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Mozelius, Peter
Publications (10 of 35) Show all publications
Mozelius, P., Jaldemark, J., Eriksson Bergström, S. & Sundgren, M. (2019). Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions. In: Vladimir Geroimenko (Ed.), Augmented Reality Games I: (pp. 217-235). Springer
Open this publication in new window or tab >>Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions
2019 (English)In: Augmented Reality Games I / [ed] Vladimir Geroimenko, Springer, 2019, p. 217-235Chapter in book (Refereed)
Abstract [en]

GPS-equipped smartphones have enabled the construction of location-based games. In augmented reality (AR), fantasy worlds are mapped to real-world settings. Two location-based AR games that use historical markers as points of interest are Ingress and Pokémon GO. This chapter describes and discusses how PokéStop statues in Pokémon GO can be used in primary school outdoor sessions. A case study was conducted on how fifth-grade students learned about local history, social sciences and humanities during game sessions. Findings suggest that AR could be an inspiring  extension in educational settings, if activities are aligned to the surroundings and learning objectives and outdoor gaming activities are followed up in more traditional classroom sessions.

Place, publisher, year, edition, pages
Springer, 2019
Series
Augmented Reality Games ; 1
Keywords
augmented reality, location-based games, Pokémon GO, outdoor learning
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-36148 (URN)10.1007/978-3-030-15616-9_14 (DOI)978-3-030-15615-2 (ISBN)
Available from: 2019-05-15 Created: 2019-05-15 Last updated: 2019-06-03Bibliographically approved
Hansson, H., Mozelius, P., Jungselius, A. & Boman, W. (2019). Chat yourself into the society: The development of an audio-visual online environment for the newly arrived. In: INTED2019 Proceedings: . Paper presented at INTED 2019 (pp. 553-557). Valencia: The International Academy of Technology, Education and Development, 13
Open this publication in new window or tab >>Chat yourself into the society: The development of an audio-visual online environment for the newly arrived
2019 (English)In: INTED2019 Proceedings, Valencia: The International Academy of Technology, Education and Development, 2019, Vol. 13, p. 553-557Conference paper, Published paper (Refereed)
Abstract [en]

Large groups of refugees have arrived in Sweden during the last years with a peak in 2015 when there were around 1.3 million asylum applications. Many of the newly arrived are still not yet integrated into the Swedish society and language skills is a key factor for a successful inclusion and integration process. There is a need for new digital language learning tools, not least for informal self-learning. The aim of the study is to describe and discuss the development and evaluation of an audio-visual online tool for informal language learning as a complement to formal language training.

The overall research strategy has been action research with a qualitative investigation where data were gathered in a mix of usability tests, observations and interviews. Main informants were 12 students from three separate courses on Swedish for newly arrived. Since the group of informants constitute an exposed group, personal details have been kept as anonymous as possible.

Findings indicate that several design concepts were useful and appreciated by the test group, but several users wanted an alternative to the Facebook based login. Gamification seemed to be a promising way to increase motivation, and many participants perceived that a feature with direct translation of messages would be a good way to improve the language learning. Furthermore, there were requests for tool mechanisms to filter conversation partners by gender and by interests.

   

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2019
Series
INTED proceedings, ISSN 2340-1079 ; 13
Keywords
Language learning, Web based communication, Informal online learning, Newly arrived refugees, Inclusion
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-35782 (URN)10.21125/inted.2019.0218 (DOI)978-84-09-08619-1 (ISBN)
Conference
INTED 2019
Available from: 2019-03-13 Created: 2019-03-13 Last updated: 2019-06-05Bibliographically approved
Ahmad, A. & Mozelius, P. (2019). Critical Factors for Human Computer Interaction of eHealth for Older Adult. In: Proceedings of the 2019 the 5th International Conference on e-Society, e-Learning and e-Technologies: . Paper presented at ICSLT International Conference on e-Society, e-Learning and e-Technologies, Vienna, Austria, 10-12 January, 2019 (pp. 58-62). Vienna: Association for Computing Machinery (ACM), 5
Open this publication in new window or tab >>Critical Factors for Human Computer Interaction of eHealth for Older Adult
2019 (English)In: Proceedings of the 2019 the 5th International Conference on e-Society, e-Learning and e-Technologies, Vienna: Association for Computing Machinery (ACM), 2019, Vol. 5, p. 58-62Conference paper, Published paper (Refereed)
Abstract [en]

The percentage of older adults increases globally with an increased need for medical care. To support the idea of successful active aging, e-health seems to be an interesting concept. This study was conducted as a systematic literature study, with the aim to identify and discuss determinant factors in the Human computer interaction of eHealth for older adults. The important main research question to answer was: What are the critical challenges to address for an improved human computer interaction in technology enhanced health care systems for older adults? Findings show that there are several critical factors to consider, with trust, personal integrity, technological acceptance, e-health literacy and accessibility of ICT as the most determinant. If the found challenges are addressed, it might be possible to achieve the identified aim of independent living. The recommendation is a human computer interaction that is elderly centred, and involves the elderly users in the design process. However, no ICT enhanced system will be user-friendly enough to take away the need for social and technological support.

Place, publisher, year, edition, pages
Vienna: Association for Computing Machinery (ACM), 2019
Keywords
E-health, E-services, Human Computer Interaction, HCI, Older adults
National Category
Interaction Technologies
Identifiers
urn:nbn:se:miun:diva-35440 (URN)10.1145/3312714.3312730 (DOI)000474688400009 ()2-s2.0-85065800019 (Scopus ID)978-1-4503-6235-1 (ISBN)
Conference
ICSLT International Conference on e-Society, e-Learning and e-Technologies, Vienna, Austria, 10-12 January, 2019
Available from: 2019-01-14 Created: 2019-01-14 Last updated: 2019-08-09Bibliographically approved
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., . . . Utterberg, M. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education, 1(2), 427-445
Open this publication in new window or tab >>Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
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2019 (English)In: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, no 2, p. 427-445Article in journal (Refereed) Published
Abstract [en]

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they operates, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Keywords
Artificial intelligence, Educational robots, Postdigital education, K-12 education, Automation, Symposium
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36243 (URN)10.1007/s42438-019-00046-x (DOI)
Projects
IT i lärande
Available from: 2019-05-27 Created: 2019-06-03 Last updated: 2019-09-09
Jaldemark, J., Eriksson Bergström, S. & Mozelius, P. (2019). Orchestrating learning as an emergent practice in the use of location-based games with mobile devices. In: Teresa Cerratto Pargman and Isa Jahnke (Ed.), Emergent practices and material conditions in learning and teaching with technologies: (pp. 163-180). Cham, Switzerland: Springer
Open this publication in new window or tab >>Orchestrating learning as an emergent practice in the use of location-based games with mobile devices
2019 (English)In: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman and Isa Jahnke, Cham, Switzerland: Springer, 2019, p. 163-180Chapter in book (Refereed)
Abstract [en]

This study discusses the inclusion of location-based games and mobile devices in an educational setting that embraces both indoor and outdoor sessions. The study was built on a framework including learning as a social and collaborative phenomenon. Two case units, in terms of a 5th grade Social Science class and a 6th grade Mathematics class, were included in the study. Each case unit embraced an indoor preparing session, an outdoor session including mobile devices and the location-based game Pokémon GO, and an indoor follow-up session. The chapter aims at contributing to the understanding of how students and teachers together, in an emergent practice of orchestrating learning, apply mobile devices and location-based games in their educational setting. From this aim, the following research question unfolds: How could location-based games and mobile devices be applied by students and teachers to orchestrate learning in middle school settings? Data were gathered by semi-structured group interviews and video recordings with 20 students and two teachers. Moreover, documents such as lesson plans were included in the dataset. In the study, it was found that students and teachers participated in a shared and emerging practice of orchestrating learning and teaching. In this practice students and teachers acted as co-designers to orchestrate the application of location-based games and mobile devices in the educational setting. Findings suggest that an orchestration including a combination of a collaborative approach to learning, location-based games and activities that embrace outdoor and indoor sessions has the potential to vitalise and enhance traditional classroom-based education. However, there is not a guarantee that all students will concentrate on the given task, and just as in an ordinary classroom setting, teaching and learning also require careful orchestration. 

Place, publisher, year, edition, pages
Cham, Switzerland: Springer, 2019
Keywords
Childhood, Game-based learning, Learning, Location-based games, Middle school, Mobile devices, Mobile learning, Orchestration, Outdoor education, Smartphones
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35019 (URN)10.1007/978-3-030-10764-2_10 (DOI)978-3-030-10763-5 (ISBN)978-3-030-10764-2 (ISBN)
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-04-04Bibliographically approved
Mozelius, P., Ulfenborg, M. & Persson, N. (2019). Teacher Attitudes Towards The Integration Of Programming In Middle School Mathematics. In: INTED 2019 Proceedings: . Paper presented at INTED 2019 (pp. 701-706). Valencia: The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Teacher Attitudes Towards The Integration Of Programming In Middle School Mathematics
2019 (English)In: INTED 2019 Proceedings, Valencia: The International Academy of Technology, Education and Development, 2019, p. 701-706Conference paper, Published paper (Refereed)
Abstract [en]

Involving computer programming in primary school is an urgent issue in many countries, and in Sweden this should be done during 2018. In Mathematics this will a rapid and mandatory process for teachers that often lack programming proficiency. There are several studies conducted on the student impact of programming and the potential learning outcomes. Less has been published on the teacher attitudes and the teacher perspective of programming in primary school. The aim of this study was to explore and discuss teacher attitudes towards the introduction of programming in middle school.

The study was carried out as a qualitative cross-sectional study with the idea of capturing the attitudes and beliefs amongst middle school teachers during the second half of the 2018 spring semester. Eight Mathematic teachers were selected for semi-structured interviews that were carried out by distance with rich media communication tools. Audio-recorded answers were analysed and divided into five predefined categories in a deductive thematic analysis. Interviewees have been kept as anonymous as possible through the process, and they all participated on a voluntary basis with the option to quit the interviews immediately at any moment.

A main finding was that the majority of teachers are positive about the introduction of programming in middle school mathematics, although some challenges and shortcomings were identified. Furthermore, the interviewed teachers’ beliefs are that computer programming could have a positive impact on students’ mathematic skills through improved their problem-solving ability and improved their logical thinking. Some teachers also brought up the idea of programming as a way of creating energy and motivation in middle school mathematics. However, the fast introduction of programming will probably create stress on teachers without earlier programming experience. Teachers’ recommendation for facilitating and coping with stress is to provide courses in fundamental programming as soon as possible.

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2019
Series
INTED proceedings, ISSN 2340-1079
Keywords
Programming education, Mathematics, Middle school, Teacher attitudes, Digitalisation
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-35768 (URN)10.21125/inted.2019.0249 (DOI)978-84-09-08619-1 (ISBN)
Conference
INTED 2019
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-06-05Bibliographically approved
Humble, N., Mozelius, P. & Sällvin, L. (2019). Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics. In: Mafalda Carmo (Ed.), Education and new developments (END2019): . Paper presented at International Conference on Education and New Developments (END 2019), Porto, Portugal, 22-24 June, 2019 (pp. 431-435). Porto, Portugal: inScience Press, 1
Open this publication in new window or tab >>Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics
2019 (English)In: Education and new developments (END2019) / [ed] Mafalda Carmo, Porto, Portugal: inScience Press, 2019, Vol. 1, p. 431-435Conference paper, Published paper (Refereed)
Abstract [en]

A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming in their subjects. On the other hand, the introduction of programming could also open opportunities for programming as a new and improved way of learning and understanding technology and mathematics. For Swedish K-12 teachers this should be rapidly implemented, but without any concrete guidelines for how or for which tools to use. The aim of this study was to explore teachers' perceptions of learning and integrating programming in technology and mathematics, and their preferences of programming tools. 

The overall research strategy was a case study approach, with two instances of a programming course as the case study units. In both course instances the main choice has been between block programming with Scratch, and textual programming with Python. Data was collected in a combination of submitted essays, programming assignments and workshop observations. Findings from a content analysis of the submitted essays have been compared to workshop observations, and to the analysis of programming assignments. 

Results suggests that the main challenge in learning and integrating programming is the perceived time trouble. In parallel, many teachers highlight the potential benefits of renewing their teaching and learning sessions with programming-based problem solving. Considering the choice between block programming and textual programming several teachers brings up the idea of combining the two rather than excluding one of them. Furthermore, there seems to be minor differences in the preferences of programming tools between teachers with different subjects and different age groups of students. Finally, the most positive finding is the improved self confidence that many teachers show, when their own ability to manage programming in their classrooms increase after learning the fundamentals of programming.  

Place, publisher, year, edition, pages
Porto, Portugal: inScience Press, 2019
Series
Education and new developments, E-ISSN 2184-1489 ; 7
Keywords
Programming tools, Block programming, Textual programming, Teachers professional development
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-36494 (URN)978-989-54312-5-0 (ISBN)
Conference
International Conference on Education and New Developments (END 2019), Porto, Portugal, 22-24 June, 2019
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-07-10Bibliographically approved
Humble, N. & Mozelius, P. (2019). Teacher Perception Of Obstacles And Opportunities In The Integration Of Programming In K-12 Settings. In: EDULEARN19 Proceedings: . Paper presented at EDULEARN19 (pp. 350-356). Palma (Spain): The International Academy of Technology, Education and Development, 11
Open this publication in new window or tab >>Teacher Perception Of Obstacles And Opportunities In The Integration Of Programming In K-12 Settings
2019 (English)In: EDULEARN19 Proceedings, Palma (Spain): The International Academy of Technology, Education and Development, 2019, Vol. 11, p. 350-356Conference paper, Published paper (Refereed)
Abstract [en]

The act of programming can be traced back to the 19th century and Ada Lovelace. In the context of history, the idea to combine programming with mathematics and technology is not strange. Today programming is a much more widespread phenomenon. But the relevance of programming in mathematics and technology is still very obvious. However, with the mandatory addition of programming in K-12 setting a debate has been sparked concerning the impact on teaching activities. The aim of this study was to analyse and discuss possible obstacles and opportunities in integrating programming in K-12 settings from a teacher perspective. The two important main questions to answer were: 1) which are teachers' perceived obstacles and opportunities in the integration of programming in K-12 setting? 2) which are the differences and similarities in expectation between teachers with and without earlier programming experience?

This study was carried out inspired of action research with the objective of improving an existing programming course for mathematic and technology teachers. Action research is a strategy that do not only strive to generate new knowledge but also has the aim to improve real world phenomena. Authors in this study had the double roles of being teachers and researchers, with the idea of establishing a cyclical process where course participants feedback should lead to extensions of the future course versions. Data were collected in the teacher training course and consist of 44 submitted essay answers on the question: In which aspects might programming be a positive and/or negative enhancement of you daily teaching? Collected data were grouped into categories with the use of content analysis.

Results indicate that there are both perceived opportunities and perceived obstacles among teachers concerning integrating programming in mathematics and technology. An obvious finding was the mix of positive and negative attitudes in the vast majority of essays. In the category of obstacles many teachers brought up the risk of time trouble in both their professional development and in their teaching activities. In the category of opportunities several teachers mentioned the potential of programming as a new and motivating learning tool in their subjects. Finally, it seems important for the participants to get concreate takeaways from the course that could be used in their daily teaching activities.

Place, publisher, year, edition, pages
Palma (Spain): The International Academy of Technology, Education and Development, 2019
Series
EDULEARN19 Proceedings, ISSN 2340-1117 ; 11
Keywords
programming, programming education, K-12, teacher perception, teacher professional training
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-36777 (URN)10.21125/edulearn.2019.0125 (DOI)978-84-09-12031-4 (ISBN)
Conference
EDULEARN19
Available from: 2019-08-05 Created: 2019-08-05 Last updated: 2019-08-13Bibliographically approved
Jaldemark, J., Håkansson Lindqvist, M. & Mozelius, P. (2019). Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke (Ed.), Networked professional learning: Emerging and equitable discourses for professional development (pp. 147-164). Springer
Open this publication in new window or tab >>Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education
2019 (English)In: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, p. 147-164Chapter in book (Refereed)
Abstract [en]

During recent decades society has gone through changes related to social and technological development. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. An answer to this challenge to higher education is efforts in professional development. This chapter discusses teachers’ beliefs about such professional development. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of beliefs of teachers from three different departments that participated in two development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development concerns beliefs on both individual and collective levels. Within these levels teachers related their professional development to both social and technological networks.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
development projects, higher education, networked learning, professional development, teachers’ beliefs
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35013 (URN)10.1007/978-3-030-18030-0_9 (DOI)978-3-030-18030-0 (ISBN)
Available from: 2019-08-16 Created: 2019-08-16 Last updated: 2019-08-16Bibliographically approved
Ahmad, A., Mozelius, P. & Ahlin, K. (2019). Testbed requirements for technology enhanced stroke rehabilitation to support independent living. In: : . Paper presented at ICT4AWE 2019 - 5th International Conference on Information and Communication Technologies for Ageing Well and e-Health, Heraklion, Greece, 2-4 May, 2019 (pp. 174-182). INSTICC Press
Open this publication in new window or tab >>Testbed requirements for technology enhanced stroke rehabilitation to support independent living
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

An identified global phenomenon is that, as the percentage of older adults increases, new challenges arise for medical care and rehabilitation. Several research studies have presented e-health as a promising concept to support the idea of independent living among patients with chronic diseases. The Mid Sweden region has a relatively old population and is a region where people live with long distances to the nearest hospital or health care centres. This study had a focus on defining testbed requirements for a technology enhanced stroke rehabilitation adapted to the specific region. The focal research question to answer in this study was: What are the requirements and their associated benefits and barriers of using technology-enhanced systems instead of traditional techniques for stroke rehabilitation in the Mid Sweden region? With Design Science as the overall research strategy, data was collected by semi-structured interviews with key stakeholders in the field of stroke rehabilitation. A deductive thematic analysis was conducted where important themes were grouped into the four main requirement categories of: Technical, Human-computer-interaction, Clinic and Sustainability. Beside the more specific requirements, an interesting finding was the division of stroke rehabilitation into the categories motoric, cognitive and speech rehabilitation; also, how technology enhanced solutions might be used in these categories. Each category has a potential for a successful use of technology enhanced services, but as the standard procedure in traditional stroke rehabilitation each patient needs a personalised treatment.   

Place, publisher, year, edition, pages
INSTICC Press, 2019
Keywords
e-health, Stroke rehabilitation, Independent living, Ageing well, Testbed requirements.
National Category
Information Systems
Identifiers
urn:nbn:se:miun:diva-36118 (URN)2-s2.0-85067518023 (Scopus ID)
Conference
ICT4AWE 2019 - 5th International Conference on Information and Communication Technologies for Ageing Well and e-Health, Heraklion, Greece, 2-4 May, 2019
Available from: 2019-05-09 Created: 2019-05-09 Last updated: 2019-07-09Bibliographically approved
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