umu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Mårell-Olsson, Eva
Publications (10 of 44) Show all publications
Broman, K. & Mårell-Olsson, E. (2019). Application of Digital Tools in Chemistry Education: Virtual Reality, Augmented Reality and Gamification. In: 2019 ESERA: . Paper presented at 2019 ESERA conference in Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>Application of Digital Tools in Chemistry Education: Virtual Reality, Augmented Reality and Gamification
2019 (English)In: 2019 ESERA, 2019Conference paper, Oral presentation only (Refereed)
Abstract [en]

In a politician-decided top-down implementation of digital tools into the school curricula, chemistry education researchers and teacher educators try to develop relevant and meaningful digital tools possible to use to increase students’ learning. To exemplify and explore the impact of digital tools on students’ learning processes, two chemistry education projects are discussed in this presentation. When are digital tools applicable to enhance learning and how should teachers embed and frame this application of the digital tools? The projects present how Virtual Reality (VR), Augmented Reality (AR) and gamification can be used to enhance students’ perceived interest and value.

National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-162765 (URN)
Conference
2019 ESERA conference in Bologna, Italy, August 26-30, 2019
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-06Bibliographically approved
Mårell-Olsson, E. (2019). AR, VR and AI: Something for the future education?. In: HELLA- Higher Education Learning Lab (Ed.), Dig it, Higher Education 2019: . Paper presented at Dig it, Higher Education 2019, Vasa, september 12, 2019. Vasa, Finland
Open this publication in new window or tab >>AR, VR and AI: Something for the future education?
2019 (English)In: Dig it, Higher Education 2019 / [ed] HELLA- Higher Education Learning Lab, Vasa, Finland, 2019Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Vasa, Finland: , 2019
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163478 (URN)
Conference
Dig it, Higher Education 2019, Vasa, september 12, 2019
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-25Bibliographically approved
Mårell-Olsson, E. (2019). Emergent technologies and gamification teaching designs in K-12 education. In: Ola Lindberg och Anders D Olofsson (Ed.), Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective: . Paper presented at Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, 9-11 oktober, 2019, Umeå University, Umeå, Sweden. Umeå
Open this publication in new window or tab >>Emergent technologies and gamification teaching designs in K-12 education
2019 (English)In: Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective / [ed] Ola Lindberg och Anders D Olofsson, Umeå, 2019Conference paper, Oral presentation only (Refereed)
Place, publisher, year, edition, pages
Umeå: , 2019
Keywords
Emergent technologies, Emergent teaching practices, Gamification
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164104 (URN)
Conference
Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, 9-11 oktober, 2019, Umeå University, Umeå, Sweden
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-18Bibliographically approved
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. & Broman, K. (2019). Visualization of 3D molecules using Augmented Reality Technology in Chemistry Teaching. In: Universitetspedagogiskakonferensen 2019: Helhetssyn på undervisning - kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiskakonferensen 2019, 10-11 oktober, 2019.
Open this publication in new window or tab >>Visualization of 3D molecules using Augmented Reality Technology in Chemistry Teaching
2019 (Swedish)In: Universitetspedagogiskakonferensen 2019: Helhetssyn på undervisning - kropp, känsla och kognition i akademin, 2019Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164105 (URN)
Conference
Universitetspedagogiskakonferensen 2019, 10-11 oktober, 2019
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-14
Organisations

Search in DiVA

Show all publications