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Mårell-Olsson, Eva
Publications (10 of 40) Show all publications
Mårell-Olsson, E. (2019). Gamification as a teaching strategy: teachers’ readiness for gamified teaching designs. In: Per-Olof Erixon (Ed.), Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20 augusti, 2019.: . Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20:e augusti, 2019.. Umeå
Open this publication in new window or tab >>Gamification as a teaching strategy: teachers’ readiness for gamified teaching designs
2019 (English)In: Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20 augusti, 2019. / [ed] Per-Olof Erixon, Umeå, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Purpose/goals: This presentation reports on a study exploring teachers’ readiness to design gamified teaching activities with the use of contemporary and emerging technologies in K-12 education in Sweden. More specifically, the aim was to explore and understand what opportunities and challenges teachers perceive and express by gamified teaching designs.

Method: The study was conducted between 2014 and 2018 and included four sub-studies where four groups of university students were given the task to design a gamified teaching activity for school students in combination with the use of digital technologies such as laptops, media tablets and smart glasses. The empirical material is based on observations during the school tests and interviews afterwards with the participating school teachers.

Theoretical framing: The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points (Leontiev, 1986). Within activity theory, it is of importance to study the role that an artefact or a tool plays in everyday life (Nardi, 1996). Using Activity Theory as a theoretical framework helps to make sense of a context, and more specifically, the interplay between social relations, materials, tools, and expressed motives within the activity system (Nardi, 1996).

Conclusions: The findings illustrate two emerging themes concerning 1) fostering motivation and collaboration and 2) a pedagogical balance is needed to achieve deeper learning. The school students enjoyed the gamified activities a lot and this fostered their motivation for schoolwork and collaboration. The teachers described it as a catalyst for motivating and engaging school students in schoolwork while at the same time acquiring knowledge. However the challenges they perceive primarily concern time and knowledge about how to design for a pedagogical balance between fun elements in relation to elements that triggers the school students’ knowledge acquisition and learning processes.

Place, publisher, year, edition, pages
Umeå: , 2019
Keywords
Gamified Teachings Designs, Gamification, Teachers Readiness, Pedagogical Balance, Contemporary Technology, Emerging Technology
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-162416 (URN)
Conference
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20:e augusti, 2019.
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-21Bibliographically approved
Mårell-Olsson, E., Bergström, P. & Jahnke, I. (2019). Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms (1ed.). In: Teresa Cerratto Pargman, Isa Jahnke (Ed.), Emergent practices and material conditions in learning and teaching with technologies: (pp. 89-105). Springer
Open this publication in new window or tab >>Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms
2019 (English)In: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, 1, p. 89-105Chapter in book (Refereed)
Abstract [en]

The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.

Place, publisher, year, edition, pages
Springer, 2019 Edition: 1
Keywords
Teachers, one-to-one tablet classroom, Teaching, Learning, Students as consumers, Students as producers, Teacher tool, Student tool
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-157499 (URN)10.1007/978-3-030-10764-2_6 (DOI)978-3-030-10763-5 (ISBN)978-3-030-10764-2 (ISBN)
Available from: 2019-03-25 Created: 2019-03-25 Last updated: 2019-04-04Bibliographically approved
Mårell-Olsson, E. & Broman, K. (2019). The use of Augmented Reality Technology in Chemistry Teaching. In: Per-Olof Erixon (Ed.), Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019: . Paper presented at Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20:e augusti, 2019.. Umeå
Open this publication in new window or tab >>The use of Augmented Reality Technology in Chemistry Teaching
2019 (English)In: Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019 / [ed] Per-Olof Erixon, Umeå, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Purpose/goals: Traditionally in chemistry teaching, molecules are visualized on paper or on a whiteboard/screen, i.e. the molecule is drawn in 2D. However, one basic problem many students are struggling with in basic organic chemistry is the conceptual transition (e.g. from 2D to 3D), and research has shown that spatial thinking is very important for the understanding of chemistry [1][2]. This presentation reports on a study exploring how university students are perceiving the use of augmented reality technology (AR) in chemistry teaching. More specifically, the aim is to explore and understand what opportunities and challenges students perceive when using AR-technology for enhancing their transition from a 2D representation of a molecule to the 3D structure visualised by AR-glasses.

Method: The study was conducted during the spring of 2019 where a group of university students were able to ‘see’ the 3D structure of a nicotine molecule by using AR-glasses. The empirical material is based on discussions during the test and 14 surveys which the students answered anonymously afterwards.

Theoretical framing: Design-based methods were used in the study [3] for exploring the possibilities as well as the challenges students meet when using, for them, such a new emerging technology as AR. For encoding the collected material, thematic analysis [4] was used for identifying key themes and emerging patterns.

Conclusions: The first preliminary findings illustrate both possibilities and challenges when using AR-technology in chemistry teaching. For example, the students expressed an immersive experience and the 3D molecule was perceived as a very real object in the room, and in addition, felt that the amount of information was larger compared to 2D. The challenges concern quite a narrow field of view of the AR-glasses, and the students would like to have several different molecules to be visualized at the same time so as to be able to compare them with how they actually are represented in 3D.

Place, publisher, year, edition, pages
Umeå: , 2019
Keywords
Augmented Reality, AR, Chemistry Teaching, Higher Education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-162415 (URN)
Conference
Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20:e augusti, 2019.
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-21Bibliographically approved
Mejtoft, T., Ristiniemi, C., Söderström, U. & Mårell-Olsson, E. (2019). User experience design and digital nudging in a decision making process. In: A. Pucihar, M. Kljajić Borštnar, R. Bons, J. Seitz, H. Cripps & D. Vidmar (Ed.), 32nd Bled eConference: Humanizing Technology for a Sustainable Societ: Conference Proceedings. Paper presented at 32nd Bled eConference: Humanizing technology for a sustainable society, Bled, Slovenia, June 16-19, 2019 (pp. 427-442). Maribor, Slovenia: University of Maribor Press
Open this publication in new window or tab >>User experience design and digital nudging in a decision making process
2019 (English)In: 32nd Bled eConference: Humanizing Technology for a Sustainable Societ: Conference Proceedings / [ed] A. Pucihar, M. Kljajić Borštnar, R. Bons, J. Seitz, H. Cripps & D. Vidmar, Maribor, Slovenia: University of Maribor Press , 2019, p. 427-442Conference paper, Published paper (Refereed)
Abstract [en]

When using online nudges to steer people in the right directionwhile they are making a decision, there is usually one preferable outcome.What might happen if the user experience is inadequate, will the nudgesstill work or might they be undermined? In this paper we investigate thecorrelation between user experience and digital nudges in a decisionmaking process. A user A/B test was conducted to investigate theproblem. The test participants visited one of two websites that includedthe same nudges where they were nudged to choose option (a) instead of(b). The only difference in the websites was the quality of the userexperience, one website design had a good user experience while the otherone offered an inadequate user experience. The results showed thateveryone who was assigned the good user experience chose (a), while twoof the inadequate experience participants chose (b). The results indicatethat user experience design can be used for digital nudging.

Place, publisher, year, edition, pages
Maribor, Slovenia: University of Maribor Press, 2019
Keywords
Digital Nudging, User Experience, Decision Making Process, Decision, User
National Category
Interaction Technologies
Identifiers
urn:nbn:se:umu:diva-160874 (URN)978-961-286-280-0 (ISBN)
Conference
32nd Bled eConference: Humanizing technology for a sustainable society, Bled, Slovenia, June 16-19, 2019
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-06-26
Bergström, P., Mårell-Olsson, E. & Jahnke, I. (2019). Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions. Scandinavian Journal of Educational Research, 63(1), 38-52
Open this publication in new window or tab >>Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 38-52Article in journal (Refereed) Published
Abstract [en]

This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
One-to-one computing, power, control, didactics
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135207 (URN)10.1080/00313831.2017.1324902 (DOI)000451601200003 ()
Projects
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Funder
Swedish Research Council, 721-2013-774
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-12-19Bibliographically approved
Broman, K., Mårell-Olsson, E. & Johnels, D. (2019). Virtual and augmented reality – a way to develop university students; spatial ability in organic chemistry. In: European Variety In Chemistry Education 2019: Abstract Booklet. Paper presented at 8th European Variety in University Chemistry Education, 17-19 July, Monash Prato Centre, Tuscany, Italy (pp. 24-24).
Open this publication in new window or tab >>Virtual and augmented reality – a way to develop university students; spatial ability in organic chemistry
2019 (English)In: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, p. 24-24Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-161625 (URN)
Conference
8th European Variety in University Chemistry Education, 17-19 July, Monash Prato Centre, Tuscany, Italy
Available from: 2019-07-14 Created: 2019-07-14 Last updated: 2019-07-15Bibliographically approved
Mårell-Olsson, E. & Bergström, P. (2018). A.I.D.A. the digital receptionist: An Artificial Intelligent Assistant solution for Dental Healthcare. In: Lili Jiang, Johanna Björklund, Monowar Hussain Bhuyan, Erik Elmroth, Kary Främling, Amro Najjar, Kai-Florian Richter (Ed.), The 6th Swedish Workshop on Data Science (SweDS18), Umeå, November 20-21, 2018: . Paper presented at The 6th Swedish Workshop on Data Science (SweDS18).
Open this publication in new window or tab >>A.I.D.A. the digital receptionist: An Artificial Intelligent Assistant solution for Dental Healthcare
2018 (English)In: The 6th Swedish Workshop on Data Science (SweDS18), Umeå, November 20-21, 2018 / [ed] Lili Jiang, Johanna Björklund, Monowar Hussain Bhuyan, Erik Elmroth, Kary Främling, Amro Najjar, Kai-Florian Richter, 2018Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

A.I.D.A. the digital receptionist – An Artificial Intelligent Assistant solution for Dental Healthcare

Swedish dental healthcare is facing several challenges that are shared with the rest of the western world regarding how to develop effective dental healthcare in a digitized society. For society, the challenges concern a growing population at the same time as growing staff shortages. It is not possible to address the shortage of dentists and dental nurses by traiing more and it is therefore necessary to find other solutions. In addition, there is an ongoing digitization of dental healthcare and increased demands are being made for developing new innovative solutions, as well as those made on existing structures and systems. The focus is on creating effective dental healthcare in combination with an agile and innovative way of meeting the challenges of the future. The use of Artificial intelligence (AI) in dental healthcare brings the hope of increased quality and effectiveness as well as increased growth and better welfare. This project is about an on-going applied study in dental healthcare. The study context embraces a newly built public dental clinic in the city centre of Umea, Sweden that opened for patients in September 2018.

The clinic’s vision is to become the world’s smartest dental clinic, using smart digital tools and developing smart working methods. Furthermore, the clinic aims to be a fully functioned test bed within two years. The clinic is fully digitized with the latest equipment it is possible to obtain for dental healthcare. The staff recruited have a specific responsibility to be part of the exploration and share their experiences of how to develop dental healthcare for the future. Another focus concerns how to conduct more effective dental healthcare for the patients. One of the on-going projects is an AI-based communication-solution under development called A.I.D.A. – the digital receptionist (e.g. Artificial Intelligent Dental Assistant).

Aim and method

The study aims to investigate how an AI-system can optimize the communication between patient and staff as well as the communication between the staff within the clinic. The research questions focus on patients’ and staffs’ experiences and their use of the developed AI-system concerning opportunities as well as challenges. Design-based research methods will be used as a means to develop an approach to meet the challenges of staff shortages based on the use of AI. Three types of data will be collected based on staff interviews, patient interviews and log data from the AI system. The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points. Activity theory embraces an exploration and an understanding of a context in relation to how social relations and materials, tools and intentions affect acting in different situations.

Thematic analysis will be used to construct an understanding and sense of the collected empirical material and to identify key themes and emerging patterns based on the study’s aim and research questions.

National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153687 (URN)
Conference
The 6th Swedish Workshop on Data Science (SweDS18)
Available from: 2018-11-27 Created: 2018-11-27 Last updated: 2018-11-27
Broman, K. & Mårell-Olsson, E. (2018). Digital Tools in Chemistry Education - Virtual/Augmented Reality & Gamification. In: : . Paper presented at ECRICE 14th European Conference on Research in Chemical Education.
Open this publication in new window or tab >>Digital Tools in Chemistry Education - Virtual/Augmented Reality & Gamification
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-151453 (URN)
Conference
ECRICE 14th European Conference on Research in Chemical Education
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-08
Mårell-Olsson, E. & Bergström, P. (2018). Digital transformation in Swedish schools: Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives. Seminar.net: Media, technology and lifelong learning, 14(2), 174-187
Open this publication in new window or tab >>Digital transformation in Swedish schools: Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives
2018 (English)In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 174-187Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research study about principals’ strategic leadership and organisation of schools within established tablet-based one-to-one computing initiatives. The aim was to investigate how principals lead and guide one-to-one computing initiatives in K–12 education. The research questions focused on principals’ expressed intentions and their strategic leadership and organisation when implementing tablet-based one-to-one computing initiatives in Swedish schools. The empirical material was collected through semi-structured interviews with seven principals in five municipalities where the schools had used tablets for more than six months within a one-to-one computing initiative. The findings are organised by themes concerning one-to-one computing as a strategy to change teaching and working methods, using technology for adapting teaching and learning to every pupil’s needs, and strategies for organisation. The findings show that marketisation of schools (e.g. the school-choice reform) in combination with the annual presentation of national rankings have had an impact on the financial situations of schools because they receive a voucher for every attending pupil. The participating principals’ strategic leadership concerning their intentions and applied strategies on how to lead and organise the digitalised school are an attempt to meet the demands that the marketisation and digitalisation of Swedish schools requires.

Keywords
qualitative study, principals, strategic leadership, one-to-one computing, marketisation of schools
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-152770 (URN)
Available from: 2018-10-23 Created: 2018-10-23 Last updated: 2018-10-23Bibliographically approved
Bergström, P. & Mårell-Olsson, E. (2018). Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design. Seminar.net: Media, technology and lifelong learning, 14(2), 160-173
Open this publication in new window or tab >>Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design
2018 (English)In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 160-173Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research study that scrutinised the student perspective on teachers’ different didactical designs from lessons in the one-to-one computing classroom. Specifically, the aim was to describe and understand three different clusters of didactical design in the one-to-one computing classroom from the student perspective. Each of the three clusters represents different interactions between teachers and students. The research questions embrace how the teachers or students, through the didactical design, will have an advantage over the other. The empirical material was based on student focus groups interviews, enhanced through the method of stimulated recall where different photographs of teaching and learning situations from the one-to-one computing classroom were shown to the students. The results demonstrate three empirical themes: students’ learning in class, students’ learning outside class, and classroom assessment. From a theoretical lens of power and control, the students’ reasoning demonstrates approaches to how teachers regulate students and to how students can make decisions in their learning process. For handling students’ demands, specifically in pedagogical plans, the one-to-one computing classroom becomes one component for making students’ learning processes smoother regarding when to study and how to study.

Keywords
qualitative, one-to-one computing, power, control, didactics
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153727 (URN)
Available from: 2018-11-27 Created: 2018-11-27 Last updated: 2018-11-30Bibliographically approved
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