Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

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Yamada, Y., Ćepulić, D.-B., Coll-Martín, T., Debove, S., Gautreau, G., Han, H., Rasmussen, J., Tran, T. P., Travaglino, G. A., Lieberoth, A. & COVIDiSTRESS Global Survey Consortium (2021). COVIDiSTRESS Global Survey dataset on psychological and behavioural consequences of the COVID-19 outbreak. Scientific Data, 8(1), Artikel 3. https://doi.org/10.1038/s41597-020-00784-9

Yadav, A., Krist, C., Good, J. & Caeli, E. N. (2018). Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science. Computer Science Education, 28(4), 371-400. https://doi.org/10.1080/08993408.2018.1560550

Yadav, A., Caeli, E. N., Ocak, C. & Macann, V. (2022). Teacher Education and Computational Thinking: Measuring Pre-service Teacher Conceptions and Attitudes. I ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education (Bind 1, s. 547-553). Association for Computing Machinery. https://doi.org/10.1145/3502718.3524783

Winther, I. W., Clemensen, N., Kousholt, D. & Dannesboe, K. I. (2021). From corona vacation to corona fatigue: danish families coping with the covid-19 lockdown. Abstract fra The Doing and Making of Family, Trier, Tyskland.

Winther, I. W., Kousholt, D., Jordt Jørgensen, N., Clemensen, N. & Dannesboe, K. I. (2023). ”Det er som at vente på et tog, der bliver ved med at være forsinket”: Coronatid fra et ungeperspektiv. Nordiske Udkast, 51(1), 31-54. https://doi.org/10.7146/nu.v51i1.140348

Whitton, N. & Nørgård, R. T. (2024). Introduction. I The Playful University: Philosophy, Pedagogy, Politics and Principles (s. 1-19). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-1

Westerling, A., Bach, D., Dannesboe, K. I., Ellegaard, T. & Kjær, B. (2020). Familiepraksis og forældreperspektiver. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn : forestillinger og praksis i mødet mellem familie og daginstitution (s. 160-184). Frydenlund Academic.

Wellner, G., Rosenberger, R., de Boer, B., Botin, L., Forss, A., Hasse, C., Irwin, S. O., Friis, J. K. B., Lally, R., Lewis, R., Michelfelder, D., Nagataki, S., Nizzi, M. C., Riis, S. & Verbeek, P. P. (2025). Animal Technics: A Tribute to Don Ihde. Philosophy and Technology, 38(4), Artikel 176. https://doi.org/10.1007/s13347-025-01002-3

Weed, E., Kratschmer, A. R., Lieberoth, A. & Pedersen, M. N. (2014). Wireless EEG for field study: Checking the data quality. Poster-session præsenteret på CFIN/MINDLab Retreat 2014, Danmark.

Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! I T. Connolly & L. Boyle (red.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (s. 738-746). Academic Conferences and Publishing International Limited.

Waltorp, K. & Bruun, M. H. (2022). Flying drones as a gendered matter of concern. I D. Lanzeni, K. Waltorp, S. Pink & R. C. Smith (red.), An Anthropology of Futures and Technologies (s. 122-137). Routledge. https://doi.org/10.4324/9781003084471-9

Wallace, J. (2008). The Use of Art Practice within Formal Design Structures: A Case Study and Framework. Design Principles and Practices: An International Journal, 2(1), 67-74.

Wallace, J. (2008). Drawing Between Practices: Visual Art and Engineering Design. Afhandling præsenteret på Art and Research: New Interfaces, København, Danmark.

Wallace, J. (2009). Wandering Between Practices. Afhandling præsenteret på The 4^th Art of Management Conference, Banff, Canada.

Wallace, J. (2012). Emergent Artefacts of Ethnography and Processual Engagements of design. I Design and Anthropology (s. 207-218). Ashgate.

Wallace, J. & Hasse, C. (2014). Situating Technological Literacy in the Workplace. I J. Dakers (red.), New Frontiers in Technological Literacy: Breaking with the Past Palgrave Macmillan.

Wallace, J. (2012). Rekonfigurering af teknologier i sygeplejepraksis: fra indført til foretrukket. I Teknologiforståelse: på skoler og hospitaler Aarhus Universitetsforlag.

Wallace, J. (2015). Makers not users: the material shaping of technology through use. I The stranger: on the understanding of and socialising with, the stranger in a globalised and constantly changing world DPU - Danmarks Institut for Pædagogik og Uddannelse. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_16_www.pdf

Wallace, J. (2016). Different Perspectives of Use: Operators and Maintenance Workers in the Meat Industry. I Proceedings of the 8th Cambridge Workshop on Universal Access and Assistive Technology (s. 65- 74). CWUAAT.

Wallace, J. (2017). Prototypeudvikling af et læringsredskab. I C. Hasse & H. Skov (red.), Forskningens maskinrum: typiske tværfaglige udfordringer (s. 103-118). U Press.

Wallace, J. (2017). At interviewe om teknologier. I H. Skov & C. Hasse (red.), Forskningens maskinrum: typiske tværfaglige udfordringer (s. 63-80). U Press.

Wallace, J. (2019). Ethics and inscription in social robot design. A visual ethnography. Paladyn, 10(1), 66-76. https://doi.org/10.1515/pjbr-2019-0003

Wallace, J. & Knudsen, L. E. D. (2023). Walking towards a method for multi-sited drawing. I J. Roldan, R. M. Viadel, M. Mosavarzadeh, K. Morimoto & R. L. Irwin (red.), Visual Methods, A/r/tography and Walking (s. 144-159). Tirant Lo Blanch.

Wallace, J., Frederiksen, P. L. & Stenger, M. (2020). Cobots I dansk produktion: gevinster og barrierer ved brug af kollaborative robotter. Teknologisk Institut. https://via.ritzau.dk/data/attachments/00621/2d17735f-621c-487d-be9f-260a149c05bc.pdf

Wallace, J. (2010). Different matters of invention: design work as the transformation of dissimilar design artefacts. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Varge-Atkins, T. & Nørgård, R. T. (2022). Sustaining habits of the heart in small disciplines. Afhandling præsenteret på ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/C6E17D3E-00B1-EC11-84B2-00155D0B0901.pdf

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Vaaben, N. K., Krause-Jensen, J., Thomsen, R., Grøn, S. & Karlsen, I. L. (2024). Indledning: Psykisk Arbejdsmiljø. Tidsskrift for Arbejdsliv, 26(3), 5-9. Artikel 1. https://tidsskrift.dk/tidsskrift-for-arbejdsliv/article/view/153039/195681

Trasmundi, S. B., Kokkola, L., Schilhab, T. & Mangen, A. (2021). A Distributed Perspective on Reading: Implications for Education. Language Sciences, 84, Artikel 101367. https://doi.org/10.1016/j.langsci.2021.101367

Toft-Nielsen, C. & Nørgård, R. T. (2015). Expertise as gender performativity and corporal craftsmanship: towards a multilayered understanding of gaming expertise. Convergence, 21(3), 343-359. https://doi.org/10.1177/1354856515579843

Toft-Nielsen, C. & Nørgård, R. T. (2014). Playful, gameful, workful: fields, approaches, materials and mindsets within organizing settings. Afhandling præsenteret på 32nd Standing Conference on Orgazinational Symbolism: Sport, Play and Game, Utrecht, Holland.

Toft-Nielsen, C. & Nørgård, R. T. (2018). Byggeklodser og blockbusters: serialiseringspraksis på tvæs af medier, materialer og modaliteter. Passage, 79(1), 89-102.

Toft-Nielsen, C. & Nørgård, R. T. (2025). Hopepunk games: utopia studies meets hauntology. Afhandling præsenteret på NordMedia 2025, Odense, Danmark.

Toft, H. & Nørgård, R. T. (2015). Pla(y)ceskabelse: når børn og robotteknologi mødes. Læring og Medier, 8(14), 1. Artikel 1. http://ojs.statsbiblioteket.dk/index.php/lom/article/view/22069

Thit, N., Krause-Jensen, J. & Skårup, B. (2022). Kan Det Blå Danmark Blive Grønt? Otte anbefalinger der understøtter den grøn omstilling. DPU, Aarhus Universitet. https://projekter.au.dk/fileadmin/projekter/Teknologi_i_det_blaa_Danmark/Kan_Det_Bla___Danmark_blive_Groent.pdf

Terkelsen, K. D., Bruun, M. H. & Dalsgård, A. L. (2023). Riders in app time: Exploring the temporal experiences of food delivery platform work. Time & Society, 32(2), 190-209. https://doi.org/10.1177/0961463X231161849

Terkelsen, K. D. (2024). Work in app time: Riders’ experiences of working through a digital food delivery platform in Brussels & the logic of instantaneity. [Ph.d.-afhandling, Aarhus Universitet].

Tafdrup, O. & Hasse, C. (2012). Praksislæring af teknologiske artefakter. I C. Hasse & K. D. Søndergaard (red.), Teknologiforståelse: på skoler og hospitaler (s. 205-237). Aarhus Universitetsforlag.

Tafdrup, O. A., Andersen, B. L. & Hasse, C. (2019). Learning to interpret technological breakdowns: A path to technological literacy. I M. Toivonen-Noro & S. Eveliina (red.), Human-centered Digitalization and Services Springer.

Størup, J. O. & Lieberoth, A. (2023). What’s the problem with "screen time"? A content analysis of dominant voices and worries in three years of national print media. Convergence, 29(1), 201-224. https://doi.org/10.1177/13548565211065299

Størup, J. O., Winther-Lindqvist, D. A. & Lieberoth, A. (2020). Hvem sidder dér bag skærmen... og hvem hjælper? national kortlægning af brugen af digitale medier i børnehaver og vuggestuer. Aarhus Universitet, DPU. https://doi.org/10.7146/aul.385

Størup, J. O. & Lieberoth, A. (2024). BLICK ÜBER DIE GRENZEN: FRÜHE MEDIENERZIEHUNG IN DÄNEMARK. Merz: Medien + Erziehung, 68(1), 47-48. https://doi.org/10.21240/merz/2024.1.12

Stjernfelt, F., Schilhab, T. & Deacon , T. (2012). Introduction - Searching the Missing Links. I The Symbolic Species Evolved (s. 1-5). Springer Science+Business Media.

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018). Attention Restoration Theory II: a systematic review to clarify attention processes affected by exposure to natural environments. Journal of Toxicology and Environmental Health. Part B: Critical Reviews, 21(4), 227-268. https://doi.org/10.1080/10937404.2018.1505571

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018, sep. 26). Balancing screen time with green time: attention retention theory helps explain why nature play helps learning. https://www.childrenandnature.org/2018/09/26/balancing-screen-time-with-green-time-attention-retention-theory-helps-explain-why-nature-play-helps-learning/

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10(FEB), Artikel 42. https://doi.org/10.3389/fpsyg.2019.00042

Stevenson, M. P., McEwan, J., Bentsen, P., Schilhab, T., Glue, P., Trani, P., Wheeler, B. & Healey, D. (2021). Nature walks versus medication: A pre-registered randomized-controlled trial in children with Attention Deficit/Hyperactivity Disorder. Journal of Environmental Psychology, 77, Artikel 101679. https://doi.org/10.1016/j.jenvp.2021.101679

Steffensen, B. & Schilhab, T. (2007). Fra hjerneforskning til pædagogisk praksis. I Nervepirrende Pædagogik: Introduktion til pædagogisk neurovidenskab (1 udg., s. 13-32). Akademisk Forlag.

Staunæs, D., Juelskjær, M. & Ratner, H. G. (2010). Freuds divan vender tilbage: ledelse af affektivitet gennem komfortteknologier. Tidsskrift for Arbejdsliv, 12(3), 25-39. https://tidsskrift.dk/tidsskrift-for-arbejdsliv/article/view/108866/158265

Staunæs, D., Nickelsen, N. C. M., Dupret, K., Adriansen, H. K. & Høyrup, S. (2014). Læringslaboratorier og læringseksperimenter. I D. Staunæs, H. Adriansen, K. Dupret, S. Høyrup & N. C. Nickelsen (red.), Læringslaboratorier og -eksperimenter (s. 7-32). Aarhus Universitetsforlag.

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Knud Holt Nielsen