Magisteruppsatser / Institutionen för tillämpad informationsteknologi
https://hdl.handle.net/2077/870
2024-03-19T04:59:30ZA META-SYNTHESIS STUDY OF DATA VISUALIZATION IN CITIZEN SCIENCE
https://hdl.handle.net/2077/79245
A META-SYNTHESIS STUDY OF DATA VISUALIZATION IN CITIZEN SCIENCE
Liu, Xing
How can citizen science use data visualization technology? What are the current status and the boundaries? As part of the systematic meta-synthesis study, a feedback loop has been developed to show how current statutes on citizen science data visualization can be interpreted in a comprehensive manner. In a Citizen Science context, data visualization goes beyond technical efficiency, abstract data, and symbolic meaning, incorporating material traces, and social domains such as viewer perceptions,
individual experience, and pre-knowledge into meaning-making interpretations of visualization. Visual practices are available throughout all the phases of Citizen Science projects. Furthermore, it has been shown that the process of visualizing data in Citizen Science is also a learning experience. Lessons learned from best practices in the literature lead to recommendations that can assist educators in using data visualization technology in Higher Education to support students' learning.
2023-11-20T00:00:00ZVIDEO GAME-BASED LANGUAGE LEARNING AND LITERACY A systematic review of the current state of research on video game-based learning and language learning
https://hdl.handle.net/2077/74727
VIDEO GAME-BASED LANGUAGE LEARNING AND LITERACY A systematic review of the current state of research on video game-based learning and language learning
Holst, Oscar
Over the last decades, the video game medium has become increasingly popular-ized and technologically advanced. Consequently, the learning sciences have started to investigate the pedagogical potential of this medium. Literacy researchers have argued that unique features of the video game medium offer possibilities for effective language learning. This study sets out to identify what theories guide games design utilized for lan-guage learning, what game designs were consequently considered relevant, and what learning gains were identified using these games. To answer this question, an inductive systematic literature review with a qualitative approach was conducted.
The study relates to the fields of game-based learning, literacy and language learn-ing and these concepts informed the search strategy. The search was carried out in five databases, and 21 articles were ultimately included in the study. Using con-stant comparative analysis, four categories of studies were identified and underly-ing theory, design, and learning gains were described.
The results suggest that video games designed using theories from the fields of lit-eracy or cognitive attention can be used to give a boost to fundamental literacy skills such as phonological awareness, but also in some cases vocabulary, among children around the age of school entry. Studies on serious games targeting primar-ily vocabulary were difficult to analyze since theoretical and methodological ap-proaches were very diverse. Studies investigating serious games centered around a narrative report problematic results. Case studies on commercial games identify language learning opportunities using video games, but struggle with the question of generalizability and applicability.
Theoretically, the review points out that the concept of game-based learning is not entirely easily defined, since the concept of “game” is sometimes used in tandem with other concepts which highlight different aspects of the design. Additionally, it is difficult to tie specific game design elements to successful learning outcomes. Practically, the review suggests that game-based learning may be of particular value to disadvantaged schools or individuals in order to promote fundamental lit-eracy skills.
2023-02-01T00:00:00Z”FRÅN NOLL TILL HUNDRA” Transformativt lärande i offentlig verksamhet
https://hdl.handle.net/2077/74709
”FRÅN NOLL TILL HUNDRA” Transformativt lärande i offentlig verksamhet
Leonhardt, Linda
Komplexa samhällsutmaningar såsom digitalisering och teknisk utveckling påverkar
behovet av att finna nya snabbare lösningar. Covid-19-pandemin som har framkallat
en hastig omställning från kontors- till distansarbete har förändrat vår roll till
mer flexibla arbetstagare. Landsbygdskommuners svårighet att attrahera och behålla
kompetens är beroende av hur väl vi lyckas att implementera dessa flexibla
arbetssätt. Landskapet är svårnavigerat. Detta ställer krav på ny aktuell kunskap om
lärprocesser så att offentlig sektor framledes lyckas att navigera i dessa mångstridiga
arbetslandskap.
Studien fokuserar på lärande och den process av förändring som uppkommer i en
snabb övergång från kontors- till distansarbete orsakat av en pandemi. Kunskap om
detta är viktig så att offentlig sektor och andra verksamheter kan hantera liknande
situationer och öka sin motståndskraft för framtida kriser. Syftet är att undersöka
och skapa förståelse för hur ledare och strateger inom offentlig verksamhet upplever
det lärande och den förändring som uppkommer i en snabb övergång från kontor-
till distansarbete. Studien tar sin utgångspunkt i kvalitativ forskningsmetod och
genom semistrukturerade intervjuer har mönster av transformativt lärande identifierats
samt utmaningar och möjligheter som uppstår i denna situation.
Det som utskiljer denna studie från tidigare identifierad forskning är att ett transformativt
lärandeperspektiv har applicerats på den lärprocess som uppstår i övergången
från kontors- till distansarbete inom en offentlig verksamhet.
Resultatet bekräftar att det förekommer ett transformativt lärande under en snabb
övergång från kontor till distansarbete. Denna studie bekräftar också att teori om
transformativt lärande kan tillämpas på en situation såsom en snabb övergång till
distansarbete medför och det ger värdefulla insikter i hur framtida kriser kan hanteras
och pareras.
Complex societal challenges such as digitalization and technological development
affects the need to find new, faster solutions. The Covid-19 pandemic, which has
provoked a rapid shift from office- to telework, has changed our role to more flexible
workers. The difficulty for rural municipalities in attracting and retaining competence,
depends on how well we succeed in implementing these flexible working
methods. The landscape is difficult to navigate in. This demands on new current
knowledge about learning processes so that public sector in the future succeed in
navigating in these diverse work landscapes.
The study focuses on the learning process and the changes that occurs in a transition
from office to telework caused by a pandemic. Knowledge of this is important
so that the public sector can handle similar situations and increase their resilience
to future crises. The purpose is to investigate and create an understanding of how
leaders and strategists in public sector experience the learning process and the
changes that arises in a rapid transition from office- to telework. The study is based
on a qualitative research method and through semi-structured interviews, patterns
of transformative learning have been identified, as well as challenges and opportunities
that appears in this situation.
What distinguishes this study from previously research is that a transformative
learning perspective has been applied to the learning process in the transition from
office to telework in a public sector.
The results confirm that there is a transformative learning during a transition from
office- to telework. This study also confirms that theory of transformative learning
can be applied to a situation such as a rapid transition to telework and it provides
valuable insights into how future crises can be handled and parried.
2023-02-01T00:00:00ZALGORITHMIC AWARENESS OCH ALGORITHMIC LITERACY En systematisk litteraturstudie av två begrepp
https://hdl.handle.net/2077/74171
ALGORITHMIC AWARENESS OCH ALGORITHMIC LITERACY En systematisk litteraturstudie av två begrepp
Norrby, Caroline
Algoritmer påverkar människor på daglig basis trots att de ofta förblir osynliga. I
en digital värld där människor möts av ett stort informationsflöde krävs en medvetenhet för att se, förstå och hantera algoritmer. Syftet med denna systematiska litteraturstudie är att kartlägga forskningsläget rörande begreppen algorithmic awareness och algorithmic literacy som har börjat användas i forskningssammanhang.
Hur definieras begreppen och vilka mönster kan skönjas kring hur människor lär
algorithmic awareness och algorithmic literacy? En systematisk sökning av litteratur har genomförts i Proquest, Scopus och Web of Science utifrån bestämda inklusions-och exklusionskriterier, vilket resulterade i 19 vetenskapliga artiklar. I resultatet sammanfattas artiklarna och kapitlet går sedan vidare med att presentera om och
hur algorithmic awareness och algorithmic literacy definieras i artiklarna. Därefter
behandlas olika teman som kunnat skönjas i artiklarna med koppling till frågeställning och hur människor lär och får medvetenhet kring algoritmer. Här påvisas hur
algoritmer synliggörs och hur användare medvetandegörs om algoritmer. Genomgången visar att transparens är viktigt för användarens tilltro till algoritmer och att
användare lär sig algorithmic awareness eller algorithmic literacy genom erfarenhet. Utbildning, reflekterande och ett aktivt deltagande är också viktiga beståndsdelar. Kapitlet avslutas med att redovisa begränsningar och utmaningar för lärande.
En slutsats i uppsatsen är att det inte råder någon konsensus kring vad begreppen
innebär. Begreppen kan inte likställas även om algorithmic awareness ofta är en
grundförutsättning för att utveckla algorithmic literacy. Genom att vara reflekterande, interagerande och visa tilltro medvetandegörs människor kring algoritmer
samtidigt som infrastruktur, kontext och sociala sammanhang även spelar in.
Algorithms are an increasingly important element in human digital life though they
often remain opaque or invisible. Developing algorithmic awareness and algorithmic literacy could be a crucial step to help users successfully navigate digital environments. Through a systematic literature review this thesis aims to provide an
overview of how the concepts algorithmic awareness and algorithmic literacy are
used in academic articles. The thesis is guided by the questions; how are the concepts defined, and what implications can be discerned regarding how people learn
algorithmic awareness or algorithmic literacy? Searches was conducted in
Proquest, Scopus and Web of Science using specific inclusion- and exclusions criteria. This resulted in 19 articles to review. The result briefly introduces the articles
and discusses what concept is being used and if it is defined within the article.
Themes are presented in connection to the research questions and how people are
made aware of and learn about algorithms. The result gives indications regarding
how algorithms are made visible and how people can have an increased awareness
around algorithms, which initially happens through experience. The review makes
clear that if users are to build trust for algorithms there must be transparency within
the platform. There is no strong consensus within the included articles as to a clear
definition of the concepts. However, the result indicates that algorithmic awareness
is a precondition for algorithmic literacy. By being reflective, interacting and showing trust, people are building awareness, while infrastructure, digital context and
social contexts also come into play.
2022-11-16T00:00:00Z