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  • 1.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Transition between organizations: Unstructured competence transfer between regular and temporary staff in project organized business2015Conference paper (Refereed)
  • 2.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Unstructured skills transfer between regular and temporary staff in project organized business2015Conference paper (Refereed)
    Abstract [en]

    This study analyzes regular and temporary staff’s (temps’) perception of opportunities for learning in an inter-organizational project organization. Theoretically, aspects of organizational culture and dimensions of learning are combined. Data consist of a case study with mixed methods in terms of an online survey and individual interviews. The results show that male temps and female regulars are more aware of the learning preconditions than male regulars. On an organizational level, it appears to be misleading to assume that the project owner who hires staff strives for competence transfer between regulars and temps. Similarly, it is misleading to assume that the project owner takes responsibility for transferring competences between different groups of staff. At the individual level, temps tend to be more focused on their specific task compared to regulars.

  • 3.
    Dimberg, Ulf
    et al.
    Institutionen för psykologi, Uppsala Universitet.
    Petterson [Rasmusson], Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Facial reactions to happy and angry facial expressions: Evidence for right hemisphere dominance2000In: Psychophysiology, ISSN 0048-5772, E-ISSN 1469-8986, Vol. 37, no 5, 693-696 p.Article in journal (Refereed)
    Abstract [en]

    Previous research on asymmetric effects of emotional expression and brain-hemispheric asymmetry has supported opposing theories of hemispheric dominance in the control of emotional reactions. In the present study, 32 subjects were exposed to pictures of happy and angry facial stimuli while facial electromyographic (EMG) activity from the zygomatic major and the corrugator supercilii muscle regions was detected from the left and right sides of the face. The subjects reacted spontaneously and rapidly with larger zygomatic EMG activity to happy facial stimuli and larger corrugator EMG activity to angry stimuli. These distinct reactions were significantly larger on the left side of the face. It is concluded that the present results support the hypothesis that the right brain hemisphere is predominantly involved in the control of spontaneously evoked emotional reactions.

  • 4.
    Eklund, Monica
    et al.
    Högskolan i Halmstad.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers use of web-based learning resources2007Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Rowntree, 1999; Salmon, 2002, 2004)As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have “teachers” and “students” and for instance a university or a department is responsible for the access to the learning material on the web site. The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Not much research has been done in this field although much money and time is spent on creating and developing this kind of learning resources. Evidently there is a need to investigate this. Our research question is – how do teachers use web based learning materials – if they use them?By direction of The Swedish National Agency for School Improvement, the Department of Education at Mid Sweden University has developed a pilot for a web-based learning material in the area of early reading and writing development. This web site is primarily intended for teachers in pre-school class and teachers in school year 1 to 5. At the web site there is for instance articles on reading and writing learning strategies, and different methods for reading and writing instruction, short videos from classrooms, from lectures, and pre-school environments. A study guide is available with questions to discuss and instructions for self regulated learning and in-service co-operative learning among teachers at schools.The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher’s ways of relating to and how they express their thoughts about this kind of learning materials.

  • 5.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers use of web-based learning resources2006Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education. As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have teachers and students and for instance a university or a department is responsible for the access to the learning material on the web site. The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Our research question is how do teachers use web based learning materials if they use them? The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher's ways of relating to and how they express their thoughts about this kind of learning materials.

  • 6.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Plomp, Theerd
    Jedeskog, Gunilla
    Soensen, Elsebeth
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom2006In: NERA/NFPF Congress in Örebro 2006, 2006Conference paper (Refereed)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education) with the purpose to analyse good experiences in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom in implementing the use of ICT. The project has focused on pedagogical change supported by ICT. Three issues from the study will be discussed: � What factors influence the intensive use of ICT? � What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? � How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? Based on these questions the findings from the participating schools in Denmark, Norway and Sweden will be presented and compared with the findings from schools in the other participating countries and analysed through a theoretical framework.

  • 7.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Plomp, Tjeerd
    Jedeskog, Gunilla
    Sorensen, Elsebeth
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Innovative use of ICT in schools based on the findings in ELFE project (The European e-learning Forum for Education)2006In: Proceedings. European Conference on Educational Research, Geneva 2006, 2006Conference paper (Refereed)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to analyse good experiences in different countries implementing the use of ICT in their education systems. This objective has been broken down in seven operational research questions.Three innovative schools in each of six different European countries (Denmark, UK, Germany, Norway, Portugal and Sweden) were selected. To address the research questions the following data were needed from the participating schools: school background data, data on the ICT infrastructure and use (both hardware and software). To assure validity in each school the data from three perspectives were needed: school management, teachers and students. Data were collected in various ways: questionnaires on school �facts and figures�, interviews of respondents from various perspectives using interview checklists, walking around in the school and school documents.A number of factors which seem to influence the successful implementation of ICT could be identified: -good infrastructure and adequate support; -a clear vision, policy and strategy on what they want to accomplish when they implement ICT supported teaching and learning; -a principal or school leadership that is supportive and monitors the processes of change; -ICT become part of the school�s culture (although not yet fully realized in all schools); -introduction of learning and communication platforms; -a policy on staff development (although not yet fully realised in all schools); -support from national, regional or local authorities who have developed policies on using ICT in education and provide schools (some) financial means; and -parents and (in a number of cases) local communities supporting developments.

  • 8.
    Fredriksson, Ulf
    et al.
    Stockholms universitet.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Eleverna och nätet: PISA 2009 om 15-åringars förmåga att söka, läsa och värdera digital information2011Report (Other academic)
  • 9.
    Fredriksson, Ulf
    et al.
    Stockholm University, Institute of International Education/Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Weak readers in the Nordic Countries: Gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors.2012In: Northern Lights on PISA 2009: focus on reading / [ed] Niels Egelund, Köpenhamn: Nordisk ministerråd, 2012, 23-43 p.Chapter in book (Refereed)
    Abstract [en]

    The objective of this article is to identify how large the groups of weak readers are in the Nordic countries and to examine the composition of these groups with respect to gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors. The percentage of weak readers varies from 8 percent in Finland to 17 percent in Iceland and Sweden. The percentage of weak readers has increased in Finland, Iceland and Sweden between 2000 and 2009 and decreased in Norway and Denmark during the same period. The composition of the group weak readers seems to be similar in the Nordic countries. Although there are many similarities between the countries, Finland seems to be the country that partly differs from the other countries. One possible reason behind this could be that the group weak readers is that much smaller than in the other countries and that this has an influence on the composition of the group.

  • 10.
    Olofsdotter, Gunilla
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Social Sciences.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gender (in)equality contested: externalising employment in the construction industry2016In: New technology, work and employment, ISSN 0268-1072, E-ISSN 1468-005X, Vol. 31, no 1, 41-57 p.Article in journal (Refereed)
    Abstract [en]

    In construction and engineering, workers from different organisations work together, often on a project-by-project basis. Drawing on the theoretical framework of inequality regimes as presented by Acker (2006a), and the externalisation of employment relations presented by Kalleberg et.al. (2003), this article investigates the gendered implications of the externalisation of technological work in the construction industry. The empirical material is based upon interviews and a questionnaire answered by regular employees, contracted staff and independent contractors working in the construction industry. The data reveal how non-standard employments are parts of the organising processes that produce gendered inequalities between core and peripheral workers. This finding does not suggest that peripheral work indicates poor working conditions, to be more presise, peripheral workers can be in the most priviledged positions.  

  • 11.
    Pettersson, Astrid
    et al.
    Stockholms universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Fredriksson, Ulf
    Stockholms universitet.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sollerman, Samuel
    Stockholms universitet.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    PISA 2012: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap2013Report (Other academic)
  • 12.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    A Multilevel Analysis of Swedish and Norwegian Students’ Overall and Digital Reading Performance with a Focus on Equity Aspects of Education2016In: Large-scale assessments in education, E-ISSN 2196-0739, Vol. 4, 3Article in journal (Other academic)
    Abstract [en]

    Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden.

    Methods: To conduct the analysis, multilevel structural modelling techniques have been used on PISA data from the two countries.

    Results: The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure.

    Conclusion: In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital

  • 13.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Det digitala läsandet2015In: Läsning, ISSN 0349-9855, no 1Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Det digitala läsandet - vad och hur?2015In: Svenskläraren, ISSN 0346-2412, no 4Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Det digitala läsandet: Begrepp, processer och resultat2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.

  • 16.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Is there a difference in reading printed text compared to reading on screen?2009Conference paper (Refereed)
  • 17.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Läsandet i en digital värld2015In: Digitala torget, 2015Conference paper (Other (popular science, discussion, etc.))
  • 18.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Läsning på papper och skärm2015In: Matchen börjar i skolan, Almedalen 30 juni 2015, 2015Conference paper (Other (popular science, discussion, etc.))
  • 19.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Reading comprehension of digital texts2015Conference paper (Refereed)
  • 20.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Reading Paper – Reading Screen: A Comparison of Reading Literacy in Two Different Modes2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 1, 3-19 p.Article in journal (Refereed)
    Abstract [en]

    An interest in reading literacy in different modes as well as implications for assessment provides the basis for the present study. The design aimed at investigating differences in performance when the same reading literacy test was administered on paper and on screen to a sample of Swedish students. The results showed a minor overall difference in favour of the paper mode. When the analysis was broken down and conducted on different text types, it showed that this pattern applied to shorter texts and texts with much factual information in particular. 

  • 21.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reading strategies on the Internet: "It’s easier to read on the Internet – you just click on what you want to read..." Abilities and skills needed for reading on the Internet2010In: The European Conference on Educational Research, Helsinki, Finland, 23-27 August 2010, 2010Conference paper (Refereed)
  • 22.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The concept of electronic reading2008Conference paper (Refereed)
    Abstract [en]

    Reading ability and digital competence are becoming more and more important in our knowledge-based society. The Education Council at the European Union has stressed eight key-competencies that are considered necessary and among them are communication in the mother tongue and digital competence (Education Council, 2006). Electronic reading is an element in both communication in mother tongue and in digital competence, and there is a need for further research in this area. Slightly more than ten years ago questions of how electronic texts differ from printed texts were asked and there were suggestions that educators must include electronic forms of reading and writing in their conception of literacy. Today, with increasing time spent on the Internet e.g., this subject is even more important. The aim of this paper is to categorize similar concepts of electronic reading and to describe similarities and differences between these in order to formulate a definition of the concept ‘electronic reading’. There are many concepts that border on or overlap each other e.g. electronic reading, digital literacy, and electronic literacy and there is a need for clarification.

  • 23.
    Rasmusson, Maria
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eklund, Monica
    Halmstad University, Halmstad, Sweden.
    “It’s easier to read on the Internet—you just click on what you want to read...”: Abilities and skills needed for reading on the Internet2013In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 18, no 3, 401-419 p.Article in journal (Refereed)
    Abstract [en]

    Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English. 

  • 24.
    Rasmusson, Maria
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Podcasting and blogging - the way to learn?: Presented at the European Conference on Educational Research 2008 in Gothenburg Sept 102008Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Salmon, 2004). New technologies have changed the conditions for distribution of distance courses the last decade. Learning management systems (LMS) of various kinds have been developed; podcast, wikis and blogs are enablers for enhancing flexible education. Little research is done on how students perceive the availability of podcasts and blogs for their learning and even less on the effects on students’ learning, if any (Bell et al, 2007; Boulos et al, 2006; Maag, 2006)? Podcasting refers to a technique to distribute a collection of digital media files over the Internet, often using syndication feeds, for playback on portable media players or computers. The term can refer to either the content itself or to the method by which it is syndicated. The media thus distributed can be either plain audio, video or a combination of audio and presentation slides, often called enhanced podcasts ). Blog is a portmanteau of “web log”, a website where the author publishes entries combining text, images and links to other sources related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Mid Sweden University gives a course for students in teacher training and as inservice-training for teachers: “ICT and media as support for learning”. It is a distance course with one physical meeting in the beginning, and one at the end of the course. LMS, blogs and podcasts are used between these gatherings. In this course the students were offered to borrow a video-capable Ipod to give them options of Mobile Learning (mLearning). The study includes two groups of students, one group took the course the summer 2007 and a second group the summer 2008 which as of this writing hasn’t been held yet. Some of the on-campus lectures were provided as enhanced podcasts, and some additional lectures were only made available as podcasts. Another assignment required the students to comment on the course literature and lectures in the form of a blog entry. The students in the study group then commented on each others entries. An overall question is if educational providers should invest in Ipods and podcast productions? Does the benefits outweigh the costs and the efforts? The present study wants to investigate the student’s use of these features of the course. How did the students perceive the use of Ipods and podcasts in the course, and for their learning? How and how much did they use the blog, what characterized their blogging? As a theoretical framework the sociocultural theory was used. Learning is a social act that can be mediated between social beings through language, signs, genres or tools. Ipods and blogs can be seen as artifacts for learning from a sociocultural perspective. These tools can facilitate learning in a context relevant for the student (Säljö, 1999; Vygostky, 1978; Wenger, 1998).

    Methodology, Methods, Research Instruments or Sources Used

    This study was conducted with questionnaires and text analysis. We distributed an initial questionnaire to investigate the students expectations and their background. At the end of the course we conducted a second survey about their perceptions of podcasts in relation to their learning. Text-analysis were used for the student blogs (Coffin et al, 2006).

    Conclusions, Expected Outcomes or Findings

    An understanding about the students’ perceptions of podcasts and an outlook on how students can use blogs in a learning situation.

  • 25.
    Rasmusson, Maria
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Åberg-Bengtsson, Lisbeth
    School of Education and Behavioural Sciences, University of Borås, Sweden .
    Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, 691-709 p.Article in journal (Refereed)
    Abstract [en]

    Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys’ better performance in digital reading was explained by the computer game-playing factor. 

  • 26.
    Taube, Karin
    et al.
    Umeå Universitet.
    Fredriksson, Ulf
    Stockholms Universitet.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Karlsson, K.G.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Pettersson, Astrid
    Stockholms Universitet.
    Ingemansson, Ingmar
    Stockholms Universitet.
    Hammarberg, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Rustad att möta framtiden?: PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
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