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Mozelius, Peter
Publications (10 of 42) Show all publications
Mozelius, P., Ahlin, K. & Ahmad, A. (2019). A game-based approach for motoric stroke rehabilitation: defining the requirements. In: Lars Elbaek and Gunvor Majgaard (Ed.), Proceedings of ECGBL 2019: . Paper presented at ECGBL 2019, 13th European Conference on Games Based Learning, Odense, Denmark, 3-4 October, 2019. Reading, UK, 13
Open this publication in new window or tab >>A game-based approach for motoric stroke rehabilitation: defining the requirements
2019 (English)In: Proceedings of ECGBL 2019 / [ed] Lars Elbaek and Gunvor Majgaard, Reading, UK, 2019, Vol. 13Conference paper, Published paper (Refereed)
Abstract [en]

The global phenomenon with an increased percentage of older adults is clearly identified in the Mid Sweden region. With a population that is older than the average, the need for medical care and rehabilitation is also higher. All diseases have their specialised treatments and rehabilitation requirements, and this study has a focus on defining requirements for game-based motoric stroke rehabilitation. The important research question to answer was: How might a game-based approach to motoric stroke rehabilitation support the idea of independent living?

This study was carried out as a Requirement-Focused Design Science project, with the aim to define requirements for a stroke rehabilitation testbed. Requirements have been outlined with the Design science idea of asking the experts to explain their predictions of what they think will produce the effects. Eight domain experts with different professional roles were interviewed to obtain a multi-stakeholder perspective on technology enhanced and game-based stroke rehabilitation. Patterns and themes in the interview answers created categories in a thematic analysis. Furthermore, the concept was discussed with research colleagues with rich experience of e-health.

All of the interviewed experts had a surprisingly positive attitude toward the game-based approach, but with the strong recommendation of an individualised rehabilitation schedule. There are large variations in both the rehabilitation needs and the stroke patients’ digital skills. An interesting comment from one of the informants was to involve dancing activities, as a complement to the game-based rehabilitation. Out of the three discussed stroke rehabilitation categories: cognitive, motoric and speech rehabilitation, motoric stroke rehabilitation seems to be the one with the highest potential for a game-based approach to support independent living. The outlined requirements could be an important part in the future implementation of a testbed for stroke rehabilitation

Place, publisher, year, edition, pages
Reading, UK: , 2019
Series
Proceedings of the European Conference on Game Based Learning, ISSN 2049-100X
Keywords
Game-based learning, Game-based relearning, Stroke rehabilitation, Motoric stroke rehabilitation, Game-based stroke rehabilitation
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-37469 (URN)978-1-912764-37-2 (ISBN)
Conference
ECGBL 2019, 13th European Conference on Games Based Learning, Odense, Denmark, 3-4 October, 2019
Available from: 2019-10-04 Created: 2019-10-04 Last updated: 2019-11-13Bibliographically approved
Humble, N. & Mozelius, P. (2019). Artificial Intelligence in Education - a Promise, a Threat or a Hype?. In: Paul Griffiths and Mitt Nowshade Kabir (Ed.), Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019: . Paper presented at European Conference on the Impact of Artificial Intelligence and Robotics 2019 (ECIAIR 2019), Oxford, UK (pp. 149-156). England: Academic Conferences and Publishing International Limited, Article ID ECIAIR.19.005.
Open this publication in new window or tab >>Artificial Intelligence in Education - a Promise, a Threat or a Hype?
2019 (English)In: Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019 / [ed] Paul Griffiths and Mitt Nowshade Kabir, England: Academic Conferences and Publishing International Limited, 2019, p. 149-156, article id ECIAIR.19.005Conference paper, Published paper (Refereed)
Abstract [en]

The idea of creating intelligent machines and artificial intelligence (AI) have been around for centuries, and can be traced back to at least to the 14th century. Artificial Intelligence in Education (AIED) is a much younger discipline, but during the last 25 years there have been achievements in a number of fields which have made impact on education. Critical voices have been raised against the over-optimism in contemporary AI research. Less have been written about the high expectation of AIED and its potential impact on education. The aim of this study was to analyse and discuss AIED from the teacher perspective. 

This study was carried out as a SWOT-analysis, with data gathered from a literature study. Main keywords in the literature search were: artificial intelligence, artificial intelligence in education, AIED, teacher perspective, education and teacher. Themes and patterns in the four main categories where further processed as a deductive-inductive thematic analysis. 

Findings indicates that there are both promises and threats for the teacher in the contemporary AIED. In several aspects the field seems to be in a state of hype but as other hype areas there is a potential for maturing and with concrete applications in daily teaching and learning activities. Recommendations is to learn from traditional AI and to open up for an informative and nuanced discussion concerning the role of AI in education. Otherwise there is a risk for artificial education instead of artificial intelligence in education. 

Place, publisher, year, edition, pages
England: Academic Conferences and Publishing International Limited, 2019
Keywords
Artificial intelligence in education, AIED, AI, Teacher perspective, Education
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:miun:diva-37620 (URN)10.34190/ECIAIR.19.005 (DOI)978-1-912764-44-0 (ISBN)
Conference
European Conference on the Impact of Artificial Intelligence and Robotics 2019 (ECIAIR 2019), Oxford, UK
Available from: 2019-11-05 Created: 2019-11-05 Last updated: 2019-11-06Bibliographically approved
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
Ahlin, K., Ahmad, A. & Mozelius, P. (2019). Determining Testbed Requirements for Technology Enhanced Speech Rehabilitation after Stroke -the Informed Co-workers' View Point. In: Hassan Khachfe (Ed.), GLOBAL HEALTH 2019: The Eighth International Conference on Global Health Challenges. Paper presented at IARIA GLOBAL HEALTH International Conference on Global Health Challenges (pp. 20-27). International Academy, Research and Industry Association (IARIA)
Open this publication in new window or tab >>Determining Testbed Requirements for Technology Enhanced Speech Rehabilitation after Stroke -the Informed Co-workers' View Point
2019 (English)In: GLOBAL HEALTH 2019: The Eighth International Conference on Global Health Challenges / [ed] Hassan Khachfe, International Academy, Research and Industry Association (IARIA), 2019, p. 20-27Conference paper, Published paper (Refereed)
Abstract [en]

This paper analyses and discusses the identified requirements for technology enhanced systems for speech rehabilitation after a stroke. To stroke patients, a speech injury can be devastating, impacting their abilities to speak, listen, read, and write. Therefore, speech therapy is recommended as early as possible. To address the challenge with a growing percentage of older adults, therapy should include a variety of Technology Enhanced Systems (TES) to support the idea of independent living. These systems must be adapted to the patients' needs and speech therapy requirements. Based on a design science approach, requirements were determined from an analysis of ten semi-structured interviews with knowledgeable informants. Findings indicate several important requirements, such as: TES should be motivating, joyful, individualised and built on patients' needs and on speech therapists' professional knowledge. Furthermore, TES services must be user-friendly and provide training in each patient's mother tongue. Added to these requirements are ease of including close relatives as supporting persons, as well as accessibility through portable devices.

Place, publisher, year, edition, pages
International Academy, Research and Industry Association (IARIA), 2019
Keywords
e-health, HCI, stroke rehabilitation, independent living, speech therapy, requirements
National Category
Information Systems
Identifiers
urn:nbn:se:miun:diva-37336 (URN)978-1-61208-742-9 (ISBN)
Conference
IARIA GLOBAL HEALTH International Conference on Global Health Challenges
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-10-01Bibliographically approved
Hellerstedt, A. & Mozelius, P. (2019). Game-based learning: a long history. In: : . Paper presented at Irish Conference on Game-based Learning 2019, Cork, Ireland, June 26-28, 2019. Cork, 1
Open this publication in new window or tab >>Game-based learning: a long history
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Several studies on Game-based learning (GBL) start out in the era of Tetris and PacMan and are limited to digital learning games. However, the GBL concept has a long pre-history with board games like Kalaha, Xiangxi, Chess and other forms of game having been used for thousands of years in educational contexts, training strategic and tactical thinking, as well as language skills, mathematics and other subjects. Games and play-based learning were well-known didactic ideas in ancient Greece and during the Roman Empire. The oldest African board games were built more than 5000 years ago.

The aim of this study is to analyse and discuss ideas on the role of games in education from a historical perspective. A literature study was carried out with a focus on the intellectual history of educational theory, followed by discussions of a number of key texts. Authors have analysed the changing conceptions of play and games in the context of the philosophy of education. 

Findings indicate that the view of games and game-based learning varies between the studied époques.  However, the idea of complementing theoretic and abstract education with concrete and motivating play seems to have a constant value. A concept that for several reasons can be even more important in contemporary, technology enhanced mass education. 

Place, publisher, year, edition, pages
Cork: , 2019
Series
IGBL - Irish Conference on Game-based Learning
Keywords
Game-based learning, GBL, Play-based learning, The history of GBL, Spieltrieb
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-37524 (URN)
Conference
Irish Conference on Game-based Learning 2019, Cork, Ireland, June 26-28, 2019
Available from: 2019-10-12 Created: 2019-10-12 Last updated: 2019-10-31Bibliographically approved
Humble, N., Mozelius, P. & Sällvin, L. (2019). On the Role of Unplugged Programming in K-12 Education. In: Rikke Ørngreen, Mie Buhl and Bente Meyer (Ed.), Proceedings of the 18th European Conference on e-Learning, Aalborg University Copenhagen, Denmark, 7-8 November 2019: . Paper presented at European Conference on e-Learning 2019 (ECEL2019) (pp. 224-230). Reading, UK: Academic Conferences and Publishing International Limited
Open this publication in new window or tab >>On the Role of Unplugged Programming in K-12 Education
2019 (English)In: Proceedings of the 18th European Conference on e-Learning, Aalborg University Copenhagen, Denmark, 7-8 November 2019 / [ed] Rikke Ørngreen, Mie Buhl and Bente Meyer, Reading, UK: Academic Conferences and Publishing International Limited, 2019, p. 224-230Conference paper, Published paper (Refereed)
Abstract [en]

The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? 

The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. 

Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement, both for pedagogical reasons and as a never-failing analogue backup. 

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2019
Keywords
Unplugged programming, Block programming, Textual programming, K-12 education, Teacher professional development
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-37649 (URN)10.34190/EEL.19.049 (DOI)978-1-912764-41-9 (ISBN)
Conference
European Conference on e-Learning 2019 (ECEL2019)
Available from: 2019-11-11 Created: 2019-11-11 Last updated: 2019-11-13Bibliographically approved
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
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