Masteruppsatser (IPKL)
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Item ”OM VI INTE ENS VÅGAR PRATA OM DEN POSITIVA SEXUALITETEN, HUR SKA VI DÅ KUNNA HANTERA DEN NEGATIVA SEXUALITETEN?” En intervjustudie med förskollärare om barns sexualitet och sexuella övergrepp i förskolan(2025-09-24) Röllgårdh, Sanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeSyfte: Att undersöka hur förskollärare förstår, talar om och hanterar barns sexualitet i förskolan, samt hur de förhåller sig till det förebyggande arbetet mot sexuella övergrepp. Utöver detta syftar studien också till att synliggöra de normer och diskursiva föreställningar som formar förskollärarnas uppfattningar och praktiker. Teori: Normkritisk teori och de centrala begreppen normer, diskurser, sexualitet och ålder. Metod: Datamaterialet är insamlat genom semistrukturella individuella intervjuer med åtta yrkesverksamma förskollärare i Sverige. Studiens resultat analyseras genom en teoridriven tematisk analys. Resultat: Förskollärares tal präglas av en diskursiv spänning mellan erkännande av barns sexualitet och kontroll av den. Det blir synligt att genom tystnad, tabu och en brist på riktlinjer osynliggörs barns sexualitet. Både barns och pedagogers handlingsutrymme begränsas i och med normer om barn som oskyldiga och asexuella, samt könsnormer. Barns perspektiv marginaliseras i och med åldersmaktordningen som ger vuxna tolkningsföreträde beträffande barn och sexualitet. Förskollärares förebyggande arbete präglas av en riskdiskurs, och rättighetsbaserad sexualundervisning uteblir. Däremot pekar individuellt engagemang hos förskollärarna, och normkritiskt värdegrundsarbete som de redan genomför, på möjligheter till positiv förändringItem ”Man ser de hela tiden på Insta och TikTok och de är alltid smala, snygga och ser liksom perfekta ut” En kvalitativ studie av unga tjejers kroppsuppfattning i relation till sociala medier(2025-09-18) Vekaj, Izabela; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeSyfte: Syftet med denna studie är att genom en kvalitativ ansats undersöka hur unga tjejer med en utländsk bakgrund, i åldern 15 år uttrycker och upplever sin kroppsuppfattning i relation till sin användning av sociala medier. Teoretiska begrepp: Normer och självobjektifiering, genus, identitet, kroppsuppfattning och utseendekultur Metod: I denna studie har en kvalitativ och narrativ ansats tillämpats, vilket innebär att data har samlats in genom intervjuer med 15-åriga tjejer. Dessa ansatser har använts för att möjliggöra insamling av deras berättelser och för att tolka samt förstå deras olika berättelser. Resultat: Studiens resultat visar både likheter och skillnader i hur de unga tjejerna upplever att deras kroppsuppfattning påverkas av sociala medier, familj, vänner och kultur. Det blir tydligt att kroppsideal inte enbart handlar om utseende, utan även om identitet, gemenskap och känslorna kring att försöka passa in eller stå emot normer.Item ELITISM, RESILIENCE AND SOCIAL REPRODUCTION Teacher dictums on conditions, opportunities, and trajectories for children in the German secondary school tracking-system(2025-09-18) Svensson, Johanna; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeThe purpose of this study is to investigate young people’s conditions, opportunities, and trajectories in the secondary school track system of Germany, Berlin. This with a focus on the two main tracks: Gymnasium and integrated secondary school, in which students are divided into after the sixth grade. Semi-structured interviews with teachers have been used a method in the research, and the dictums have been thematically analyzed. The theoretical frame is based on Bourdieu’s work, which aims to reveal the relations that perpetuate social inequality, with a focus on what role education plays in social reproduction. In this key theoretical concept used are habitus, fields, and the different forms of capital. The results show that there are social and cultural distinctions between, and within the tracks, and in the descriptions of students in the different tracks. These are further analyzed to be related to social class, which seemingly further create distinctions between students’ conditions for school success, school track trajectory and inequal conditions and opportunities for students in the system.Item ”TYVÄRR TROR JAG ATT SKOLAN [...] BÅDE SKAPAR OCH FÖRVÄRRAR ELEVERNAS DÅLIGA MÅENDE” En kvalitativ intervjustudie om lärares resonemang om barns och elevers eventuella depression och ångestsyndrom(2025-09-18) Mir Hosseini, Jasmin; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeAbstract I denna masteruppsats i barn- och ungdomsvetenskap har syftet varit att skapa kunskap om hur lärare inom olika skolformer, från förskola till gymnasium, resonerar om barn och elevers eventuella depression och ångestsyndrom. Frågeställningarna är: - Vilka diskurser framträder i beskrivningar av lärare om ångestsyndrom och depression hos barn och elever? - Vad beskrivs vara orsaker till depression och ångestsyndrom hos barn och elever? - Vilka åtgärder lyfts fram av lärare i deras tal om det förebyggande arbetet mot depression och ångestsyndrom hos barn och elever? Denna masteruppsats utgår från en diskursteoretisk ansats enligt Laclau och Mouffe, med diskursanalys som metod och bygger på sex semistrukturerade intervjuer med lärare från olika skolformer. Det empiriska materialet har analyserats med hjälp av begreppen nodalpunkt, artikulation och subjektposition. Resultatet visar att depression och ångestsyndrom ofta förstås som mångtydiga, tolkningsberoende och kroppsligt uttryckta snarare än språkligt. Orsaker till depression och ångestsyndrom beskrivs ofta i relation till svåra hemförhållanden, skolrelaterad stress eller svåra hemförhållanden. Förebyggande arbete beskrivs genom relationer, samtal och samverkan.Item INKLUDERING I FÖRSKOLAN UR ARABISKTALANDE FÖRÄLDARS PERSPEKTIV En kvalitativ studie av arabisktalande föräldars upplevelse för förskolans arbete(2025-09-18) Jaber, Zainab Abdulhadi; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeSyfte: Syftet med denna studie är att undersöka arabisktalande föräldrars upplevelser av förskolans arbete med inkludering samt förskolans kommunikationsmetoder. Teori: Studien bygger på en teoretisk kombination av sociokulturellt perspektiv och social interaktionistisk teori. Det sociokulturella perspektivet betonar att lärande sker genom socialt samspel och att språk är ett centralt redskap i utveckling och kommunikation. Den socialinteraktionistiska teorin fokuserar på hur individens självbild och beteende formas genom interaktion med andra, samt hur sociala normer påverkar samspel i olika sammanhang. Metod: I studien användes en kvalitativ metod i form av semistrukturerade intervjuer. Intervjuerna genomfördes med totalt sju arabisktalande föräldrar till barn som går i förskolan. Därefter analyserades det insamlade empiriska materialet med hjälp av tematisk analys, vilket gjorde det möjligt att identifiera återkommande mönster och teman i föräldrarnas upplevelser av förskolans inkluderingsarbete och kommunikationsmetoder. Resultat: Resultaten visar att fyra av sju arabisktalande föräldrar upplever att förskolorna arbetar aktivt för att skapa inkluderande miljöer där även barn som inte har svenska som modersmål känner sig välkomna. De återstående tre föräldrarna uttryckte däremot oro över att inkludering kan försvåras av bristande kunskaper i svenska, vilket i sin tur kan leda till att deras barn känner sig utanför. Studien lyfter fram flera viktiga insikter: vissa pedagoger använder olika strategier för att främja delaktighet, såsom kroppsspråk, att säga enstaka ord på barnens modersmål och att bygga relationer som stärker barnens känsla av delaktighet och inkludering. Samtidigt framgår det att språket är det största hindret för .. föräldrarna när det gäller att engagera sig i sina barns vardag i förskolan. För att förbättra situationen föreslår föräldrarna bland annat ökad tillgång till tolk, enklare språk och att ordna fler naturliga möten med personalen, till exempel fika tillsammans med andra föräldrar, för att stärka relationerna och öka känslan av delaktighet och samarbete mellan hem och förskola.Item Vi får inte sluta försöka hitta sätt att få fler barn och unga att kunna få en meningsfull fritid”. - En kvalitativ studie om professionellas arbete med att erbjuda barn och unga möjligheter till en meningsfull fritid.(2025-09-18) Harmouche, Wafaa; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeSyfte: Syftet med studien är att synliggöra och undersöka hur tre olika yrkesverksamma grupper inom hälsa, barnrätt, kultur och fritid i en kommun, beskriver arbetet med att möjliggöra en meningsfull fritid för barn och unga. Studien syftar även till att undersöka vilka utmaningar som yrkesverksamma ser i att skapa en meningsfull fritid. Teori: Analysen bygger på ett barndomssociologiskt perspektiv som belyser synen på barn, där centrala begreppen barndom som en social konstruktion, being och becoming, barns perspektiv och barnperspektiv, barn som sociala aktörer och agens. Metod: Den metod som använts vid den föreliggande studien bygger på fokusgruppsintervjuer, där totalt nio deltagare varit med. Vid bearbetning av analysmaterialet användes en tematisk analys inspirerad av Braun och Clarke. Resultat: Resultatet visar på att meningsfull fritid är ett svårtolkat begrepp som kunde skilja sig ifrån bland de tre olika grupperna beroende på yrkesprofession. Det framgår också att de yrkesverksamma kan möjliggöra en meningsfull fritid på olika sätt, exempelvis genom idrotts- och kulturaktiviteter samt att det handlar om att tillgängliggöra sammanhang där barn och unga får möjligheter till att känna sig sedda och hörda. Slutligen visar resultatet att det finns utmaningar, där bland annat kommunikation, tid och ekonomiska faktorer beskrivs.Item INSTITUTIONEN FÖR PEDAGOGIK, KOMMUNIKATION OCH LÄRANDE ”OCH DET ÄR JU GULD VÄRT, NÄR ETT SAMTYCKE FINNS” En kvalitativ studie av anställda inom samhällsviktiga myndigheter polis, skola och socialtjänst(2025-09-18) Bergqvist, Lovisa; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandeSyfte: Syftet med denna empiriska studie är att undersöka vilka risk- och skyddsfaktorer polis, skola och socialtjänst berättar om och identifierar gällande barn och unga som riskerar att rekryteras till gängkriminalitet, samt vilket förebyggande arbete de genomför. Teori: Sociologisk narrativ teori. Metod: Den föreliggande empiriska studien är av kvalitativ ansats, metoden som tillämpats är semistrukturerade individuella intervjuer. Resultat: Resultatet av den föreliggande studien visar att verksamma inom polis, skola och socialtjänst berättar och identifierar mängder av risk-, skyddsfaktorer till rekrytering av barn och unga till gängkriminalitet samt det förebyggande arbetet de bedriver. Resultatet kan också konstatera att det går att urskilja både likheter men också skillnader utifrån professionernas berättande. Men centrala riskfaktorer är, avsaknad av en meningsfull fritid leder till oövervakad och oplanerad tid, destruktiv miljö och umgänge, avsaknad av vuxna relationer och förebilder, skolmisslyckanden, exponering av kriminalitet samt bristande samverkan och informationsutbyte. I den föreliggande studien beskrivs även viktiga skyddsfaktorer kombination av ett skyddsnät av ett fungerande hem, skolgång och tillgång till fritidsaktiviteter. Utifrån yrkesprofession som en social grupp ses här tydliga mönster på att skolpersonalen talar om risker och skydd med ett perspektiv till skol- och lär relaterade aspekter. Socialsekreteraren agerar utifrån socialtjänstlagen och beskriver risk-, skyddsfaktorer och förebyggande arbete utifrån sitt reglerade uppdrag. Medan fältsekreterare och polisen beskriver barn och ungas risk-, skydd samt förebyggande arbete i former av proaktivt uppsökande arbete och som en starkt pådrivande positiv kraft i det lokala arbetet i samverkansuppdraget. Liksom Tyrstrup (2014, s. 51–55) poängterar visar resultatet på utmaningen att täppa igen glappen mellan de olika verksamheterna som alla har en betydelsefull roll i det förebyggande arbetet.Item The art of framing Investigating the design of framing projects in project-based data literacy training for government employees(2025-08-20) von Bartenwerffer, Julia Christina; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: Data is an increasingly important resource in the public sector and with that comes the need for a data literate government workforce. Project-based data literacy training for government employees can address this need in an applied way. The framing project is a central element in a project-based data literacy training as it is the basis upon which a training course is prepared and conducted. The term framing project was introduced specifically within the context of this thesis and is understood as the combination of an overarching question (i.e. the thematic context or problem space) and the data infrastructure provided to participants. This thesis examined how framing projects are designed in project-based data literacy training for government employees, with the aim of providing applicable advice for practitioners in the field. Theory: The theoretical perspective of this thesis was John Dewey’s Theory of Experiential Learning. Relevant concepts were Experience, Interaction, Continuity, and Problem solving and inquiry. The instructional approach Project-based Learning was considered in the interpretation of the concepts in the context of this thesis. The theoretical framework was complemented by two additional relevant concepts, Data literacy and Project. Method: The thesis was designed as a qualitative case study of a successful project-based data literacy training initiative from the US. Data were collected in semi-structured key informant interviews. Findings were generated through a reflexive thematic analysis of the interview data and triangulated with project descriptions of framing projects used in training courses conducted by the examined initiative. Results: Three groups of key requirements were identified that specify the framing project’s scope, overarching question, and data infrastructure. Four external factors influence the implementation of the requirements with the sponsoring agency of a training course (i.e. the government agency that conducts the training together with the training initiative) being an important stakeholder that has direct leverage in the design of the framing project. Framing projects often support multiple goals related to the overall mission of more data literacy in the public sector. These goals are compatible with each other and the way in which they are prioritized governs the interplay of the other external factors and requirements. Applicable guidelines for the application of the findings and a proposal to enhance Dewey’s theory for the specific context of project-based data literacy training for government employees are additional results of the thesis.Item Exploranatory interactive visualisation exhibits – from design principles to application A comparative case study: Open-ended vs. Guided exploration exhibits in science centers(2025-08-20) Tran, Yen; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: The thesis explores how young adults engage with interactive visualization exhibits designed with differing levels of guidance, one promoting open-ended exploration and the other offering a more structured and guided experience. Both exhibits fall within the design approach of exploranation, a hybrid approach that integrates exploratory and explanatory visualization to support science communication in science centers. The study contributes empirical data on how these approaches influence visitor interaction and learning, offering insights into the practical exploranatory design in real-world settings. Theory: The theoretical foundation for this thesis draws on Visitor Engagement Framework (VEF), which inspired by constructivism theory, and instrument-mediated activity. The VEF is used to identify level of cognitive engagement through observable participant’s behaviors, while instrument mediated activity theory is used to analyse how participants uses the exhibit as tools for making meaning and learning. Method: A comparative case study approach was employed. Participants were recruited in pair and asked to explore two interactive visualisation exhibits on marine biodiversity, one emphasizing open ended exploration and the other offering more guidance and structure. Each pair was observed, and video recorded as they interacted with the exhibits, followed by post-task interview. Data were collected through unstructured observations and semi-structured interview. Interaction analysis was used to examine behavioral patterns and learning outcomes and thematic analysis was applied to explore participants’ reflections and perceived learning. Results: The findings indicated the guided exhibit supported conceptual understanding with its narrative structured, layered information and clear interaction cues. In contrast, the open-ended exhibit often led to surface-level engagement, where participants focused more on navigating the interface than on interpreting scientific content. The findings reveal that while exploranatory design hold potential, its practical application requires careful balancing between structure and freedom. Misinterpretation and cognitive overload and different levels of prior knowledge remain challenges in achieving meaningful learning for visitor to science centers.Item “Okay, Very Good - Just One Little Thing” An Interactional Analysis of Feedback Design in Maritime Communication Simulation Debriefing(2025-08-20) Fratoni, Alice Catherine; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This thesis aims to investigate how instructors design and deliver feedback in Maritime Communication simulations, both during and after simulation activities (in-role and out-of-role), and how students engage during these encounters. Particular attention is given to the dialogic dimensions of these interactions and their potential to support student learning. Theory: This thesis draws on Yang and Carless’ (2013) architecture of dialogic feedback to explore the cognitive, social-affective, and structural dimensions of feedback. Johnson et al.’s (2017) feedback categories in simulation-based training also provide a practical lens to identify and label different features of feedback events. Method: A design ethnography approach was used, involving video-recorded observations of a Scandinavian Maritime Communication simulation course, two subsequent collaborative interaction analysis sessions, followed by an in-depth analysis of selected feedback episodes. The analysis focused on talk, gestures, and spatial arrangements to understand how feedback unfolded in practice and how students engaged. Results: The findings revealed the use of short, focused debriefings, referred to as microdebriefings, as the main format for feedback. The feedback designed by instructors was primarily terminal, detailed, face-to-face, and adapted to students’ needs. While dialogic feedback opportunities occurred, they were often brief and instructor-dominant. Instructors also fostered a supportive environment by employing a friendly and positive approach. While in-role, disguised feedback helped maintain realism and sometimes encouraged reflection, it was not always recognized by students as feedback, suggesting the need for clearer explanations. Student responses and reactions varied throughout the episodes, ranging from brief moments of dialogue and self-reflection to more passive or uncertain reactions. This was possibly influenced by the clarity, format, and delivery of the feedback.Item From Digital Tools to Pedagogical Instruments: GenAI in Primary Mathematics Teaching A Case Study of Chinese Primary School Teachers’ Use of GenAI for Course Planning and Implementing AI-Generated Materials in the Classroom(2025-08-20) LIU, Xiaoliu; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: The aim of this study is to explore how primary school mathematics teachers in China use, adapt, and respond to GenAI tools during course planning, and how they perceive the pedagogical benefits and challenges of implementing AI-generated materials in classroom instruction. This study focuses on how their interaction with GenAI tools reflects shifts in pedagogical thinking, particularly in the transition from personal exploration to professional adaptation in course design and teacher-led instruction. The purpose of this study is to provide contextual insights into how teachers make sense of GenAI tools and interpret the pedagogical possibilities and limitations of GenAI. Theory: This study employs the theoretical framework of double instrumental genesis and draw on the theoretical concept of pedagogical affordance. While the framework of double instrumental genesis captures the transition from personal to professional use of technology by teachers, the concept of pedagogical affordance offers insights into how educational opportunities are perceived, interpreted, and enacted in practice. Method: This study adopts a qualitative case study design. It employs an abductive reasoning approach that iteratively moves between empirical data and theoretical frameworks.The primary data source comprises semi-structured interviews, which provide rich insights into teachers’ perspectives and practices. Thematic analysis identifies key patterns and themes related to the evolving roles of AI in pedagogical processes. Results: This study revealed that primary school mathematics teachers in China gradually shifted from using GenAI for basic tasks to engaging with it as a pedagogical partner in course planning. Through iterative prompting and reflection, teachers moved from personal to emerging professional instrumental genesis, designing student-centered materials that supported conceptual understanding and mathematical thinking. In classroom instruction, the integration of AI-generated content with tools like interactive whiteboards enhanced student engagement, visual accessibility, and formative assessment opportunities. While challenges around curriculum coherence and alignment persisted, teachers demonstrated increasing agency in adapting GenAI tools to their instructional goals.Item TELL ME WHY: DESIGNING LEARNING ANALYTICS DASHBOARDS TO SUPPORT STUDENTS’SENSEMAKING Closing the Learning Analytics Loop through Reflective, Feedback-Driven Dashboard Design(2025-08-20) Klein, Sonja; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This thesis, conducted with the i-MASTER project, explores how student-facing learning analytics dashboards (LADs) can be designed to support students’ sensemaking in relation to their learning, through contextualizing learning data. Specifically, the designs of student-facing LADs in a simulation-based maritime communication case were explored. Addressing a gap in pedagogically grounded learning analytics research, the study contributes to educational design-based learning analytics as well as maritime communication research. It further provides tangible prototype designs of contextualized LAD features. Theory: The theoretical foundation for this thesis builds on human-centered learning analytics, which emphasizes student agency and the importance of pedagogically informed design. To conceptualize these core commitments, Educational Data Storytelling is applied as a design and analytical framework to contextualize learning analytics through narrative elements. Method: A participatory design-based research design was employed. First, unstructured classroom observations and design workshops with maritime instructors were conducted to uncover key features of the simulation-based learning design. Based on these insights, a digital prototype of a multi-modal learning analytics dashboard, including contextualized elements, was developed. The prototype was evaluated through an expert review involving learning science and educational technology researchers. Results: The findings suggest that a narrative learning analytics dashboard design aligns well with the existing pedagogical structure of simulation-based maritime education and training, making educational data storytelling a promising approach for this field. Observed feedback practices emerged as a crucial source for contextualizing learning analytics, though integrating domain-specific regulations requires a more mindful approach. The expert evaluation highlighted the pedagogical value of self-assessment features, detailed explanations, and delayed data access, as these elements promote student reflection and promise to improve students’ sensemaking in relation to their learning.Item “I Think I Get Enlightened Somehow” A Case Study on the Use of Podcasts for Informal Employee Learning(2025-08-20) Serpas-Guardado Nävert, M. Soledad; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: The thesis aims to explore how companies can improve the use of employee informal learning through podcasts. This thesis examines the use of podcasts as tools for employee informal learning, using a case study of the Insight Exchange podcast at the Swedish consultancy Innovation AB. While podcasting has become a popular medium for education, research on its application in professional learning contexts remains limited. Theory: Andragogy and Self-Directed Learning Theory (SDL) are adult learning theories that inform the thesis on the characteristics and learning needs of adults. The thesis uses Oddi’s three dimensions, which focus on self-directedness as an assessment of personal characteristics, and Knowles’ six andragogical assumptions, which highlight the learners’ internal and individual motivations. The two theories work in conjunction to address both the individually focused and personalized learning traits of podcasts as an informal learning tool. Together, they also offer some contextualization of external factors on informal learning, such as interpersonal or parasocial relationships, everyday interactions, and the learners' environment. However, the theories needed to be supplemented with other learning concepts for better use. Method: Using a mixed-methods case study, the research investigates (1) what motivates employees to listen to podcasts for learning, (2) what barriers they face, and (3) what knowledge or skills they gain. Data was collected through podcast topic clustering, an adaptive survey and semi-structured interviews. Results: Results indicate that personal connection and interest significantly drive employee motivation. Key barriers were identified that limit employees' engagement with podcasts for learning. The learning outcomes mostly involve tacit knowledge and soft skills, which makes it challenging for employees to articulate their knowledge. However, this also provided professional insights, raised awareness of company culture, and enhanced soft skill development. The thesis contributes to the field by demonstrating how internal podcasts support employee development through informal learning. This thesis offers practical considerations for professional organizations that wish to improve the integration of podcasts into informal learning initiatives for employees.Item Rewards to illuminate digital learning Young learners responses to virtual currency in a game-based e-Environment.(2025-08-20) Bergstrand, Sandra; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This thesis aims to study the motivational function of a reward feature in a mathematical game based learning application, by investigating how young children respond to the reward mechanism in a specific learning situation. In an informal context the intended motivational designs in a learning game have significant responsibility to facilitate continuous playing and thus learning. This thesis focuses on the intended design of the reward features and how these align with children’s perceptions and level of engagement. Theory: Several theoretical principles were used to enable incorporation and analysis of digital game features in relation to children’s responses and expressions. Firstly, a further development of the MDA framework (Hunicke et al., 2004) modeled by Alexiou and Schippers (2018) was practiced. Their conceptual framework of game features for learning was used to critically research and review digital educational games in general and reward mechanisms motivational value in particular. Further, Sweller’s (2020) theory of cognitive load and Mayer’s (2024) cognitive theory of multimedia learning was used to interpret the effects of the games feature elements and their design. Lastly, Csikszentmihalyi’s (2014) theory of flow was used to interpret the children’s immersive engagement and motivation during game play. Method: The empirical research consisted of a combination of qualitative approaches. Where video recorded individual game-session case studies organized by semi-structured interviews sought to extract in-depth data of the children’s verbal and non-verbal expressions. Heath et al.’s (2010) framework for interactional subsequent analysis was specifically helpful during interpretative process of the video recordings. Altogether, these methodological decisions aided a forward-looking approach on game features intended for learning purposes for educational refinement. Results: The findings revealed that the children expressed neutral responses to the reward mechanism. As this feature’s intended use is to enhance learner motivation and engagement, this result was slightly unpredicted. Further, the findings showed that all children had difficulties interpreting and understanding the reward mechanism’s purpose and function. Resulting in children expressing insecurity and uncertainty. This study underscores the need to realize the complexity of digital game features correlation and their effect on the learning experience. Emphasizing the need for game-features to be viewed through a theoretical lens, particularly focusing on age-appropriateness and children’s cognitive ability to interpret these. Suggestively by undertaking this best practice, the authentic potential motivational and emotional designs for reward features in educational games can be employed.Item From signs to meaning: Exploring University Students’ Communication in Collaborative Projects on Social Networking Sites(2025-08-20) Bolívar Pinteño, Núria; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This study aims to explore how university students communicate on social networking sites (SNS) through visual signs such as emojis, stickers, and GIFs. By applying socio-semiotic theory (Kress, 2003), it seeks to understand the meaning-making processes involved in these interactions and address the gap in knowledge regarding the role of visual signs in collaborative communication among students. Theory: The research is grounded in socio-semiotic theory, with a particular emphasis on the process of visual sign-making. Signs are interpreted through various modes of expression, including purpose-oriented, causality-conveying, conceptual-cognitive complexity, and imagination and design-centric modes, thereby highlighting the concept of multimodality. Method: This thesis employs qualitative research methods, utilizing semi-structured interviews within ten master's students to gather in-depth insights. An abductive analysis is conducted, continuously integrating socio-semiotic theory with the findings. Thematic analysis, following the framework outlined by Braun and Clarke (2019; 2021), is used to identify key themes, supported by systematic coding of the data. Results: Emojis are used more frequently than stickers and GIFs, serving to enhance the meaning of written text while also conveying messages independently, provided they are understood within the context. They effectively express emotions, such as appreciation or anger, and can also foster creativity, indicating curiosity. When students use these visual signs in response to peers, the tone tends to be more straightforward, primarily aimed at ensuring mutual understanding.Item Prompting Techniques and AI Feedback: A Study of University Students’ Perceptions and Efficacy in Academic Writing(2025-08-20) Pylypenko, Marharyta; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: The purpose of this study is to explore how students can best leverage AI for academic support. Further, this study examines how AI-generated feedback on student writing changes when applying different prompting techniques and how students perceive this feedback across different prompting techniques. Additionally, it seeks to identify which approach students perceive to be the most effective for receiving useful, high-quality feedback. Theory: This study is grounded in two theoretical perspectives that help explain how students interact with and evaluate AI-generated feedback in academic writing: Sociocultural Theory, particularly Scaffolding and the Zone of Proximal Development, and the Technology Acceptance Model (TAM). These frameworks complement each other, as one offers a learning-oriented lens to understand how AI can support students’ writing development, and the other helps to understand perceptions of usefulness and usability of prompting techniques. Together, they offer a lens for interpreting how different prompting techniques shape students’ experiences with generative AI tools. Method: This study employed a mixed-methods, within-subjects interventional design grounded in an interpretivist perspective. Eleven students participated in a workshop where they tested three prompting techniques: zero-shot, roleplaying, and chain-of-thought, to receive AI-generated feedback on a prewritten academic text. Data were collected through a questionnaire and post-workshop semi structured group interviews. The questionnaire provided quantitative demographic and contextual information about participants’ AI tool experience, while the interviews explored students’ perceptions of feedback quality and the usefulness of prompting techniques, providing qualitative data.. Results: The results of the study show that students’ perceptions of AI-generated feedback varied depending on the prompting technique used. While zero-shot prompting was seen as simple and intuitive, it often led to vague and general feedback. In contrast, roleplaying and chain-of-thought (CoT) techniques were perceived as more effective in generating useful, specific, and structured feedback. However, no single prompting technique stood out as universally superior. Although roleplaying was generally viewed as easier to use and useful, students’ experiences highlighted a more practical insight: effective feedback is less about selecting the “right” technique and more about knowing how to communicate clearly with the AI and staying critically engaged throughout the process. Participants who received the most useful feedback were those who provided context, iterated on their prompts, and followed up when initial responses were insufficient.Item “How did we live without it before?” A case study on student usage of generative artificial intelligence to support group work activities in higher education(2025-08-20) Johansson, Daniel; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This study was aimed to better understand how higher education students use generative artificial intelligence in group work activities and what role it can have in those activities. Theory: Engeström’s second generation Activity theory was used as the theoretical framework to interpret and analyse the findings. Method: This study followed a master programme’s course over time with a case study approach. The data was collected through self-administered reflective group discussion at three different occasions during the course. Results: The findings showcased high levels of generative artificial intelligence tool usage in group activities by the students. Furthermore, their activities had started to transform together with their use of these tools. The students utilized them for task delegation within the group, and these tools also allowed the student groups to shift their attention and time to activities deemed more important or interesting. The findings also indicate that generative artificial intelligence tools could potentially take the role as an additional group member or as a guide, supporting the group work in diverse ways. Another insight of the results was that the students deemed the custom-trained CourseGuru highly effective since it could provide better support than general chatbots. Overall, the students viewed generative artificial intelligence tools as essential to their studies and expected these tools to play a central role in the future of higher education.Item “How did we live without it before?” A case study on student usage of generative artificial intelligence to support group work activities in higher education(2025-08-05) Johansson, Daniel; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: This study was aimed to better understand how higher education students use generative artificial intelligence in group work activities and what role it can have in those activities. Theory: Engeström’s second generation Activity theory was used as the theoretical framework to interpret and analyse the findings. Method: This study followed a master programme’s course over time with a case study approach. The data was collected through self-administered reflective group discussion at three different occasions during the course. Results: The findings showcased high levels of generative artificial intelligence tool usage in group activities by the students. Furthermore, their activities had started to transform together with their use of these tools. The students utilized them for task delegation within the group, and these tools also allowed the student groups to shift their attention and time to activities deemed more important or interesting. The findings also indicate that generative artificial intelligence tools could potentially take the role as an additional group member or as a guide, supporting the group work in diverse ways. Another insight of the results was that the students deemed the custom-trained CourseGuru highly effective since it could provide better support than general chatbots. Overall, the students viewed generative artificial intelligence tools as essential to their studies and expected these tools to play a central role in the future of higher education.Item 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 lärandeSyfte: 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.Item Implementation of Knowledge Management Innovation(2024-10-14) Vertkin, Nataly; Yudina, Valeriia; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärandePurpose: The described case study was conducted in a Swedish consultancy company and carried the purpose of evaluating the implementation of a newly designed internal knowledge management (KM) solution. Theory: The theoretical framework addressed the topic of situated learning theory and in particular, communities of practice (CoP) that played a part in the design of the KM solution. The evaluation of the KM solution implementation was based on the KM solutions theoretical framework by Becerra-Fernandez and Sabherwal (2010). Method: This study follows an explanatory case study method with an abductive thematic analysis approach to data treatment. Through semi-structured interviews, we evaluated the consultants’ usage of the KM solution and the various determinants that block or promote this usage. As interviews with both consultants and managers took place, authors could evaluate stakeholders' views as well as the engagement of the employees in the process of integration of the new KM innovation. Results: The results of this case study aimed to answer three research questions and through thematic analysis construct a scheme of the innovation implementation process in regard to stakeholder's views. Interviews with managers and consultants revealed various themes that were later compared with the literature. In addition, stakeholder perceptions further added to insights regarding KM in the consultancy company, organisational resilience, and the importance of investing in adaptable KM solutions.