to use the mother tongue and when to use the majority language. They were allowed to use their mother tongue in various settings, but not in preschool. The children stated that they did use their mother tongue in preschool but that only occurred when the teachers were not around and was associated with feelings of shyness. As for the Swedish language, it was used in all contexts and viewed as vital as a means of being or becoming an active member of Swedish society. Reading and writing skills in the Swedish language were stressed as key factors in educational success. When it came to the importance of speaking the mother tongue, the children pointed to the significance of culture, identity, and communication with others. Another finding was that none of the children had any difficulty speaking about language as an object or having meta-cognitive conversations about it.
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    DATA VISUALIZATION LITERACY Teachers’ considerations on Professional Learning in a Science Centre
    (2022-11-18) Santos Guzmán, Ana Gabriela; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The overall aim of this study is to explore in-service teachers’ considerations regarding data visualization (DV) for their teaching practice and how a DV exhibition in a science centre can support their professional learning (PL) on this field. Approach: The overarching approach that was chosen for analysing data from this study is that of PL. This approach was selected as it provides a means to capture the conditions in which teachers learn and the reasons that motivate this process. Within the PL approach, two analytical underpinnings were used for answering the research questions: the conceptualization of teacher PL was selected to understand teachers’ considerations about DV; and a model of effective teacher PL was used to suggest the elements to support teacher PL at the science centre. Method: The study consisted of two stages for data collection and analysis. A qualitative analysis approach was used in both. In the first stage, semi-structured interviews were conducted to understand in-service teachers’ ideas on DV. Answers were examined through a thematic analysis method. In the second stage, a brainstorming session was conducted with in-service at the science centre. The aim was to capture teachers’ ideas on how the exhibition can support their PL on DV. These ideas and findings from the interviews were used to suggest PL design principles. Results: Findings from the interviews suggest that in-service teachers’ considerations regarding DV include elements of both data and information visualization. Moreover, participants’ accounts of their experiences with DV in the classroom and the challenges that students face, reflect the close relationship between DV literacy and digital literacy. Results also reflect that participants have positive beliefs and experiences on DV, and consider that it is valuable for their students. Based on the analysis of findings from interviews and from the discussion during the brainstorming session, this study suggests a set of 10 design principles for teacher PL on DV that can take place in the facilities of the DV exhibition at the science centre.
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    THE DESIGN OF EVALUATION FEATURE TO IMPROVE DEVELOPMENT OF LEARNING MANAGEMENT SYSTEM
    (2023-10-23) Cordova, Kristina; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The main purpose of the project is to improve the evaluation processes in a post implemented learning management system. Recurrent and agile evaluation can improve user experience and establish good prerequisites for the users’ learning. However, the user’s feedback is essential in the improvement of the system. Therefore, the ambition of this project is to develop a prototype of a feedback feature that is designed to gather inputs from the users in a systematic and structured way to enable further analysis and system enhancement. Theory: For this development project, the human-centered design and the Design Thinking process model were used as a framework for the design procedure to focus on the end-users and their needs as learners. Method: The Design Thinking method was implemented to design an evaluation feature which involves empathizing, defining, ideating, prototyping and testing phases. Semi-structured interviews and observations were used for data collection. Thematic analysis approach was used for data analysis. Results: During the project, three main premises for facilitating the end users’ learning processes were identified that developers consider important in their development of LMS: 1) their own pedagogical experience and previously gathered educational knowledge. 2) feedback gathered from end-users, teachers and test teams, 3) recommendations produced by educational 2 authorities (e.g., Swedish National Agency for Education). The results of this development project indicated also that the evaluation feature in the learning management system can be designed through considering existing design elements, system context, the particular user group, the situation around the system, the requirements from the educational authorities and the developers’ expertise.
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    DESIGN UNDERWATER VIRTUAL REALITY ACTIVITY
    (2024-10-10) Bakhshanian, Mana; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The purpose of this master's thesis is to design an underwater virtual reality (UVR) activity with educational objectives, specifically aimed at promoting ocean literacy (OL). The study seeks to address the limitations identified in existing literature, which include the lack of research on the effectiveness of UVR technology and a shortage of appropriate educational content for this medium. By designing an educational UVR activity, this study aims to enhance the learning experience and increase learner motivation. Theory: The theoretical framework employed in this study is the situated experiential education environment (SEEE) framework, which provides an analytical lens to support knowledge acquisition and learner motivation in complex environmental issues. Method: Thematic analysis (TA) was employed to analyze the collected data from interviews and identify key themes related to UVR experience characteristics. Additionally, the study utilized the Design Thinking (DT) framework to create a storyboard for UVR activities based on the experts' opinions and identified themes. Results: The findings of this study demonstrate the teaching potential of UVR technology and identify key characteristics in the design of UVR activities that enhance the learning experience. Furthermore, the study presents the designed storyboard for UVR activities adapted to promote OL.
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    Digital Accessibility for Swedish Second Language Learners A development project for an online museum resource
    (2022-07-27) Ziourka, Vasiliki; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The overall purpose of this development project is to explore the struggles that Swedish second language learners (SSLL) encounter while using digital learning resources and to suggest digital accessibility improvements on the Human Nature Skola, which is a museum digital learning resource. Theory: This thesis is a development project which is based on Design Thinking theory and the framework of Universal Design for Learning (UDL). Method: The methodology used in this project is based on the five-stage Design Thinking model proposed by Hasso Plattner at Institute of Design at Stanford, which is commonly known as d.school (Plattner, 2010). The five stages followed are: Empathise, Define, Ideate, Prototype and Test. Results: The results indicated that SSLL encountered several struggles in addition to learning the new language. Such struggles are: difficulties to comprehend written texts, self-consciousness and difficulties to adapt in the new culture. Furthermore, the findings of this development project provide recommendations for re-designing the Human Nature Skola in order to be more accessible for SSLL. More specifically, it is suggested to apply methods and theories of the Multimodal framework as well as the UDL framework, with focusing on the principle of multiple means of representation of the information. Finally, the results showed the need for making learning experiences customized and personal considering the individuals’ needs.
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    DIGITAL HIGHLIGHTING AND NOTE TAKING IN ACADEMIA Empirical research to inform design for digital reading technologies
    (2021-12-08) Proaño, Dayane; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The purpose of the study is to explore the digital highlighting and digital note taking practices in university students. The findings of this empirical ethnographic research provide information on highlighting and note taking practices in academic digital reading. The findings in this research also contribute to informed design to develop digital tools and technologies for digital reading. Also, the research provides guidelines for digital note taking and highlighting. Theory: The study is built upon Bloom’s Taxonomy as a theoretical framework. The research also adopted Study Social Practices to explore study practices among university students. Thoughtful Interaction Design was chosen to create the beginning drafts of prototypes for reader software and reader technologies. Method: The study included a combination of methods. Research Approach of the Study of Documents, Online Semi-structured interviews, and Probing in digital prototype allowed to explore the digital note taking and highlighting practices in academic digital reading. Results: The main contribution of the study is the identification of digital highlighting and note taking practices that can support academic digital reading. Another contribution is informed design to develop reader software or technological devices for academic reading.
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    Digital skills challenges and opportunities for digitally under-resourced primary schools in Zambia: an exploratory study.
    (2023-03-21) Sikalima, James Vwavwa; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Purpose: The purpose of the research was to propose a design of a digital learning platform that creates opportunities for digital learning in digitally underresourced primary schools in Zambia. Theory: Activity theory anchored on five principles of activity systems, inclusivity, historicity, use of contradictions, and mutual changes encompassed the theoretical framework for this thesis. Method: The research applied mixed methods where data were collected using interviews and surveys from learners, teachers, and administrators at four primary schools and one Open Day secondary school in Zambia. Data were presented by SPSS statistical frequency tables. Results: The result ascertained the causes of the low digital skills among the learners in the under resourced primary schools in Zambia as insufficient digital devices leading to reduced digital practice by learners. Two clusters of solutions were generated: one on policy and infrastructure development and the other one on digital platforms development. The digital platform design path pointed to the features that a digital platform should possess.