Licentiat theses / Licentiatavhandlingar

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    Informationssystem i professionsorienterat arbete
    (University of Gothenburg. Department of Applied Information Technology, 2009-04-21T14:11:26Z) Svensson, Ann
    This thesis investigates the challenges within the work of different types of professions; technical professions and human caretaking professions. These professions are faced special challenges in use and development of information systems. Professions within two different complex and critical work practices are focused; aircraft maintenance and emergency medical care. Within the work of these professions some judgements and decisions can imply risks for life and equipment. The use and development of information systems in general is emphasised, decision support systems and other systems for specific tasks have not been studied. The research question in this thesis is: Which challenges can be related to use and development of information systems within complex and critical work practices, from a profession-oriented perspective? Two ethnographical studies have been performed within two different work practices. The studies have been rather explorative and inductive. One study has been performed within the aircraft maintenance in the Swedish Airforce and the other study has been performed within the emergency medical care within NU Healthcare, Västra Götaland, Sweden. From the thesis it has been derived three main challenges for professions within complex and critical work practices; trust, knowledge integration and professional barriers. The main contribution in the thesis is about certain aspects, which can have an impact on a profession-oriented view on use and development of information systems. These aspects concern bridging professional barriers and managing knowledge integration. Furthermore the thesis reflects that a hard systems thinking on use and development of information systems is prevalent within the human caretaking professions, while a soft systems thinking is obvious within the technical professions.
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    Learning Science by Digital Technology. Students' understanding of computer animated learning material
    (2010-03-26T12:21:21Z) Karlsson, Göran; University of Gothenburg. Department of Applied Information Technology
    Digital learning material is associated with grand expectations among educational policy makers. Several attempts to introduce this new technology with the purpose of enhancing learning have been made in recent years. The schooling system has, however, been rather hesitant and not so ready to adopt this kind of teaching aid. The aim of this thesis is to probe into students‘ practical problems of understanding computerised science learning material involving animated sequences and educational text. For the purpose of this investigation an application describing the different events in the carbon cycle was developed. Two studies present analyses of students‘ reasoning and actions when working collaboratively with the task of making a written account of what is illustrated in the learning material. Both studies present examples of identified phenomena that were observed in more extensive empirical materials. The data is represented by video recordings of students‘ interaction with each other and the interface. Results from the studies reveal students‘ propensity for concentrating their attention to prominent characteristics of the animated display and to describe the animated models in correspondence to their resemblance of objects and occurrences in everyday life. In study II it is revealed how students, when constructing a written report of the described events, derive noun phrases from attentionally detected objects in the animation and from the educational text. In their effort to express themselves in colloquial language, when preparing their report, they deliberately select verbs that differ from the educational text. These courses of action together, contribute to give the report on what happens in the process a non-scientific explanation. It is concluded that students, lacking definite access to the relevant subject matter knowledge, consequently, cannot judge whether they have given an approvable account or not. Findings from the studies show that the school context with its explicit stipulations of assignments and implicit request for expressing oneself in your own words frames the learning and creates conditions for how the technology is used and understood. The results indicate that animated models of scientific concepts risk inferring misconceptions if students are left on their own with interpreting information from the learning material. Despite the detected problems of students‘ interpretations of the described phenomena, the results indicate that animated learning material can proffer an exploitable resource in science education. Such a prospect is the ability of animation to engage students in discussions of the subject and to make them recognise otherwise unobservable phenomena.
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    Literacypraktiker i det digitaliserade klassrummet
    (2016) Molin, Lisa; Chalmers tekniska högskola och Göteborgs universitet ; Institutionen för tillämpad informationsteknologi
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    Unraveling The Black Box - Building Understandable AI Through Strategic Explanation and User-based Design
    (2024) Yu, Shuren
    The pervasive integration of Artificial Intelligence (AI) in society presents both opportunities and challenges, with the black-box issue emerging as a significant obstacle in realizing the full potential of AI. The opaque nature of AI decision-making processes impedes user understanding, particularly among non-technical individuals, raising concerns about the reliability of AI recommendations. Therefore, how to help users understand AI decisionmaking has become an urgent task. This thesis aims to assist developers in contemplating how to construct AI that users can understand. To build understandable AI, researchers have proposed many theories, methods, and frameworks in existing research. However, there are still limitations and challenges in current research. To address these challenges and finish the research aim, starting with a discussion on transparency and interpretability, the thesis elaborates on how to strategically explain to users within three dimensions: simplifying algorithm, appropriate information disclosure, and high-level collaboration. Furthermore, the thesis conducts surveys on users in four high-stakes areas, establishing AI explainability principles based on three stages, conceptualization, construction, and measurement. In addition to these primary contributions, the thesis also covers some supportive work, including challenges faced by explainable AI, user-centered development, and automation trust. These works lay a solid foundation for addressing research questions and achieving research objectives, while also providing room for contemplation in future research.