Publications - Publikationer

Animal Technics

Wellner, G., Rosenberger, R., de Boer, B., et al. — Mon, 01 Dec 2025 09:49:05 +0100

This article explores the concept of animal technics, building on the work of Don Ihde to examine the intricate relationships between technology, animals, and human experiences. Drawing from postphenomenology, philosophy of technology and posthumanist thought, the discussion challenges anthropocentric perspectives that frame technology as a purely human domain. Instead, it argues that animals actively shape and are shaped by technics, engaging with tools, environments, and human-mediated technological systems in complex ways. Through a critical engagement with Ihde’s postphenomenology, the article interrogates the co-constitutive interactions between animal life and technology, revealing how nonhuman agency disrupts traditional boundaries between nature and artifact. Case studies illustrate the diverse ways animals participate in technics, from bioengineered species to digital interfaces designed for nonhuman cognition. This analysis highlights the ethical and epistemological stakes of recognizing animals as technological actors, calling for an expanded framework that accounts for their role in shaping technoscientific realities. By situating animal technics within broader debates in philosophy of technology, this article contributes to ongoing discussions about agency, materiality, ecology, and the limits of human-centered technological narratives. It concludes by advocating for a more inclusive and responsive technological ethics—one that acknowledges the entangled futures of humans, animals, and machines.

Chatbots and the Craft of Ethnography

Krause-Jensen, J., Hau, M. F. — Sat, 01 Nov 2025 09:49:05 +0100

A large-scale cross-country trial of WHO’s Immune Patrol

Lieberoth, A., Nielsen, S. M., Reynen-de Kat, C., et al. — Wed, 01 Jan 2025 09:49:05 +0100

Vaccine-preventable diseases remain a global threat to public health, and despite the proven effectiveness of vaccines in protecting against these diseases, some people still avoid vaccinations for themselves or their children. Since barriers to protective health behaviors are diverse, overcoming them, and thereby reducing immunization gaps, necessitates diverse strategies. One such approach is to leverage health education through digital formats like online platforms and game-based learning, which can be implemented across geographical borders. We report a large-scale test of the World Health Organization’s Immune Patrol, a game-based middle school curriculum on vaccines and immunization. Using a matched quasi-experimental trial, classes in Armenia and the Republic of Moldova were exposed to local language versions of either five fully game-based lessons on topics including immunization, preventable diseases and digital source criticism, or non-game control materials on the same topics matching the digital and physical activities, without overt game elements. Significant learning outcomes were found across both countries, yet with differing gains among the classes within each country. Students assigned to game-based learning were slightly more motivated to learn about vaccine-preventable diseases, and to actively protect people around them through vaccination following the Immune Patrol experience. Qualitative observations highlight how practical and cultural differences can challenge homogenous implementation of learning packages like Immune Patrol across borders, but also how technology-enhanced collaborative classwork is welcomed in different ways across disparate classrooms. Results support the feasibility of global deployment of digital health education, but underscore the need for local support, and sensitivity to variations in culture, resources, teaching approaches and national education systems, when digital education initiatives like WHO’s Immune Patrol are set to transcend global borders.

‘Let’s make data meaningful for teachers’

Ratner, H. F. — Wed, 01 Jan 2025 09:49:05 +0100

This chapter examines data visualizations within digital learning materials as a form of digital governance that configures teachers. Data visualizations not only automate aspects of teaching but also serve as devices of assessment, configuring teachers to attend to some aspects of student learning rather than others. Through a longitudinal case study of the digital learning material MathTraining's changing data visualizations, the chapter delineates three distinct teacher configurations: (1) the initial EdTech startup, configuring the teacher to continuously monitor and compare students, (2) its integration within a larger publishing house, configuring the teacher to use the product in combination with a larger platform, and (3) as emerging research-based AI initiatives, configuring the teacher to use data visualizations as a resource to detect students’ underlying difficulties. By acknowledging the multiplicity of actors and their logics, the chapter underscores the importance of a nuanced investigation into their influence on public welfare.

The beginning of AI-driven welfare?

Laage-Thomsen, J., Ratner, H. F., Schrøder, I. — Wed, 01 Jan 2025 09:49:05 +0100

This study investigates the nascent stages of an AI-driven welfare state by focusing on 40 signature projects initiated by the Danish Government between 2020 and 2022. These projects represent a paradigmatic case of AI experimentation within the welfare state. We adopt an empirical approach based on mixed methods to explore the objectives, organizational actors, goals, and outcomes of the projects, shedding light on the evolving landscape of AI-driven welfare from 2020 to 2023. The chapter highlights the variance between welfare domains in the objectives set for AI models and the differences between municipal and regional experimentation with welfare, focusing on how they differ with respect to implementation and research goals. While only some of the projects to date have been operationally implemented, several live on as prototypes or partial systems with the potential to transform the welfare state beyond their formal termination.

Skoletid - skærmtidspunkter

Lieberoth, A., Bjerre, E. — Wed, 01 Jan 2025 09:49:05 +0100

Her er de 11 værste gaver, du kan give

Lieberoth, A. — Fri, 15 Dec 2023 09:49:05 +0100

Gavegivning er svært. Heldigvis har forskningen en lang række tips til, hvordan du undgår at give årets værste julegave

Virtually Shamans

Hau, M. F., Krause-Jensen, J. — Mon, 01 Sep 2025 09:49:05 +0200

This article explores the emerging relationship between humans and AI chatbots through the anthropological lens of shamanic practice, proposing the concept of “virtually shamans” to understand these digital interactions. Drawing on ethnographic traditions of studying magic, spirituality, and technological mediation, we argue that AI chatbot users occupy a liminal position analogous to shamanic intermediaries, navigating between mundane human experience and opaque digital realms of computational knowledge. The analysis examines how prompt engineering resembles ritual practice, requiring specialized techniques to communicate with entities that are simultaneously rational and mysterious. We explore how these interactions challenge conventional boundaries between human and non-human, and tool and entity, creating new forms of postmodern otherworldliness. The paper situates AI chatbots within anthropology's long-standing interest in how occult practices intersect with modernity and technology. Through this shamanic metaphor, we explore the entanglements of human–AI relationships, suggesting that chatbots generate new forms of postmodern otherworldliness. This framework offers a novel perspective on how individuals navigate and create meaning in increasingly digital environments, contributing to broader anthropological discussions on technology, modernity, and cognition, while also addressing the cultural and social implications of widespread AI adoption.

In-Between:

Wed, 01 Dec 2021 09:49:05 +0100

Tidens betydning i pædagogiske institutioner

Nissen, S. K., Dannesboe, K. I., Iversen, S. N. — Sat, 25 Oct 2025 09:49:05 +0200

Indledning til temanummer med titlen Tiden betydning i pædagogiske institutioner

Introduction to Dialectic Special Pedagogy and the Book

Bøttcher, L., Mathiassen, C. — Mon, 01 Jan 2024 09:49:05 +0100

Developmental and Educational Possibilities during Imprisonment?

Mathiassen, C., Bottcher, L. — Mon, 01 Jan 2024 09:49:05 +0100

Tre forestillinger om AI i uddannelse og pædagogik

Danholt, P., Ratner, H. F., Andersen, L. B. — Wed, 01 Jan 2025 09:49:05 +0100

Indledning

Krause-Jensen, J., Grøn, S., Lovelady, A. S., Vaaben, N. K. — Wed, 01 Jan 2025 09:49:05 +0100

Indledning til nummer udenfor tema i Tidsskrift for Arbejdsliv

Indledning

Krause-Jensen, J. — Fri, 01 Nov 2024 09:49:05 +0100

Universitetspædagogikkens mangfoldighed og transformative potentiale

Nørgård, R. T. — Wed, 05 Feb 2025 09:49:05 +0100

DUT 37 præsenterer over mere end 300 sider en omfattende og diversificeret udforskning af universitetspædagogikkens rolle, udfordringer og potentiale i en tid, hvor videregående uddannelser står over for krav om forandring og innovation. Gennem kritisk refleksion, transformative praksisser og forskningsarbejde tilbyder DUT 37 gennem debat, artikler, guides og inspiration et kalejdoskopisk indblik i feltets viden, praksis og mulige udviklingsretninger.

De videregående uddannelser i en brydningstid

Nørgård, R. T. — Thu, 15 May 2025 09:49:05 +0200

De videregående uddannelser står i dag midt i en brydningstid, hvor teknologiske gennembrud, øget internationalisering, ændrede studenterprofiler og nye krav til uddannelse og ledelse udfordrer etablerede praksisser og forståelser af undervisning og læring. Dette temanummer af Dansk Universitetspædagogisk Tidsskrift (DUT) samler 13 debatterende, faglige og videnskabelige artikler der over næsten 200 sider tilsammen udgør et væsentligt bidrag til ‘de videregående uddannelser i en brydningstid’ – temaet for sidste års Dansk Universitetspædagogisk Netværks Konference (DUNK2024) og dermed også for DUT38 der udkommer på baggrund af DUNKs tema. For forskere, undervisere, udviklere og ledere tilbyder nummeret både forskningsmæssige perspektiver og praksisnære indsigter, der kan understøtte strategisk og pædagogisk udvikling i en sektor under vedvarende transformation.

Exploring Cultural Game-Making With Youth

Tue, 14 Oct 2025 09:49:05 +0200

Video games are part of youth culture and game-making by youth has been studied in relation to knowledge acquisition but to a lesser extent as youth engagement into cultural participation. A Systematic Literature Review (SLR) was conducted to answer the following research questions: (a) Does there exist, in sources, a conceptualisation of cultural game jams? (b) Who are the main stakeholders and participants? (c) What are the outcomes of cultural game jams? From the 68 eligible sources only 13 mention “Cultural themes” and no conceptualisation of “cultural game-making” was found. Youth, as game-makers, are referred mainly as “students,” co-creators with Education institutions, developers, and creative industries. Youth motivation to participate in jams is related with a future career in game development. Models for the design and assessment of the game jams’ achievement, tools to facilitate ideation, and games are the most referred outcomes of game jams.

A developmental perspective on Childhood and children's education:

Hedegaard, M., Fleer, M., Winther-Lindqvist, D. A., Bøttcher, L. — Sun, 31 Aug 2025 09:49:05 +0200

introduction to the book and presentation of the chapters. Arguying for a cultural historical approach that unites the general principles of development as a cultural process with childrne's perspectives and agency.

Diagnoser

Wed, 01 Jan 2025 09:49:05 +0100

Indledning: Diagnoser

Darling, P. ., Nørby, S. — Wed, 01 Jan 2025 09:49:05 +0100

Work in app time

Terkelsen, K. D. — Wed, 25 Sep 2024 09:49:05 +0200

“That’s Not Fair!”

Krawczyk, S., Holflod, K., Nørgård, R. T., Hansen, E. A. — Wed, 01 Jan 2025 09:49:05 +0100

Cultural Game Jams

Nørgård, R. T., Holflod, K., Eriksson, E., Hansen, E. A. — Wed, 01 Jan 2025 09:49:05 +0100

Reclaiming creativity in higher education

Nørgård, R. T. — Wed, 01 Jan 2025 09:49:05 +0100

Computer Science Education in Secondary School

Caeli, E. N., Pedersen, C. S., Zambach, S., Misfeldt, M., Bundsgaard, J. — Fri, 27 Jun 2025 09:49:05 +0200

In this paper, we present a teaching material designed as part of a research project aiming to investigate approaches to teaching lower secondary school students technology-critical aspects of AI, specifically machine learning. The approach is scenario-based, meaning that students act in real-life roles, in this case in a fictional company that develops apps. The material has been tested in four classes in 2024, and analysis of the results is still ongoing. As part of our research, we examine whether and how a scenario-based approach contributes to understanding machine learning and its' use in the real world. Preliminary analysis suggests that participating students perceive the approach differently.

Slow Jam: A recap of the final Cultural Game Jam in Aarhus, Denmark

Holflod, K., Hansen, E. A., Nørgård, R. T. — Wed, 01 Jan 2025 09:49:05 +0100

Homo concretus

Schilhab, T. — Fri, 01 Jan 2016 09:49:05 +0100

Computational Thinking in Compulsory Education

Caeli, E. N. — Wed, 09 Mar 2022 09:49:05 +0100

Designing enduring experiences

Lieberoth, A. — Wed, 01 Jan 2014 09:49:05 +0100

”Tardjomâni”

Ghandchi, N. — Mon, 29 May 2023 09:49:05 +0200

Gameplay Corporeality

Nørgård, R. T. — Sun, 01 Sep 2013 09:49:05 +0200

Nærværende afhandlings hovedargument er at kropslighed og kropsbevægelse udgør en signifikant, kvalitativ og betydningsgivende dimension i digitale spilaktiviteter og spiloplevelser. En dimension der er værd at udforske og undersøge i sin egen ret. Følgelig udvikler og præsentere afhandlingen et metodisk så vel som et begrebsmæssigt rammeværk for den kropslige bevægelsesdimension i spilaktiviteter, -oplevelser og -erfaringer som er baseret på empirisk funderede observationer af computerspilleres aktiviteter og oplevelser i offscreen-onscreen spilverdner såvel som ’remixede’ analyser af disse observationer gennem bearbejdelse og implementering af udefrakommende begreber og rammeværk såsom ’kropsfilosofi,’ ’bevægelsesfilosofi,’ ’perceptionsteori,’ ’læringsteori’ og ’håndværk.’
Sigtet med afhandlingen er at beskrive hvad begrebet ’spil-kropslighed’ dækker over og medfører inden for computerspilsteori; det vil sige en undersøgelse af hvordan spil-kropslighed strukturerer vores spilaktiviteter, spiloplevelser og spilerfaringer indenfor spilverdner samt hvorledes kropsbevægelse i computerspil udgør en særegen, signifikant, kvalitativ og betydningsgivende dimension i sin egen ret. Mere specifikt undersøger afhandlingen hvordan spillerens kropsbevægelse skaber hans eller hendes spilaktivitet samt hvordan spilverdners bevægelsesmæssige kompositioner og koreografier former og strukturerer spillerens aktivitet, oplevelse og erfaring.

Afhandlingen falder i overordnede dele: 1) en kortlægning og kritisk undersøgelse a feltet inden for computerspilsforskning for således at blive i stand til at kortlægge potentielle uopdagede områder inden for forskningsfeltet; 2) udviklingen af et metodisk rammeværk der muliggør udforskningen og udviklingen af et sådant uopdaget område – kropsbevægelse i computerspil; og 3) udviklingen af et begrebsmæssigt rammeværk for den kropslige og bevægelsesmæssige dimension i spilaktiviteter, spiloplevelser og spilerfaringer funderet i empiriske observationer og analyser af faktiske kropslige spilaktiviteter.

Som en fundamental dimension inden for spil, spillere og spilaktivitet og som en oplevelsesmæssig og ekspressiv dimension i det hele taget er kropsbevægelse en dynamisk ’livgiver’ til subjektet, objektet og den aktivitet der udspiller sig imellem dem. Samtidig udgør kropsbevægelse i det hele taget og kropsbevægelse i spilaktiviteter i særdeleshed en særegen dimension i subjektets forhold til objekter (såsom computerspil) idet den er en igangsætter af bevægelsesmæssige aktiviteter (såsom at spille computerspil) med dem.
Hvad angår forskning i spil, spillere og spilaktiviteter, spiloplevelser og spilerfaringer er afhandlingens kropslige og bevægelsesmæssige perspektiv ment som et bidrag til den måde vi omtaler og tænker over spil, spillere, spilaktiviteter – og således også over aktiviteter, oplevelser og erfaringer i spilverdner. Afhandlingens foreslåede begreb om ’spil-kropslighed’ understreger livfuldheden og det konkrete kropslige nærvær og engagement samt den kropslige opslughthed der kendetegner spilaktiviteter såvel som den centrale rolle ’den bevægede’ og ’den bevægende’ computerspiller spiller i spilverdner.

Flexible Firm

Krause-Jensen, J. — Sat, 01 Jan 2005 09:49:05 +0100

Stuck with bad memories?

Nørby, S. — Thu, 01 Jan 2009 09:49:05 +0100

Social Life and Moral Economies in Danish Cooperative Housing: Community, Property and Value

Bruun, M. H. — Sun, 01 Jan 2012 09:49:05 +0100

Passende engagement og (u)bekvemme skoleliv

Dannesboe, K. I. — Sun, 01 Jan 2012 09:49:05 +0100

Kraftfeltet

Hasse, C. — Sat, 01 Jan 2000 09:49:05 +0100

På basis af et feltarbejde ved Niels Bohr Institutet i København har afhandlingen søgt en forståelse af, hvorfor så relativt få kvinder bliver forskere i fysik. Som et antropologisk projekt er det ikke de kræfter, der virker i naturen, men de kræfter, der virker mellem mennesker afhandlingen spørger til. For at belyse spørgsmålet om kvinders manglende tilstedeværelse i fysikforskningen går projektet nye veje ved at fokusere på fysikinstituttet som en kulturel verden. Skønt projektet ikke afviser, at også mange udefrakommende faktorer spiller ind, når kvinder og mænd forlader fysikstudierne, lægges vægten her på det relationelle forhold mellem den enkelte studerende og mødet med den allerede etablerede bestemte verden, der gradvis emergerer gennem læreprocessen og analysen. Den teoretiske diskussion, feltarbejdet og analysen er organiseret omkring lanceringen af en ny teori om, hvad der i afhandlingen benævnes ?kulturelle læreprocesser?: det drejer sig om nyankomnes læreproces i mødet med et allerede etableret praksisfællesskab. Metodologisk medtænkes antropologens egen læreproces, formet gennem hvad der analytisk betegnes ?positioneret deltager-observation? som en måde at forstå, at også antropologens analyseobjekter formes gennem en positioneret kulturel læreproces. Afhandlingen udvikler på dette refleksionsgrundlag en analyse af instituttet som et felt af drivende kræfter, der giver nogle studerende succes og udstøder andre. Skønt køn antages at gøre en forskel i kraftfeltet sprænger analysen rammen for kønsforskning i streng forstand ved sit generelle fokus på det relationelle forhold mellem den nyankomne og den verden, der gradvis bestemmes gennem læreprocessen.

Legende videregående uddannelser

Nørgård, R. T. — Wed, 01 Jan 2025 09:49:05 +0100

Sessionen introducerer til feltet ’playful higher education’ og dets teoretiske rationale, pædagogiske principper og karakteristiske praksisformer.

Legende videregående uddannelser repræsenterer et alternativ til de mere traditionelle, performance- og resultatorienterede tilgange, der præger mange institutioner i dag. Denne tilgang bygger på en erkendelse af, at det legende ikke blot er forbeholdt barndommen, men er en central del af menneskets evne til at stille sig åbent og undrende i verden for derigennem at kunne tænke, handle og være anderledes (Nørgård et al, 2021; Nørgård & Whitton, 2024a). Bevæggrunden bag legende uddannelser er netop ønsket om at sætte ’fejlmodigheden’ og læringen fri fra de præstationsorienterede rammer, der gør uddannelse til læringsmål og konkurrence, og i stedet fremme en kultur præget af de fem legerammer: undring, kreativitet, fællesskab, demokrati og tilhørsforhold (Nørgård, 2021; Nørgård & Toft, 2024).

Værdien ved legende videregående uddannelser ligger i deres evne til at skabe trygge og åbne læringsmiljøer, hvor fejl og eksperimenter ses som nødvendige skridt på vejen mod dybere tænkning og evnen til at lege med ideer og dele åbent. Dette giver både studerende og undervisere mulighed for at udforske alternative perspektiver, styrke samarbejde og udvikle en mere åben tilgang til viden og verden (Nørgård 2021; Nørgård & Whitton 2024b). Gennem legende tilgange, undervisningsformer, læringsaktiviteter og -fællesskaber skabes rum for deltagelse gennem åben og åbnende udforskning af faglige emner.

GenAI og danske tidsskrifter

Wed, 01 Jan 2025 09:49:05 +0100

I denne workshop sætter vi fokus på, hvilken rolle generativ AI (GenAI) bør spille i udviklingen af tidsskrifter inden for det universitetspædagogiske felt. Workshoppen vil undersøge, hvordan vi kan balancere fordelene ved at bruge GenAI med de udfordringer, teknologien kan medføre. Vi skal bl.a. diskutere, hvilke etiske problemstillinger sådan en brug af GenAI rejser, og hvordan vi kan navigere disse på en ansvarlig måde. Vi vil sammen udforske, om det er relevant eller hensigtsmæssigt at opfordre bidragydere til at anvende GenAI som et redskab til at forbedre deres tekster, og hvorvidt dette kan gøres uden at kompromittere den faglige integritet. Samtidig vil vi overveje, om GenAI kan supplere den traditionelle peer review-proces ved at bidrage med nye perspektiver på sproglig og strukturel kvalitet- og hvorledes en sådan maskinbedømmelse skulle organiseres. Endelig diskuterer vi, hvordan klare rammer og guidelines kan hjælpe med at definere en konstruktiv brug af teknologien og skabe en fælles forståelse af dens rolle.

Workshoppen vil kombinere korte oplæg/’provokationer’ fra danske tidsskriftsredaktører med diskussioner i små grupper. Desuden præsenterer vi en oversigt over, hvordan andre relevante aktører forholder sig til GenAI. Hensigten er at skabe en åben dialog med forfattere, bedømmere, læsere og redaktører, som i sidste ende skal munde ud i et community bud på hvordan vi bedst kan integrere GenAI til kvalitetsforbedring og innovation. Vi ser workshoppen som først trin i det arbejde, og håber at deltagerne vil dele deres perspektiver og ideer som input til processen. Målet er at udvikle og udgive konkrete anbefalinger til GenAI-politikker, der afspejler universitetspædagogiske tidsskrifters værdier og behov, samtidig med at vi sikrer en etisk og gennemsigtig tilgang til teknologien.

Arrangørgruppen repræsenterer redaktører fra Dansk Universitetspædagogisk Tidsskrift, Journal of Problem Based Learning in Higher Education, og Tidsskriftet Læring og Medier.

Kursusdidaktik og Generativ AI på tværs af universiteterne

Hansen, J. J., Nørgård, R. T. — Wed, 01 Jan 2025 09:49:05 +0100

Generativ AI (GenAI) er et varmt tema alle steder – også på universiteterne. Og de sidste to år har kurser i GenAI været efterspurgte af underviserne og stået helt centralt i det universitetspædagogiske kursusudbud. Spørgsmålet er hvilke pædagogiske praksisser, didaktiske designs og udpegede underviserkompetencer kurserne udtrykker og sigter mod at opøve blandt underviserne? Disse og beslægtede spørgsmål har været omdrejningspunktet for en DiP (DUN-SIG) webinarrække om Kursusdidaktik med AI: kompetenceudvikling og kursusdesign på universitetet hvor GenAI kursusudbydere fra 7 universiteter har præsenteret og diskuteret forskelle og ligheder på tværs

The politics of data visualizations. Introduction to special issue

Ratner, H. F. — Wed, 01 Jan 2025 09:49:05 +0100

This special issue investigates the politics of data visualizations in education, examining how visual tools such as dashboards, benchmarks, and progression curves shape educational practices, perceptions, and governance. Far from offering neutral representations of data, visualizations are performative technologies that construct what counts as educational quality and learning. Bringing together contributions from diverse European contexts, the issue explores how data visualizations are produced, negotiated, and consumed across a range of educational settings. It emphasizes the values and power relations embedded in these visual tools, and how they influence decision-making, frame educational realities, and mediate the digitalization and datafication of education. By situating these contributions within broader debates in critical education studies and science and technology studies, the issue foregrounds how data visualizations enact specific understandings of education and how their makers and users relate to them. Together, the articles offer a critical lens on the social, political, and epistemic work that data visualizations perform in contemporary education.

Gamified goal-setting:

Kratochvil, T., Lebedíková, M. Š., Vaculik, M., Prochazka, J., Lieberoth, A. — Tue, 01 Jul 2025 09:49:05 +0200

Leaderboards are commonly used in gamification to enhance performance outcomes. While their impact on quantitative performance is well-established, their effects on other performance indicators and moderators remain underexplored. We replicated and extended Landers et al.'s (2017) study of the gamified goal-setting effect on task performance to examine the effect on quantitative (e.g., task speed), qualitative (e.g., accuracy), and self-reported performance across two studies using 12-minute tasks. While leaderboards improved quantitative performance, qualitative performance remained unaffected. Moreover, leaderboards led to higher and more accurate self-reported performance than an impossible goal and lower and more accurate than an easy goal. This effect was more pronounced among experienced learners. This suggests that leaderboards balance the advantages of simple and challenging goals, making them particularly effective for experienced learners compared to traditional goal setting. Future gamification research should focus on self-assessment as it may shape future objective performance.

Børns perspektiver på leg

Lieberoth, A., Strand, P., Lasthein Lehrmann, A. — Wed, 01 Jan 2025 09:49:05 +0100

Præsentation af det nye pædagogiske fagbegreb "Legedesign", der bygger på en forståelse af leg som en stemningspraksis. Bogen henvender sig til pædagoger, pædagogstuderende og undervisere på pædagoguddannelsen

Den store skole-skærmkamp

Lieberoth, A. — Mon, 01 Jan 2024 09:49:05 +0100

Udpluk fra forskningen om mobilregler og skærmlæsning

"Good for a girl"

Lieberoth, A., Persson, M. S. — Mon, 01 Jan 2024 09:49:05 +0100

Illustrering af diskursive praksisformer på streamingplatformen. Undersøgelse af, hvilke subjektpositioner der gøres tilgængelige og sværttilgængelige for de kvindelige streamere. Empirien kommer fra samtidige videooptagelser af streamer, spil og kommentatorspor på fire kvindelige gameres Twitch-kanaler.

Psychology and role-playing games

Bowman, S. L., Lieberoth, A. — Mon, 01 Jan 2024 09:49:05 +0100

This chapter explores role-playing from different existing scientific frameworks, including developmental, cognitive, behavioral, motivational, counseling, and social psychology. The authors also discuss how role-playing games relate to issues of identity, personality, creativity, and attitudes. Additionally, the chapter explores the psychological interpretations of role-playing through various perspectives, including phenomenology, hobbyist theories, role-play studies, psychoanalysis, and depth psychology. Psychologists have examined why games appear to be highly motivating. Indeed, looking for motivational effects has been one of the more fruitful empirical approaches to the psychological study of games, including digital and analog role-playing games in educational settings. The chapter also explores role-playing in counseling practice, more recent therapeutic uses of role-playing games, and transformative play in leisure communities. While the empirical study of the psychological impacts of role-playing games is still developing, the chapter presents some of the research findings represented in the literature thus far. Finally, the chapter concludes with a discussion of psychological safety and calibration practices, including workshops, safety mechanics, de-roling, and debriefing.

Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation

Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B., Lieberoth, A. — Mon, 01 Jan 2024 09:49:05 +0100

To answer the question if Information and Communication Technologies (ICTs) were benefiting or hindering the mental health of people undergoing isolation during the early pandemics of SARS-CoV-2 (COVID-19), we inquired how people perceived the usage of five ICTs and their relationship with them. We addressed three hypotheses: there is a relationship between the increase in the use of specific ICTs during the isolation period due to COVID-19 and perception of positive psychological effects (H1), feelings of psychological discomfort (H2), and anxiety levels (H3). We found that using ICTs helped people feel less isolated and combat boredom. However, ICTs can cause psychological discomfort when people perceive they spend too much time using them or feel they cannot control their use. We also found that anxiety is related to how people perceive their relationship, with a positive media relationship linked to less anxiety and vice versa.

Can playing Dungeons and Dragons be good for you? A registered exploratory pilot programme using offline tabletop role-playing games to mitigate social anxiety and reduce problematic involvement in multiplayer online video games

Billieux, J., Fournier, L., Rochat, L., et al. — Wed, 09 Apr 2025 09:49:05 +0200

Gamers with poor self-concept, high social anxiety and high loneliness are more at risk of problematic involvement in video games, such as massively multiplayer online role-playing games. There is a research gap concerning treatment approaches to cater to socially anxious gamers with problematic patterns of gaming involvement. This registered exploratory pilot programme tests the feasibility and initial effect of a structured protocol in which socially anxious online gamers are exposed to real-life social interactions while playing an offline tabletop role-playing game (TTRPG). Our structured protocol lasted 10 weeks and involved 10 sessions organized into three modules in which participants played a TTRPG inspired by the game 'Dungeons and Dragons'. Each module deployed a role-playing scenario designed to challenge the players in game terms and involve them in a story based on maturing relationships with other characters and solving challenges by social means and investigation. Our study used a quasi-experimental multiple single-case design with a three-week baseline across groups (four groups of five gamers with sub-clinical problematic video game use and social anxiety) and a three-month follow-up. Primary outcomes were time spent gaming, gaming disorder symptoms and social anxiety symptoms. Secondary outcomes were assertiveness/social skills, self-concepts and perceived loneliness. In terms of feasibility, we observed that most participants completed the programme (two of the 20 participants dropped out) and were involved in terms of participation and weekly psychometric assessments. Moreover, participants were largely able to attain the progressively more difficult objectives implemented in the TTRPG programme. Multiple single-case analyses showed that most participants benefited from the intervention through a reduction in social anxiety symptoms and problematic gaming symptoms, although to varying degrees. Some participants also reduced their gaming time or presented with reduced perceived loneliness. Assertiveness and self-concepts were not improved. This pilot study shows that a TTRPG intervention approach is feasible and may be used to reduce social anxiety and gaming disorder symptoms. The present programme must now be tested with clinical participants.

Cultural Game Jams with Youth:

Eriksson, E., Costa, C. e., Goncalves, M., et al. — Sat, 26 Apr 2025 09:49:05 +0200

In this paper, we present a multiple-site case study to illustrate the similarities and differences in cultural game jam design with youth in situated research contexts. The aim is to provide the reader with an insight into the problem space, jam design, outcomes and opportunities of a set of linked, yet individual, studies from several different contexts and countries. The cases provide a platform to think about how game jam studies might be collectively reported and evaluated even when they are carried out in different ways. The contribution is an illustration of differentiated replication in multiple cultural game jam studies with youth in different countries. The reflections on replication and differentiation is of interest for cultural game jam activities to empower youth’s cultural participation through technology design.

ChatGPT med Relationel Sokratisk Uvidenhed

Hasse, C., Bruun, M. H., Knaap, K. Ø. — Thu, 01 May 2025 09:49:05 +0200

I denne artikel introducerer vi Relationel Sokratisk Uvidenhed (RSU) som et nyt pædagogisk begreb til at forstå anvendelsen af generativ AI i undervisningssammenhænge. Begrebet er udviklet i forbindelse med et projekt om anvendelse af ChatGPT ved et dansk universitet. Vi undersøgte, hvordan studerende udnytter deres forskellige læringspotentialer, når de går i dialog med ChatGPT. Ved at bede de studerende besvare det generiske spørgsmål ”Hvad er uddannelse?”
opdagede vi, at nogle studerende udfordrede de instrumentelle definitioner, der kom fra ChatGPT og trak på deres egne bredere forståelser opbygget gennem deres forudgående uddannelser. Andre studerende havde ikke opbygget tilsvarende ressourcer at trække på. Dette understreger den afgørende rolle, som forudgående læring og den faglige tolkningsramme spiller for at kunne selektere og spørge fagligt relevant ind til den overvældende mængde tilgængelige informationer, AI-chatbots som ChatGPT kan levere. Det kan hjælpe studerende med at afgrænse deres promptning, når de erkender, at deres uvidenhed om et nyt emne ikke er absolut, men relationel i forhold til en bestemt faglighed. Denne erkendelse er vigtig for undervisere og studerende, før vi tillader, at AI-chatbots guider os med de kategorier, der ligger i de store sprogmodellers svar.