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Background: A transition is seen in healthcare from routine face-to-face consultations to increased reliance on video consultations. Practice by healthcare professionals, who serve extensive geographical areas and conduct relatively few physical examinations, may particularly benefit from this modality. While video consultations attract political interest by offering practical advantages—such as reduced travel—healthcare professionals remain responsible for maintaining care quality. Thus, it is essential to examine how healthcare professionals, such as registered dietitians, reason about the use of video consultations to better support informed decisions about the use of video consultations in healthcare practice. 

Methods: Data were collected using digital interviews from nine registered dietitians selected using purposeful, convenience, and snowball sampling. The data were analysed using reflexive thematic analysis, guided by a patient- centred framework for access to healthcare that considers both patient and provider perspectives.

Results: Dietitians reported that video consultations enhanced flexibility and access to healthcare, though not universally for all patients or stages of care. Three themes emerged: Contributing to good and accessible healthcare; Gaining control over one’s working situation; and Keeping the care process in mind. Dietitians selected video consultations based on considerations of equity and effectiveness but preferred face-to-face consultations when physical assessments were necessary, or when patients lacked adequate digital skills. This was interpreted as personal preferences and normative responses to organizational structures, and policy frameworks.

Conclusion: When multiple aspects of care delivery are considered simultaneously, perceived benefits may overshadow limitations, and vice versa. Future research should explore how to support healthcare professionals in involving patients and navigating competing policy frameworks, professional responsibilities, and contextual demands when deciding on consultation modalities.

This article proposes a widened view of fictional games by considering the game guidebook Vermis I –Lost Dungeons and Forbidden Woods (2023) by Plastiboo. Through a kaleidoscope of theoretical concepts hailing from playfulness, aesthetics, design, narratology, and literary reception, the authors engage with the issues of literary play and imaginary games. This con-clusion is drawn: Vermis exemplifies a fictional game existing both parallel to a secondary world and within its own secondary world created by afactual book. Its format invites a lit-erary play activity showcasing the playful power inherent in fictional games.

In this extended abstract, we combine perspectives from sustainability studies, retrogaming cultures, and theories of imaginaries. The purpose is to explore new ways ofthinking about technology to promote environmental sustainability. First, we argue for the need for a contrast to contemporary perspectives where not-yet-existingtechnologies are believed to solve issues such as the climate crisis. Second, we propose that mindsets and practices from gaming cultures can aid us in thinkingdifferently about the relationship between technology and sustainability.

Essentially all academic research of today relies on analysis of data from a wide range of sources. Several underpinning, and rapidly developing, technologies are supporting the analysis of this data. Visualization serves as an interface to this ecosystem of tools and methods and integrates them into environments supporting scientific workflows, effectively sharing cognitive load between computers and humans. There is, however, a gap between the state-of-the-art in visual data analysis and current wide-spread academic practice. Support for the introduction of new, improved and tailored, visual data analysis environments thus has the potential to address challenges involving large and complex data, creating competitive advantages for researchers. To fill the gap and capitalize on this opportunity, the InfraVis initiative has been created in Sweden with the mission to operate an infrastructure consisting of visualization experts, software solutions, and access to high-end visualization laboratories. Users of InfraVis are offered assistance through a national helpdesk with rapid response times as well as more in-depth projects addressing specific data and software challenges. InfraVis provides software solutions based on development within connected research groups, curation of international software and best practice, and user training in the form of courses, seminars and on-line documentation. To build an infrastructure with national coverage, we have pooled together nine visualization environments in Sweden interconnected in a nodal structure. The nodes are hosted in proximity to research environments in visualization, which enables direct access to the research front as well as to state-of-art facilities. The governance structure of InfraVis is based on the leading researchers in visualization in Sweden as well as an international advisory board.

In both reality and fiction, we have lived with imaginaries of artificial life and automation. Those we are currently caught in are not new. In ancien tEgypt, humans were already consulting with statues. Homeros’s work on automata, self-moving machines using internal energy, is another example, and the Greek mathematician Hero of Alexandria presented the Aeolipilemachine (Hero engine) in the first century CE. Being in a relationship with a technological, artificial social object seems to be an easy part of what it isto be human and perhaps a way for us to understand ourselves, who we are, and what it means to be human. Over and over, we try to create an image ofourselves, or something or someone that acts on our behalf.

This chapter will discuss the relationship between human and robot, and the emotions, thoughts, and experiences such a relationship might evoke and involve. To access a human’s feelings and understandings of robots, anintrospective method is engaged, collecting my thoughts and responses to robots over a five-month period. Using inner dialogue and thoughts, three examples will be presented that show how past experiences impact new experiences of technology and demonstrate how an understanding of someone’s (my) relationship to robots is iteratively developed and shaped by the past, present, and future

Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end-to-end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC.

We are part of a post-pandemic world, where previous lockdowns and restrictions forced us to consider, address and explore new paths for methods in research and design. During the pandemic, dietitians in Sweden rapidly had to change from physical, to digital video meetings with patients. This paper presents an example of using Photo Voice in a self-reported photo-study observation where five dietitians were encouraged to use metaphors and illustrations, to express experiences, emotions, and present perspectives on and examples of their changed work conditions. Findings from the study bring forward early stages of research with aim to address methodological reflections when conducting observations in difficult-to-access communities.

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.