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Publications (10 of 67) Show all publications
Wickman, K. & Mårell-Olsson, E. (2024). Exploring special education teacher students' perspectives on the use of ChatGPT: opportunities and challenges. In: NERA 2024: Abstract Book. Paper presented at NERA 2024, 53st Congress; "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6-8, 2024 (pp. 698-698).
Open this publication in new window or tab >>Exploring special education teacher students' perspectives on the use of ChatGPT: opportunities and challenges
2024 (English)In: NERA 2024: Abstract Book, 2024, p. 698-698Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: In the realm of special education, the advancement of technology has opened up new possibilities to provide suitable education for all students. Lately, one such technology that has gained significant attention is ChatGPT, an artificial intelligence large language model developed by OpenAI. ChatGPT offers a unique opportunity to facilitate communication, provide personalized assistance, and engage students in interactive learning experiences. However, it is crucial to understand how special education teacher students perceive the use of ChatGPT in their coming profession, as their insights are invaluable in shaping effective and inclusive educational practices. 

Theoretical framework: This study delves into the perceptions and experiences of special education teacher students regarding the integration of ChatGPT, an artificial intelligence (AI) large language model, into special education, all through the lens of the Visioning theoretical framework. This approach, which involves envisioning a desirable future and working backward to identify steps for its realization, is especially relevant when considering the transformative potential of technologies like ChatGPT in educational environments and the future of special education. 

Methodological design: Through a qualitative analysis of survey data from 79 first-year special education teacher students, the study utilized Visioning to probe not only current perceptions but also future aspirations and apprehensions concerning the application of ChatGPT in special education. The research sought to reveal participants' opinions on the opportunities and challenges presented by ChatGPT in special education, with an emphasis on its ability to enhance personalized learning, accommodate diverse educational needs, and address ethical considerations in educational practices. 

Expected conclusions/findings: Initial findings indicate a nuanced perspective among participants. While recognizing ChatGPT's potential in special education through customized individual learning experiences and increased student engagement, participants also expressed concerns. These concerns primarily revolved around the technology's accuracy, ethical implications, and the competencies required for educators to implement this tool effectively in special education contexts. For instance, a vast majority of the special education teacher students indicated that they are not particularly familiar with, nor have they used, ChatGPT themselves. Consequently, they feel unprepared to integrate ChatGPT into their teaching or to support their students who use the application. This research provides insights into how the use of AI-based tools could shape the future of special education practices and contributes to the discourse on the ethical integration of AI in educational settings, highlighting the complexities involved in adopting emerging technologies in special education environments. 

Relevance to Nordic educational research: From a Nordic perspective, the countries place strong emphasis on equality and inclusivity in education. Understanding how AI tools like ChatGPT can be tailored to support students with diverse learning needs aligns with the region's commitment to providing high-quality education for all. The study stresses the necessity for future teachers to be proficient in digital tools. Within the Nordic context, this indicates a need for teacher education, and and perhaps more specifically, special teacher education programs to incorporate comprehensive training in technologies, such as AI, ensuring educators are prepared to meet the diverse needs of their students. 

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-222385 (URN)
Conference
NERA 2024, 53st Congress; "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6-8, 2024
Available from: 2024-03-14 Created: 2024-03-14 Last updated: 2024-03-15Bibliographically approved
Serrano-Ausejo, E. & Mårell-Olsson, E. (2024). Opportunities and challenges of using immersive technologies to support students' spatial ability and 21st-century skills in K-12 education. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 29, 5571-5597
Open this publication in new window or tab >>Opportunities and challenges of using immersive technologies to support students' spatial ability and 21st-century skills in K-12 education
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 29, p. 5571-5597Article in journal (Refereed) Published
Abstract [en]

Organic chemistry, also known as stereochemistry, is a subject considered to be notably complex for students to understand. Knowledge construction in stereochemistry might demand the ability to imagine or visualise the distribution of atoms. For students with insufficient spatial ability, this could be confusing. This study aimed to explore empirically students and teachers’ experiences regarding the opportunities and challenges they encountered when using virtual reality (VR) and augmented reality (AR) technologies to teach and learn stereochemistry, as well as how these technologies might support students’ spatial ability and 21st-century skills in K-12 education by participating in virtual lab environments. Using design-based research methods, an exploratory study based on the utilization of immersive technologies was designed and carried out with three groups in Grade 8. Two researchers observed the activities that were implemented, after which the participating students answered a qualitative survey about how these technologies and the specific teaching design might support their understanding of molecules in 3D space. The schoolteacher was interviewed afterwards, and she shared her motives and goals (e.g., what she sought to achieve) by using the technologies in her teaching. The results show that the students had a positive experience in their learning of chemistry through immersive realities, increased motivation to learn the subject, and their test results improved slightly. However, it is essential for a teacher to possess technological know-how regarding VR and AR to achieve the intended goals. The findings highlight the added value of these immersive technologies by enhancing students’ learning processes and the central role of the teacher as a designer and technological leader of the group.

Place, publisher, year, edition, pages
Springer Nature, 2024
Keywords
21st-century skills, Augmented reality, Chemistry learning, K-12 education, Organic chemistry, Spatial ability, Virtual reality
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:umu:diva-212401 (URN)10.1007/s10639-023-11981-5 (DOI)001031360700002 ()2-s2.0-85165015058 (Scopus ID)
Available from: 2023-07-28 Created: 2023-07-28 Last updated: 2024-05-07Bibliographically approved
Mårell-Olsson, E. (2023). AI in relation to education and research. In: Umeå School of Education (Ed.), : . Paper presented at Is AI challenging the foundations of the university project? - Postgraduate school in Educational sciences, Umeå, Sweden, 29:th of May, 2023..
Open this publication in new window or tab >>AI in relation to education and research
2023 (English)In: / [ed] Umeå School of Education, 2023Conference paper, Oral presentation only (Other academic)
Keywords
AI, artifical intelligence, education
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-208669 (URN)
Conference
Is AI challenging the foundations of the university project? - Postgraduate school in Educational sciences, Umeå, Sweden, 29:th of May, 2023.
Projects
TAIGA - Transdiciplinary AI, Umeå university
Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2023-05-31Bibliographically approved
Mårell-Olsson, E. (2023). Children AI and Education: Transdiciplinary AI (TAIGA), Focus Area of Education and AI. In: Wallenberg AI, Autonomous Systems and Software Program (WASP-HS) (Ed.), : . Paper presented at How Does Artificial Intelligence Affect Children and Education? Online event, April 21, 2023. Umeå
Open this publication in new window or tab >>Children AI and Education: Transdiciplinary AI (TAIGA), Focus Area of Education and AI
2023 (English)In: / [ed] Wallenberg AI, Autonomous Systems and Software Program (WASP-HS), Umeå, 2023Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Umeå: , 2023
Keywords
AI, children, education
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-208616 (URN)
Conference
How Does Artificial Intelligence Affect Children and Education? Online event, April 21, 2023
Projects
TAIGA - Transdiciplinary AI, Umeå University
Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2023-05-29Bibliographically approved
Danielsson, K., Pashevich, E., Strömberg, S., Mårell-Olsson, E. & Lejon, S. (2023). Growing up together: children and artificial intelligence. In: AI, education and children: report 2023 (pp. 5-6). Wallenberg-stiftelserna
Open this publication in new window or tab >>Growing up together: children and artificial intelligence
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2023 (English)In: AI, education and children: report 2023, Wallenberg-stiftelserna , 2023, , p. 2p. 5-6Chapter in book (Other academic)
Abstract [en]

This roundtable brought together a diverse group of participants from research and practice, representing perspectives on the digitalization of society, AI legalization, AI in education, children’s development, and children-technology relations. One focus of this roundtable was on how AI technologies impact children at an early age. In northern Europe, most children have grown up in a world that is intimately connected to technology. They have been exposed to various devices, from home computers and smart-phones to digital games and social media platforms. These technologies have provided children with pre-designed interaction possibilities that are limited to the parameters set by the designers. However, with the advent of AI-powered devices, children now have the opportunity to interact with a system that can learn by input and act as an artificial companion.

Place, publisher, year, edition, pages
Wallenberg-stiftelserna, 2023. p. 2
Series
CRM Reports ; 2023
Keywords
AI, Education, Children
National Category
Pedagogy Human Computer Interaction
Research subject
education
Identifiers
urn:nbn:se:umu:diva-211347 (URN)
Projects
TAIGA - Transdiciplinary AI
Funder
Wallenberg AI, Autonomous Systems and Software Program (WASP)
Note

This report is based on the discussions and conclusions from the CRM on the topic of AI, education and children. The event took place on 19 April, 2023.

Available from: 2023-07-03 Created: 2023-07-03 Last updated: 2023-07-06Bibliographically approved
Båth, K., Mårell-Olsson, E., Wedman, J., Danielsson, K. & Grill, K. (2023). Humanities Education in the Age of ChatGPT: risks and opportunities. In: Humlab, Centre for Transdisciplinary AI (TAIGA) (Ed.), : . Paper presented at Higher Education in the Age of ChatGPT: risks and opportunities, Online and in Umeå, Sweden, May 23, 2023. Umeå
Open this publication in new window or tab >>Humanities Education in the Age of ChatGPT: risks and opportunities
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2023 (English)In: / [ed] Humlab, Centre for Transdisciplinary AI (TAIGA), Umeå, 2023Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Umeå: , 2023
Keywords
AI, ChatGPT, Education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-208619 (URN)
Conference
Higher Education in the Age of ChatGPT: risks and opportunities, Online and in Umeå, Sweden, May 23, 2023
Projects
TAIGA - Trasndiciplinary AI, Umeå university
Note

Fishbowl Panel at Humlab/Zoom. 

Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2023-05-29Bibliographically approved
Mårell-Olsson, E. & Mejtoft, T. (2023). Using AI-based technology for mediating presence to increase the sense of “being there” in a hybrid learning environment. In: : . Paper presented at AI Education Kaleidoscope, Umeå, Sweden, April 19, 2023.
Open this publication in new window or tab >>Using AI-based technology for mediating presence to increase the sense of “being there” in a hybrid learning environment
2023 (English)Conference paper, Oral presentation only (Other academic)
Keywords
school absenteeism, school refusal, AI, artifical intelligence
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-208614 (URN)
Conference
AI Education Kaleidoscope, Umeå, Sweden, April 19, 2023
Projects
TAIGA - Trasndiciplinary AI, Umeå university
Funder
Swedish Research Council, 2020-04275
Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2023-05-29Bibliographically approved
Mårell-Olsson, E. (2022). Teachers’ perception of gamification as a teaching design. IxD&A: Interaction Design and Architecture(s) (53), 70-100
Open this publication in new window or tab >>Teachers’ perception of gamification as a teaching design
2022 (English)In: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, no 53, p. 70-100Article in journal (Refereed) Published
Abstract [en]

This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use ofcontemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration, (b) needing pedagogical balance to achieve deeper learning and (c) organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.

Place, publisher, year, edition, pages
Association for Smart Learning Ecosystems and Regional Development, 2022
Keywords
gamification, teaching strategy, teacher experiences, pedagogical balance, digital technologies
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-201309 (URN)10.55612/s-5002-053-004 (DOI)2-s2.0-85143764730 (Scopus ID)
Projects
lict
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2023-03-23Bibliographically approved
Mårell-Olsson, E. & Mejtoft, T. (2022). Using AI-based technology for mediating presence to increase the sense of "being there" in a hybrid learning environment. In: : . Paper presented at AI Education Kaleidoscope event, Umeå, Sweden, June 10, 2022.
Open this publication in new window or tab >>Using AI-based technology for mediating presence to increase the sense of "being there" in a hybrid learning environment
2022 (English)Conference paper, Oral presentation only (Other academic)
Keywords
Interaktion, Inkludering, Artificiell intelligens, Utbildning
National Category
Educational Sciences Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-196416 (URN)
Conference
AI Education Kaleidoscope event, Umeå, Sweden, June 10, 2022
Projects
Att främja interaktion och inkludering med AI-baserad teknik för barn som är långvarigt sjuka
Funder
Swedish Research Council, 2020-04275
Available from: 2022-06-13 Created: 2022-06-13 Last updated: 2022-12-02Bibliographically approved
Mårell-Olsson, E. & Mejtoft, T. (2022). Using AI-Based Technology for mediating presence to increase the sense of 'being there' in a hybrid learning environment. In: Frank Dignum (Ed.), : . Paper presented at AI for Good? TAIGAs invigningskonferens, Umeå, Sverige, 26-28 oktober 2022.
Open this publication in new window or tab >>Using AI-Based Technology for mediating presence to increase the sense of 'being there' in a hybrid learning environment
2022 (English)In: / [ed] Frank Dignum, 2022Conference paper, Oral presentation only (Other academic)
Abstract [en]

This research project aims to investigate how AI-based technology can help and support K-12 students with problematic school absenteeism (school refusal) to increasing their sense of presence in teaching despite long-term school absences. AI technology gives them an opportunity to increase their participation in new ways and at the same time create a sense of presence even though they are not physically in the school. 

Keywords
school absenteeism, school refusal, AI, artifical intelligence, artificiell intelligens
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-201310 (URN)
Conference
AI for Good? TAIGAs invigningskonferens, Umeå, Sverige, 26-28 oktober 2022
Projects
TAIGA, Centrum för transdisciplinär AI
Funder
Swedish Research Council, 2020-04275
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2022-12-02Bibliographically approved
Projects
The Worlds Smartest Dental Clinic - Digital Transformation of Dental Care [2018-04346_Vinnova]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4418-7930

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