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  • 2901.
    Weegar, Rebecka
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nygård, Jan F.
    Dalianis, Hercules
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Efficient Encoding of Pathology Reports Using Natural Language Processing2017Ingår i: Proceedings of the International Conference Recent Advances in Natural Language Processing, RANLP 2017 / [ed] Galia Angelova, Kalina Bontcheva, Ruslan Mitkov, Ivelina Nikolova, Irina Temnikova, Association for Computational Linguistics, 2017, s. 778-783Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this article we present a system that extracts information from pathology reports. The reports are written in Norwegian and contain free text describing prostate biopsies. Currently, these reports are manually coded for research and statistical purposes by trained experts at the Cancer Registry of Norway where the coders extract values for a set of predefined fields that are specific for prostate cancer. The presented system is rule based and achieves an average F-score of 0.91 for the fields Gleason grade, Gleason score, the number of biopsies that contain tumor tissue, and the orientation of the biopsies. The system also identifies reports that contain ambiguity or other content that should be reviewed by an expert. The system shows potential to encode the reports considerably faster, with less resources, and similar high quality to the manual encoding.

  • 2902.
    Weegar, Rebecka
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Pérez, Alicia
    Dalianis, Hercules
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Gojenola, Koldo
    Casillas, Arantza
    Oronoz, Maite
    Ensembles for clinical entity extraction2018Ingår i: Revista de Procesamiento de Lenguaje Natural (SEPLN), ISSN 1135-5948, E-ISSN 1989-7553, nr 60, s. 13-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Health records are a valuable source of clinical knowledge and Natural Language Processing techniques have previously been applied to the text in health records for a number of applications. Often, a first step in clinical text processing is clinical entity recognition; identifying, for example, drugs, disorders, and body parts in clinical text. However, most of this work has focused on records in English. Therefore, this work aims to improve clinical entity recognition for languages other than English by comparing the same methods on two different languages, specifically by employing ensemble methods. Models were created for Spanish and Swedish health records using SVM, Perceptron, and CRF and four different feature sets, including unsupervised features. Finally, the models were combined in ensembles. Weighted voting was applied according to the models individual F-scores. In conclusion, the ensembles improved the overall performance for Spanish and the precision for Swedish.

  • 2903.
    Weerasinghe, Thushani
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo.
    Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an online course: individual learners and collaborative learners. Designing for learner satisfaction and learning effectiveness for both types of learners is challenging. In fact, previous research has noted that many online courses fail due to poor design. As a solution, researchers have identified instructional design principles that can guide the design of successful online courses. However, these principles lack detailed information to apply them in contexts different from where they had been identified. This consideration raises a question: how does one adapt the existing design principles to design online courses that promote both individual and collaborative learning, particularly in contexts where online courses are supposed to be conducted with minimal teacher support? In the present research, this question is addressed via two sub-research questions: (1) which course components and their design features can promote learners’ satisfaction, perceived learning, and learning effectiveness, and (2) which course components and their design features can stimulate inquiry-based learning and peer-teaching? The research was carried out in the field of educational design research with sets of students and instructional designers of a virtual learning environment prepared for a university-level degree programme in Sri Lanka. Referring to the findings of this research, the thesis discusses how to design online courses that promote both individual and collaborative learning. Further, based on the findings, the thesis presents a set of design principles and guidelines to promote both individual and collaborative learning in online courses that are on information technology related subjects and prepared for distance learning programmes.

  • 2904.
    Weerasinghe, Thushani A.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo, Sri Lanka.
    Hewagamge, Kamalanath
    University of Colombo, Sri Lanka.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Re-evaluation of community of inquiry model with its metacognitive presence construct2012Ingår i: The International Journal on Advances in ICT for Emerging Regions, ISSN 1800-4156, Vol. 5, nr 4, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Among the discussion-content analytical tools in the field of e-learning research, the community of inquiry (CoI) model is extensively applied and continuously improved by its users. This model investigates the types of elements that are manifested through inquiry-based learning processes in online discussions. They are social, cognitive, teaching and metacognitive presences. These elements are essential for meaningful student interactions to take place in online learning environments. In particular, the metacognitive presence construct of the CoI model discovers the students’ ability of self and co-regulation of learning in an online learning environment. However, the metacognitive presence construct of the CoI model has not been evaluated along with the other components of the model. Therefore, in this paper the CoI model was re-evaluated to determine its reliability in analysing discussions in online courses on information technology related subjects. The evaluation is conducted with four online courses designed and developed for a distance learning programme in Sri Lanka. The paper discusses the modifications that were needed to make the model more applicable for conducting discussion-content analysis in similar types of online learning environments, and reports on the results of the final evaluation. Furthermore, the findings of the study imply that the theoretical framework of the CoI model needs to be improved to properly enclose the metacognitive presence component. In spite of this, the study adds points to the CoI model supporting for its well applicability and reliability in analysing online discussion content in information technology related courses.

  • 2905.
    Weerasinghe, Thushani A.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo, Sri Lanka.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath P.
    University of Colombo, Sri Lanka.
    An Empirical Study: A success story of effectiveness of an OLE2008Ingår i: Proceedings of International Conference on Computer Aided Learning (ICL) 2008 / [ed] Michael E. Auer, 2008, s. 1(10)-10(10)Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents the results of an empirical study conducted with students following a distance education program. In the study questions posed were whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students’ learning styles, number of LMS hits and learning achievements. Students were given access to a specially designed course section. The students’ learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to support learners with different learning style preferences.

  • 2906.
    Weerasinghe, Thushani A.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath P.
    University of Colombo School of Computing, Sri Lanka.
    Designing Online Learning Environments for Distance Learning2009Ingår i: International Journal of Instructional Technology and Distance Learning, ISSN 1550-6908, Vol. 6, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The design of an Online Learning Environment (OLE) and presentation of content in a distance educational programme is a major factor in success or failure of the learning programme. The role of instructional designers who design online learning environments for distance learning programmes has become demanding. In order to support instructional designers to do their work effectively, they are provided with instructional design guidelines. However, most of these guidelines are not specific nor easily applicable. Therefore, we were motivated to create sets of easy applicable instructional design guidelines. We selected an OLE which was already reported as successful in achieving learning effectiveness and student satisfaction. We gathered students’ experiences on using the OLE for their studies and analysed the data to find what design components of the OLE has led to the learner satisfaction, what design strategies used to design the learning content and design features of it led to the learning effectiveness and whether there was a relationship between students’ learning style preferences and students’ learning design preferences. The findings of the data analysis were presented as guidelines for instructional designers of online learning materials for novice online learners in distance learning programmes. on computer applications and information technology.

  • 2907.
    Weerasinghe, Thushani A.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo, Sri Lanka.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath P.
    University of Colombo, Sri Lanka.
    Student led inquiry-based learning2014Ingår i: International journal of education and information technologies, ISSN 2074-1316, Vol. 8, s. 265-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Inquiry-based learning and peer-teaching are two teaching and learning approaches best applicable in higher educational contexts. Considering benefits of each approach in learning, a study was conducted to determine how to design peer-teaching activities to promote inquiry-based learning. Data were collected from a group of instructional designers, a sample group of students in an online learning environment prepared for a distance learning programme and from the learning management system of the online learning environment. The findings of the study were used to improve sets of design principles that were followed to design the peer-teaching activity. In addition, sets of design guidelines were also prepared for easy application of the design principles.

  • 2908.
    Weerasinghe, Thushani Alwis
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Learner satisfaction, learning effectiveness and instructional design2009Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
  • 2909.
    Weerasinghe, Thushani Alwis
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, K. P.,
    Learners' Satisfaction, Learning Style Preferences and Effectiveness of an OLE2008Ingår i: International Journal on Emerging Technologies in Learning (iJET), Vol. 3Artikel i tidskrift (Refereegranskat)
  • 2910.
    Weerasinghe, Thushani Alwis
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo, Sri Lanka.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath Priyantha
    University of Colombo, Sri Lanka.
    Inquiry-Based Learning With or Without Facilitator Interactions2012Ingår i: Journal of Distance Education, ISSN 0830-0445, Vol. 26, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper discusses findings of a study investigating how students, on four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analysing discussions of the online courses using the community of inquiry model. The results of the study imply that students in online discussions can engage in deep and meaningful learning, even when there is no facilitator interaction. Further the findings of the analysis suggest that successful inquiries are possible without teacher or facilitator interactions, if learning environments are designed to support students to be interactive and the students have motivation, regulatory skills and a willingness to collaborate with peers.

  • 2911.
    Weerasinghe, Thushani Alwis
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Colombo, Sri Lanka.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath Priyantha
    University of Colombo, Sri Lanka.
    Learners' satisfaction, learning style preferences and effective use of an OLE2008Ingår i: International Journal of Emerging Technologies in Learning, ISSN 1863-0383, Vol. 3, s. 77-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to find whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students? learning styles, number of LMS hits and learning achievements. The students were given access to a specially designed course section. The students? learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to satisfy and support the learners with different learning style preferences.

  • 2912.
    Weerasinghe, Thushani
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath
    Designing a peer-teaching activity to promote inquiry-based learning2013Ingår i: Mathematics and Computers in Contemporary Science: Proceedings / [ed] Reinhard Neck, WSEAS Press , 2013, s. 34-43Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper discusses findings of a study conducted to determine how to design peerteaching activities to promote inquiry based learning in a virtual learning environment (VLE) designed for a distance learning programme where teacher support is kept at a minimum level. A previous study conducted in the same environment, revealed that the students could engage in peer-teaching. Considering this ability and the instructional designers’ requirement to know how forum based activities should be designed, a peer-teaching activity was designed with necessary instructions to promote inquiry-based learning in the VLE. The activity was designed based on sets of collaborative and inquiry-based learning design principles. The findings of the study were used to improve the sets of design principles. In addition, sets of design guidelines were also prepared for easy application of the design principles.

  • 2913. Weigand, Hans
    et al.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Jayasinghe Arachchig, Jeewanie
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Closing the User-Centric Service Coordination Cycle by Means of Coordination Services2011Konferensbidrag (Övrigt vetenskapligt)
  • 2914. Weigand, Hans
    et al.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Jayasinghe Arachchig, Jeewanie
    Closing the User-Centric Service Coordination Cycle2010Ingår i: Proc. of the 22nd International Conference on Advanced Information Systems Engineering (CAiSE'10) Forum, Springer Verlag , 2010Konferensbidrag (Övrigt vetenskapligt)
  • 2915. Weigand, Hans
    et al.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Jayasinghe Arachchig, Jeewanie
    Describing Coordination Services with REA2010Ingår i: Proc. of the 5th International Workshop on Business/IT Alignment and Interoperability (BUSITAL'10), CEUR , 2010Konferensbidrag (Övrigt vetenskapligt)
  • 2916. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A Petri Net Specification of the REA Business Ontology2016Ingår i: Proceedings of the CAiSE'16 Forum at the 28th International Conference on Advanced Information Systems Engineering (CAiSE 2016) / [ed] Sergio España, Mirjana Ivanović, Miloš Savić, 2016, s. 49-56Konferensbidrag (Refereegranskat)
    Abstract [en]

    Current auditing procedures struggle with the incorporation of new data-driven techniques such as Process Mining. Although Process Mining has been applied experimentally on micro-level workflow processes, it is not so easy to apply on the level of the value cycle that is at the core of accounting databases. A more general problem is that the new smart approaches lack a well-developed accounting ontology. The REA business ontology does offer such an ontology but so far, its main focus has been on accounting database design. In this paper, a Petri Net specification of REA is proposed for ontology-based process analysis. This specification makes it possible to express more than the traditional static specification. The paper also describes how REA Petri Nets can be developed using Process Mining and how they can be applied in a Continuous Auditing framework.

  • 2917. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    The Value of a Meta Perspective in Social Innovation2016Ingår i: STPIS 2016: Socio-Technical Perspective in IS Development: Proceedings of the 2nd International Workshop on Socio-Technical Perspective in IS Development co-located with 28th International Conference on Advanced Information Systems Engineering (CAiSE 2016) / [ed] Stewart Kowalski, Peter M. Bednar, Ilia Bider, 2016, s. 50-64Konferensbidrag (Refereegranskat)
    Abstract [en]

    Collective Awareness Platforms (CAP) have been promoted as an enabler of social innovation. A CAP supports the collection of data (quantitative and qualitative, and using all the technical possibilities that are rapidly becoming available, e.g. sensors), the integration of the data, and the presentation of results to the community in order to adapt their behavior or develop new behavior patterns. Typically, a CAP has many stakeholders. To support the development and maintenance of CAPs, we propose the notion of META-CAP, a platform that allows participants to reflect on the CAP from a value and collaboration perspective. The META-CAP architecture described in this paper is evaluated from the perspective of socio-technical design.

  • 2918. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Value-based Service Modeling and Design: Toward a Unified View of Services2009Ingår i: Proc. of the 21st International Conference on Advanced Information Systems (CAiSE09), 2009Konferensbidrag (Refereegranskat)
  • 2919. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bukhsh, Faiza
    Conceptualizing Auditability2013Ingår i: Proceedings of the CAiSE'13 Forum / [ed] Rébecca Deneckère, Henderik A. Proper, 2013, s. 49-56Konferensbidrag (Refereegranskat)
    Abstract [en]

    Compliance has become a strategic concern for many companies and organizations. To prove actual compliance, the organization must disclose itself (be auditable). A plethora of advanced tools has been developed to support compliance management and auditing processes. However, not all organizations are the same. To apply these tools effectively and efficiently, the organization itself and the maturity of its management control should be considered as well. The goal of this exploratory paper is to define auditability on a general conceptual level. We introduce four levels of auditability, where each level adds to the self-knowledge and being-in-control of the organization.

  • 2920. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Edirisuriya, Ananda
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ilayperuma, Tharaka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Value Object Analysis and the Transformation from Value Model to Process Model2007Ingår i: Enterprise Interoperability: New Challenges and Approaches / [ed] Doumeingts, Guy et al., 2007, s. 55-65Konferensbidrag (Övrigt vetenskapligt)
  • 2921. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Data- och Systemvetenskap. Informationssystem.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Data- och Systemvetenskap. Informationssystem.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Informationssystem.
    Edirisuriya, Ananda
    Ilayperuma, Tharaka
    Zdravkovic, Jelena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Informationssystem. Tillämpad IT med entreprenörskap.
    A Unified Architecture for Value-Driven Service Design2008Ingår i: Proc. 3rd Intl. Workshop on Business/IT-Alignment and Interoperability (BUSITAL'08), 2008Konferensbidrag (Övrigt vetenskapligt)
  • 2922. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Edirisuriya, E. A. Terrence Ananda
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ilayperuma, Tharaka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    On the Notion of Value Object2006Ingår i: Proceedings of the 18th Conference on Advanced Information Systems Engineering (CAiSE'06), Luxembourg, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 2923. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Informationssystem.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Informationssystem.
    Edirisuriya, Ananda
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Informationssystem.
    Ilayperuma, Tharaka
    Strategic Analysis using Value Modelling - the C3-Value Approach2007Ingår i: Proceedings of the 40th Hawaii International Conference on System Sciences (HICSS-40), 2007Konferensbidrag (Övrigt vetenskapligt)
  • 2924.
    Weigand, Hans
    et al.
    Tilburg University, , .
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Andersson, Birger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Jayasinghe Arachchig, Jeewanie
    Tilburg Univresity, , .
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Management Services - A Framework for Design2011Konferensbidrag (Refereegranskat)
  • 2925. Weigand, Hans
    et al.
    Johannesson, Paul
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bergholtz, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Accounting for service value - An ontological approach2015Ingår i: 2015 IEEE 9th International Conference on Research Challenges in Information Science (RCIS): Proceedings / [ed] Colette Roland, Dimosthenis Anagnostopoulos, Pericles Loucopoulos, Cesar Gonzalez-Perez, IEEE Computer Society, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    With the growing importance of services in the modern enterprise there is a need for innovating traditional management accounting practices. In the Service Science literature, some work has been devoted to service accounting but mainly on a conceptual level. To address this research challenge, we have built an integrated service accounting framework on top of the business ontology REA. The e3value model is a useful tool to give an overall picture of a service network, which can be combined smoothly with the more detailed REA model. The result has been evaluated on the basis of the requirements and with an example from online gaming. As far as we know, it is the first worked out service accounting framework in Service Science and allows giving often-used concepts as value-in-use a precise definition.

  • 2926. Weilenmann, Alexandra
    et al.
    Juhlin, Oskar
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Kommunikation och kognition. Mobile Life.
    Hunting for Fun: Solitude and Attentiveness in Collaboration2008Ingår i: Proceedings of Computer Supported Cooperative Work, CSCW'08, 2008Konferensbidrag (Övrigt vetenskapligt)
  • 2927.
    Weilenmann, Alexandra
    et al.
    Göteborg University, , .
    Juhlin, Oskar
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Time to Revisit Mobility in Mobile HCI?2011Ingår i: Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services, 2011Konferensbidrag (Refereegranskat)
  • 2928.
    Weilenmann, Alexandra
    et al.
    Göteborg University, , .
    Juhlin, Oskar
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Understanding People and Animals: On Ordinary Human-Canine Interaction and the Use of a Positioning System in the Wild2011Ingår i: 29th ACM Conference on Human Factors in Computing Systems, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Animals are increasingly integrated in interactive contexts depending on digital technologies. The current and future use of such technologies is a relevant topic for HCI research. However, the field is struggling with the inherent problem of ‘interaction’ in understanding interaction with animals. We argue for a way forward based on critical anthropomorphism informed by ethnomethodology, with a focus on manifest interaction. Drawing upon a field study of hunters’ use of a GPS dog tracking-device, we discuss how interaction between dogs and humans is affected when new technology is introduced. The GPS data is situated and interpreted by the dog handler, and supports the hunter’s work of dealing with the dogs’ intentions. This opens up for new forms of interactions with the dog. When studying and designing for interaction between humans and animals we should move beyond merely looking at dyadic relationships, and also consider the social organization of the interaction.

  • 2929. Weilenmann, Alexandra
    et al.
    Säljö, Roger
    Engström, Arvid
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobile Video Literacy: Negotiating the Use of a New Visual Technology2014Ingår i: Personal and Ubiquitous Computing, ISSN 1617-4909, E-ISSN 1617-4917, Vol. 18, nr 3, s. 737-752Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we examine the practice of learning to produce video using a new visual technology. Drawing upon a design intervention at a science centre, where a group of teenagers tried a new prototype technology for live mobile video editing, we show how the participants struggle with both the content and the form of producing videos, i.e. what to display and how to do it in a comprehensible manner. We investigate the ways in which video literacy practices are negotiated as ongoing accomplishments, and explore the communicative and material resources relied upon by participants as they create videos. Our results show that the technology is instrumental in this achievement and that as participants begin to master the prototype, they start to focus more on the narrative aspects of communicating the storyline of a science centre exhibit. The participants are explicitly concerned with such issues as how to create a comprehensible storyline for an assumed audience, what camera angles to use, how to cut and other aspects of the production of a video. We consider these observed activities to be candidate steps in an emerging mobile video literacy trajectory that involves developing a capacity to document and argue by means of this specific medium.

  • 2930. Weiner, Carina Kruger
    et al.
    Skalen, Maya
    Harju-Jeanty, Dick
    Heymann, Robert
    Rosen, Annika
    Fors, Uno
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lund, Bodil
    Implementation of a Web-Based Patient Simulation Program to Teach Dental Students in Oral Surgery2016Ingår i: Journal of Dental Education, ISSN 0022-0337, E-ISSN 1930-7837, Vol. 80, nr 2, s. 133-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to evaluate a web-based simulation of patients (Web-SP) program on learning skills in clinical reasoning and patient evaluation in the oral surgery education of third-year dental students. A secondary aim was to investigate the program's effect on students' learning, knowledge, and attitudes towards virtual patient simulations. Authentic virtual oral surgery patient cases were created at a dental school in Sweden using the Web-SP platform. The Web-SP program was introduced in a two-hour seminar. A 20 -minute pre-seminar test (test A) was administered to assess the students' knowledge of oral surgery prior to experiencing the Web-SP program. Ten days after the seminar, another test (test B) was administered to evaluate the increase in oral surgery knowledge as a result of using the program, and an emailed survey of the students was conducted. Of 70 students in the course, 67 (95.7%) agreed to participate in the study and took test A; of these, 59 (88%) took test B. Of the 59 students who took both tests, 28 (42%) completed the survey. The results of the two tests showed a statistically significant increase in knowledge, which was in accordance with the learning goals (p<0.0001). The survey results showed that the students had a positive attitude towards the teaching method. In this study, Web-SP was found to be a valuable tool for teaching clinical reasoning and patient evaluation in an undergraduate oral surgery education setting by improving learning outcomes in comparison with traditional teaching alone.

  • 2931. Westin, Fredrik
    et al.
    Koroorian, Saam
    Jonson, Marcus
    Kajko-Mattsson, Miroslawa E J
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lesson Learned from Attempts to Implement Daily Build2004Ingår i: Conference on Software Maintenance and Reengineering, 2004Konferensbidrag (Refereegranskat)
  • 2932.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    500 gamers access2010Ingår i: Computer Games, Multimedia and Allied Technology 10 Proceedings, 2010Konferensbidrag (Refereegranskat)
  • 2933.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Community Driven Adaptation of Game Based Learning Content for Cognitive Accessibility2016Ingår i: Proceedings of The 10th European Conference on Games Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, s. 781-787Konferensbidrag (Refereegranskat)
    Abstract [en]

    Computer games have great potential both for learning purposes and to overcome cognitive disabilities such as dyslexia, but many games are unnecessarily inaccessible by design for many gamers. There are few games accessible for people with cognitive impairments and cognition is also less researched regarding game accessibility. This gap is especially problematic when using games in educational contexts; both regarding universal human rights of education and equality but also because understanding content is central in a learning situation. Furthermore, game based learning projects often have very limited budgets, restraining to what extent game content can be adapted by the developers. However, computer games are increasingly required to be accessible due to legislation in the USA, which will benefit all gamers to different degrees. The problem is that adapting content usually requires human intervention and extra resources, which are limited for all game developers but especially so for GBL developers and independent entertainment game developers. Involving the game community could be a possible approach for many developers, but how community driven adaptation of textbased content for cognitive accessibility could be achieved is not a trivial question. A possible approach to close the gap in a sustainable way is a community driven adaption of content such as transforming text into a simplified form, while maintaining meaning of the text and keeping the game balanced. This interdisciplinary, theoretical study discusses these issues based upon academic papers in computer games, learning, social psychology, linguistics, biology, human computer interaction and accessibility. The findings explain what simplified text is and what it means in the context of games, as well as how game balance can be achieved in different approaches of games and learning. Furthermore, the findings are discussed regarding motivations for the game community for contributing with simplified texts, and how to create accessible interfaces for selecting the highest-rated simplified texts. Concluding remarks are that community based adaptation can be preferred to – or be used in conjunction with – automated and/or individual solutions. Also, how to design a ranking system for acknowledging authors is discussed as well as what social psychology techniques can be used to increase user participation. Handling abuse of the system is important, as well as considering different challenges for different forms of games (real-time/turn-based, multi-player/single-player) and different approaches to games and learning. Finally, future work with participatory action research and potential benefits for people with other disabilities is discussed.

  • 2934.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Game accessibility case study: Terraformers - a real-time 3D graphic game2004Ingår i: Proc. 5th Intl Conf. on Disability, Virtual Reality and Assoc. Technologies, Whiteknights, Reading, RG6 6AY, UK: Paul Sharkey, Rachel McCrindle & David Brown , 2004Konferensbidrag (Refereegranskat)
  • 2935.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Game Not Over: Accessibility Issues in Video Games2005Ingår i: HCI International 2005: 11th International Conference on Human-Computer Interaction, 2005Konferensbidrag (Refereegranskat)
  • 2936.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusion in digital culture: Issues of formal education and computer games2014Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Education is a human right but many pupils in Sweden, especially boys, have trouble of grading in school. Formal education exists to socialise young people in society, which today is characterised by a digital culture, where playing computer games is one of the most common youth activities. However, previous research has shown: barriers of using games in school; different views of games in school (e.g. as tools or culture); and that the potential for social inclusion through games should be investigated further. Related to this, there are also issues of accessibility in games. As the games in this study are commercial products and guidelines exist for how to achieve game accessibility, one issue of game accessibility concerns investment. Thus, the problem in this study is: The barriers of the formal education system related to games as well as the issues of games related to accessibility are obstacles, which have to be addressed from the perspective of inclusion.

    Based on the problem, two questions were investigated. The first question was: -When situations were found where the learning worked, how were meaningful affordances created by the pupils? This was studied with ethnography in an upper secondary education designed for gamers (P2) between 2010 and 2012. P2 was aimed at youth who have had different but significant issues in traditional school, and a strong interest in games. Data was collected with semi-structured interviews, participatory observation and various media files and game environments created by the pupils. Analysis was made iteratively with both abductive and retroductive approaches, where tentative hypotheses were created and rejected along the way. The results show that the pupils’ affordances made them interested in attending formal education, in contrast to their previous school experiences. However, when P2 was transformed into traditional education, the affordances broke down.

    The second question was: - Can implementation of solutions for increased accessibility with focus on cognitive impairments give return on investment for game developers? A web-based survey was conducted, sent to ~100 game producers in Sweden and the USA. Based upon previous research with census data of people with disabilities, it was calculated that ~4% of the population (those with cognitive impairments) would benefit from following available game accessibility guidelines. The questions concerned the number of man-hours each of the basic guidelines. The results showed that it would require ~3% of the total budget. As this is less than the number of potential gamers who would benefit from the guidelines, it indicates that return on investment can be achieved. The return on investment is also discussed from goal rational and value rational points of view. Finally, further research is presented.

  • 2937.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusive Digital Socialisation: Designs of Education and Computer Games in a Global Context2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context.

  • 2938.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Large Scale Game Accessibility: A survey of possible engine independent solutions2012Ingår i:  :  , 2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This was a keynote presentation at the International Conference on Translation and Accessibility in Video Games and Virtual Worlds. Computer games use various modalities for interaction, depending on e.g. the platform or game genre. Keys or buttons (mouse, keyboard, controllers etc), gestures (joystick, mouse, body), voice commands, speech feedback (samples or syntheziser), interactive music, haptics, biofeedback (EMG, EEG, EOG signals). The list goes on. The Sony Playstation Eyetoy and Singstar, the Nintendo Wii, the Apple iPhone and the Microsoft Kinect are all examples of commercial success for multimodal interaction. Multimodality has reached the masses thanks to this development of consumer affordable hardware. Game accessibility relies on multimodal interaction. Sight disabled gamers use e.g. braille, speech synthezis, voice commands and spatial audio to interact with games. Gamers with mobility or dexterity disabilities use a range of different special or modified hardware controllers. Deaf gamers rely on subtitles, closed captioning, visualization of sounds or modifications to represent audio with haptics. Some solutions are included in operative systems while other solutions are more or less affordable. Some solutions require technical expertise by the gamer or by the game developers to implement. Compared with a PC, game consoles and handhelds as well as tablets and phones are harder to adapt due to a more closed system design. On the PC platform accessibility is more independent of the original designer. Game accessibility has been improved by a number of developers and researchers over the years. All of these contributions are important and often done with small or no funding. However, it has proven hard to create accessibility solutions on a large scale, say for an entire game genre across platforms or for all games on a specific platform. Design guidelines exist inspired by the W3C guidelines for web accessibility. Game engines may use XML for various purposes but there is far from a standard markup language across engines and platforms, as is the case with the web. This is one of many reasons a generic approach is harder to implement for games. The question then, is: How may game accessibility be achieved on a large scale for as many disabled as possible, in the near future? Based upon the above some conclusions can be made. Game accessibility may benefit from affordable and common multimodal consumer products. Other available software and hardware on the PC platform may be used to enhance accessibility, e.g. automated translation, analysis and transformation of content to be accessible to the user’s needs. User generated content can be used to improve where the automated approach fails (e.g. Google Translate and corrections by users). A first large-scale attempt should be made for PCs, which are easier to modify than consoles, tablets or phones. This paper presents a concept the author calls engine independence (EI). This means that the accessibility solutions act in parallell to the game, rather than being directly integrated with the game engine. This way, game accessibility solutions may be scaled without the need of standardization.

  • 2939.
    Westin, Thomas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Return of the Gamer: Perceptions of the Digital Room2012Ingår i: Designs for Learning 2012: 3rd International Conference Exploring Learning Environments. Conference Proceedings, København: Aalborg Universitet København , 2012, s. 171-173Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper presents an ethnographic study of the Digital Room, a secondary education designed for “gamers”. They are pupils who had left school and have a strong interest in digital culture, mainly commercial off-the-shelf (COTS) computer games. The study is based on interviews with, and observations of pupils. The problem of the traditional school is investigated through their perception of what makes the Digital Room work

  • 2940.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Bierre, Kevin
    Rochester Institute of Technology, , Department of Interactive Games and Media.
    Gramenos, Dimitris
    Foundation for Research and Technology – Hellas, , .
    Hinn, Michelle
    Pursuit of Happiness Foundation, , .
    Advances in Game Accessibility from 2005 to 20102011Ingår i: HCI International, Florida: Springer , 2011Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Forskningen inom tillgänglighet för datorspel har ökat markant sedan den undersöktes senast 2005. Detta papper undersöker forskningen som utförts mellan 2005 till 2010. Vi valde en uppsättning papper om ämnen som vi kände representerade hela området, men vi kunde inte inkludera alla papper i området. En sammanfattning av forskningen som vi undersökt presenteras, med förslag på framtida forskning inom tillgänglighet för datorspel. Förhoppningen är att denna summering kan uppmana andra att utföra ytterligare forskning inom detta område.

  • 2941.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Dupire, Jerome
    Design of a Curriculum Framework for Raising Awareness of Game Accessibility2016Ingår i: Computers Helping People with Special Needs: 15th International Conference, ICCHP 2016, Linz, Austria, July 13-15, 2016, Proceedings, Part I / [ed] Klaus Miesenberger, Christian Bühler, Petr Penaz, 2016, s. 501-508Konferensbidrag (Refereegranskat)
    Abstract [en]

    While game accessibility is well researched, many game developers lack awareness of issues and solutions and there is no framework to support educators in teaching about game accessibility. This study is based on an international survey to accessibility researchers, as well as people in the game industry and related communities. The quantitative data shows the most weighted topics in a curriculum, and the qualitative data provides detailed quotes to explain how a curriculum framework could be designed. Results also show that there is a need to change attitudes to game accessibility, but also to focus on practice, basic concepts and needs of disabled in an introductory course, while an advanced course could focus more on theory and solutions which are harder to implement. Future research is to follow-up this study to further validate our conclusions.

  • 2942.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Dupire, Jerome
    Evaluation and Redesign of a Curriculum Framework for Education About Game Accessibility2016Ingår i: Entertainment Computing - ICEC 2016: 15th IFIP TC 14 International Conference, Vienna, Austria, September 28-30, 2016, Proceedings / [ed] Günter Wallner, Simone Kriglstein, Helmut Hlavacs, Rainer Malaka, Artur Lugmayr, Hyun-Seung Yang, 2016, s. 217-222Konferensbidrag (Refereegranskat)
    Abstract [en]

    Game Accessibility (GA) has been brought to the front of the video game landscape thanks to a recent but major change in the US law called the Communications and Video Accessibility Act; GA is now a legal obligation for game developers in the US. However, there is a gap between legislation and practice of GA. This study is based upon a previous tentative curriculum framework (TCF) for GA. The questions are: What are the opinions among educators and game developers regarding the TCF? How could the TCF be redesigned? To answer the questions, the TCF was surveyed with practitioners and researchers in the GA community. This paper presents an evaluation and redesign of the TCF, divided into different categories, depending on the students’ profiles, scopes and skills. Furthermore, how the curriculum content can be created and shared is also discussed, as well as future work.

  • 2943.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Furöstam, Malin
    Yasasindhu, Roy
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Balancing Game Universes for Playing Without Sight or Hearing2015Ingår i: AAATE 2015, IOS Press , 2015Konferensbidrag (Refereegranskat)
  • 2944.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lange, Göran
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Gamers versus the Index2012Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 3, nr 8B, s. 25-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents an ethnographic study of pupils within a trial programme (P2), aimed at developing an upper secondary education for so-called ‘gamers’ who had ‘dropped out’ of school. It was done to fol-low up a previous trial programme (P1), since many young persons have problems with school. The main question examined here is: If we found situations where the learning worked, by means of social respon-sitivity, what components were active? How were meaningful affordances created? The trials may be un-derstood from a historical perspective on orality and literacy. Print enabled words to be embedded in space as indexes (tables, lists etc) rather than in time (as orality implies). The index is practiced at the core of traditional school today, with attendance lists and schedules (controlling time and space) and school-books (finalizing the word). Digital culture challenges these structures where the word is not as finalized, and literacy may include other modalities than writing. School is a culture conservative context, which fights back this transformation with more control, through the use of indexes and constraints on digital culture. As contrast, P2 replaced the schedule with full workdays. This enabled the use of commercial off-the-shelf (COTS) computer games, especially massively multiplayer online (MMO) games, as re-placement for schoolbooks (not all books). The study is based on interviews with the pupils as well as daily participatory observations for two years. Further, data about attendance over two years and grades at the start and end of P2 are presented. The results show that most of the pupils returned to school, became interested in learning again and got grades. They expressed a sense of freedom, which is closely related to the voluntary aspect of playing a game. In other words, to do things for the sake of the actitivity itself, ra-ther than some external learning goal. The paper concludes with a comparison between P2 and traditional school, based upon the study and suggests future research. A review of related research is also included.

  • 2945.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lange, Göran
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wiklund, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norberg, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    System Design Requirements for Formal Education Based on COTS Entertainment Computer Games2015Ingår i: ECGBL 2015, Academic Conferences Publishing , 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Computer games can be designed as tools for school, but formal education can also be game-oriented based on dialogue enabling the use of commercial-off-the-shelf (COTS) entertainment games. The latter design was applied in two upper-secondary school trial educations, called the Digital Room. A problem is that teachers have to grade pupils based on assessment of the learning process through playing COTS games together with the pupils, while retaining compliance with the school regulations which can also change over time. The question is: what are the requirements for designing a system supporting teachers in bridging this gap? This paper describes and compares two trials of the Digital Room, enabling a long-term study between 2003-2013 with secondary school pupils and teachers. To answer the question in this paper, teachers from both trials were interviewed and situations were analysed based on a critical realist approach. Lack of time to manage and reflect on the documentation for assessment was a critical part of the results, and a teacher support system was explicitly asked for. Knowing what to document was crucial as games have many modes of expression, and understanding how to assess what has been documented was the hardest part. Conclusions are that a knowledge management system (KMS) could aid teachers in supporting each pupil to fulfil their goals and the requirements of the existing school system. Due to the expressed lack of time for management and assessment of documentation, the KMS should compile the data of each pupil’s actions in the game as basis for grading. Further, this KMS could be used for further learning by combining explicated knowledge from the socialisation process. Pupils could also add explicit information to the KMS about findings on the Internet and from oral dialogue with peers and teachers. Thus, the KMS must enable multimodal expressions to be as accessible as possible, including pupils with impairments. Information must be searchable and sortable which can be a challenge to achieve with other modes of expression than text. Further, the KMS design has to include both pupils and teachers in evaluations, and be easy to adapt when new regulations create new conditions. Future research includes implementing and evaluating the system in a similar game-oriented formal education context outside of traditional school.

  • 2946.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Perera, Harsha
    Anuradha, Upul
    Game Based Learning of Programming in Underprivileged Communities of Sri Lanka2016Ingår i: Proceedings of the 10th European Conference on Games Based Learning: The University of the West of Scotland, Paisley, Scotland, 6-7 October 2016 / [ed] Thomas Connolly, Liz Boyle, Academic Conferences Publishing, 2016, s. 773-780Konferensbidrag (Refereegranskat)
    Abstract [en]

    Game based learning (GBL) has emerged during the last decade in so-called high-income countries with good access to computers, while many low and middle-income countries are starting to explore GBL and its potential in education. For instance, the increased use of smartphones in Sri Lanka provides better opportunities to play games. Furthermore, a first GBL course at the University of Colombo was organised in 2015. In this study, an effort to raise awareness of the various possibilities of ICTs within underprivileged communities of Sri Lanka was made. A free, web-based game for learning programming was used at two different telecentres during three workshops, with three different age groups: 1) 14 students aged 10-18; 2) 19 students aged 8-16; and 3) 18 school leavers aged 15-20. Telecentres are places providing access to computers, Internet and various services. The progress of participants through the game was observed and notes were taken during the workshops, followed up by group interviews, and a survey of all participants. Our findings show that the participants found the game to be fun and of medium difficulty level. They also expressed that they need to learn English better and improve their computer skills to be able to learn more programming. Despite the limited Internet access, limited number of computers, and language barriers, most students and school leavers completed between 10 to 15 puzzles, including programming concepts of commands, conditions and events. The youngest participants (8 years old) completed at least 5 puzzles. From our results we conclude that without prior programming experience, all the participants became motivated to learn more about programming within the 1.5 hours of the workshop with this GBL approach. This indicates that the learning curve of the GBL approach to learn programming is considerably low whereas the motivation to learn through GBL is high. Furthermore, the GBL approach has good potential to raise awareness of learning opportunities at telecentres. Skills in programming games and related ICT skills can be beneficial for the whole community; it may enable further development of services and designs addressing the local needs. In our future work we aim to follow-up through online communication with the participants regarding how they can continue to learn more about programming and other ICT skills.

  • 2947.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nordeson, Stig
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Operative Series (OpS): a platform independent carrier mechanism for game accessibility and AI2009Ingår i: Computer Games, Multimedia and Allied Technology 09 Proceedings, United Kingdom: Dr. Edmond Prakash , 2009, nr 1Konferensbidrag (Refereegranskat)
  • 2948.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Näckros, Kjell
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Game Accessibility Implementation Model (GAIM)2008Ingår i: Computer Games & Allied Technology '08- Animation, Multimedia, IPTV & Edutainment, 3 Anson Road, #32-00, Springleaf Tower, Singapore 079909: Edmond Prakash , 2008Konferensbidrag (Refereegranskat)
  • 2949.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Söderström, David
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlsson, Olov
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusive competitive game play through balanced sensory feedbackManuskript (preprint) (Övrigt vetenskapligt)
  • 2950.
    Westin, Thomas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Söderström, David
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlsson, Olov
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris, Ranill
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Inclusive Competitive Game Play Through Balanced Sensory Feedback2017Ingår i: Harnessing the Power of Technology to Improve Lives / [ed] Peter Cudd, Luc de Witte, IOS Press, 2017, s. 961-968Konferensbidrag (Refereegranskat)
    Abstract [en]

    While game accessibility has improved significantly the last few years, there are still barriers for equal participation and multiplayer issues have been less researched. Game balance is here about making the game fair in a player versus player competitive game. One difficult design task is to balance the game to be fair regardless of visual or hearing capabilities, with clearly different requirements. This paper explores a tentative design method for enabling inclusive competitive game-play without individual adaptations of game rules that could spoil the game. The method involved applying a unified design method to design an unbalanced game, then modifying visual feedback as a hypothetical balanced design, and testing the game with totally 52 people with and without visual or hearing disabilities in three workshops. Game balance was evaluated based on score differences and less structured qualitative data, and a redesign of the game was made. Conclusions are a tentative method for balancing a multiplayer, competitive game without changing game rules and how the method can be applied.

56575859606162 2901 - 2950 av 3114
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