Publikationer fra medlemmer af forskningsprogrammet

Forskningsprogrammet Fremtidsteknologi, kultur og læreprocessers publikationer

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Lieberoth, A. & Bjerre, E. (2025). Skoletid - skærmtidspunkter. (1. udgave udg.) DPU, Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Skoletid-Skaermtid.pdf

Dannesboe, K. I. (2009). Skoletasker og skolebørn: når skole gøres fraværende og nærværende i socio-materielle sammenviklinger i børns hverdagsliv. Nord Nytt, (106/107), 63-76.

Schilhab, T., Petersen, A. M. K., Sørensen, L. B. & Gerlach, C. (2007). Skolen i skoven: hjerne, krop og læring i naturen. (1 udg.) Danmarks Pædagogiske Universitetsforlag.

Krause-Jensen, J. (2012). Skole. Jordens Folk, 47(4), 3.

Clemensen, N., Dannesboe, K. I., Winther, I. W., Jordt Jørgensen, N. & Kousholt, D. (2021). Skemaer for en nedlukket hverdag. Dansk pædagogisk tidsskrift, (2), 9-30. https://dpt.dk/temanumre/2021-2/skemaer-for-en-nedlukket-hverdag/

Lieberoth, A. (2019). Skærm / skærm ikke: Rapport om skolers mobilregler Hvorfor? Hvordan? Hvad virker? DPU, Aarhus Universitet.

Lieberoth, A. (2023). "Skærme" er et tomt begreb: så hvorfor skrev jeg en hel bog om dem? KommunikationsForum. https://kforum.dk/nyheder/debat/article16623565.ece

Hasse, C. (2000). Situeret læring og praksisfællesskab: forskerintroduktion. Kvinder, Køn & Forskning, 9(1), 70-75.

Schilhab, T. (2013). Situeret kognition og biologi. Kognition & Pædagogik, 23(88), 6-19.

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.

Schilhab, T. & Kuzmicova, A. (2020). Situated meaning-making and the places where we read. I T. Schilhab & S. Walker (red.), Materiality of Reading (s. 9-16). Aarhus Universitetsforlag.

Rokoguniwai, M. B. & Madsen, M. (2025). Situated data encounters: How teachers animate (and are animated by) data visualisations in literacy coaching work. Discourse: Studies in the Cultural Politics of Education, 46(3), 398-415. https://doi.org/10.1080/01596306.2025.2495686

Caeli, E. N. & Chan, M. (2018). Singapores uddannelsessystem og læringsmiljø: om gode faglige resultaters omkostninger for skolebørn. Unge Pædagoger, (1), 68-78.

Harviainen, J. T. & Lieberoth, A. (2012). Similarity of social information processes in games and rituals: Magical interface . Simulation & Gaming, 43 (4), 528-549. https://doi.org/10.1177/1046878110392703

Nørgård, R. T. (2013). Shooting Star: A view on children, first-person shooters and gameplay craftsmanship. Abstract fra 12th Nordic Youth Research Symposium, Tallinn, Estland. http://www.tlu.ee/UserFiles/Rahvusvaheliste%20ja%20Sotsiaaluuringute%20Instituut/conferencebookweb.pdf

Nickelsen, N. C. M. & Elkjær, B. (2017). Shifting boundaries in telecare: the nurse-doctor relationship. Journal of Workplace Learning, 29 (7/8), 588-600. https://doi.org/10.1108/JWL-03-2017-0024

Kohls, C., Nørgard, R. T. & Warburton, S. (2017). Sharing is caring. I EuroPLoP 2017: Proceedings of the 22nd European Conference on Pattern Languages of Programs Artikel 34 Association for Computing Machinery. https://doi.org/10.1145/3147704.3147741

Lieberoth, A. (2015). Shallow gamification: Testing psychological effects of framing an activity as a game. Games and Culture: A Journal of Interactive Media, 10(3), 229-248. https://doi.org/10.1177/1555412014559978

Lieberoth, A., Wellnitz, K. B. & Aagaard, J. (2015). Sex, violence and learning: Assessing game effects. I P. Lankoski & S. Björk (red.), Game Research Methods: An Overview (s. 175-192). ETC Press. http://press.etc.cmu.edu/content/game-research-methods-overview

Lieberoth, A., Strand, P., Lehrmann, A., Skovbjerg, H. M., Jørgensen, H. H., Jensen, J.-O., Hansen, J. H., Sand, A.-L. & Roepstorff, A. (2026). Seven core qualities of good vs. bad play? A principal component analysis of 504 children’s play memories and development of a Play Qualities Inventory. Frontiers in Psychology, 17, Artikel 1690952. https://doi.org/10.3389/fpsyg.2026.1690952

Krause-Jensen, J. (2010). Seven birds with one magic bullet: designing assignments that encourage student participation. Learning and Teaching, 3(1), 51-68.

Schilhab, T. (2012). Sensemaking. I D. Favareau , P. Cobley & K. Kull (red.), A more developed sign: interpreting the work of Jesper Hoffmeyer (s. 255-257). Tartu University Press.

Bruun, M. H., Rytter, M. & Krøijer, S. (2017). Selvstændighedssamfundet - antropologiske perspektiver på velfærdsstatens kontinuitet og forandring. I S. K. Andersen (red.), Konkurrencestaten og dens kritikere (s. 381-400). Djøf Forlag.

Lieberoth, A., Jensen, N. H. & Bredahl, T. V. G. (2018). Selective psychological effects of nudging, gamification and rational information in converting commuters from cars to buses: A controlled field experiment. Transportation Research. Part F: Traffic Psychology and Behaviour, 55(May), 246-261. https://doi.org/10.1016/j.trf.2018.02.016

Dannesboe, K. I. (2010). Scooled families: when school becomes a family project.

Schilhab, T. (2007). Science at (the) stake. Aktuel Naturvidenskab.

Dannesboe, K. I. (2020). Schoolbags and children between school and family. I M. Alasuutari, M. Mustola & N. Rutanen (red.), Exploring Materiality in Childhood : Body, Relations and Space (s. 89-102). Routledge.

Dannesboe, K. I. (2010). School as a struggle: school families navigating in the field of school-home relations.

Lieberoth, A., Hanghøj, T. & Misfeldt, M. (2019). Same game, different impact: Diagnosing the successes and failures of one game-based intervention across four schools. I J. H. Kalir (red.), Proceedings of the 2018 Connected Learning Summit (s. 148-157). ETC Press.

Krause-Jensen, J. (2010). Så fedt er det heller ikke: lean og jagten på spild i en socialforvaltning. Jordens Folk, 45(2), 5-11.

Schilhab, T. (2017, maj 30). Sådan gør sproget det abstrakte konkret. https://www.folkeskolen.dk/608844/saadan-goer-sproget-det-abstrakte-konkret

Bruun, M. H. (2018). Rum for fællesskab: Rum og socialitet i et antropologisk perspektiv. I M. Martinussen & K. Larsen (red.), Materialitet og læring (1 udg., s. 123-145). Hans Reitzels Forlag.

Lieberoth, A. (2017). Role playing research before Dungeons and Dragons: what psychologists know about the effects on behavior, body and attitude formation. Abstract fra 2017 International eduLARP conference, Hobro, Danmark.

Esbensen, G. L., Hasse, C., Mathiasen, M. K., Breum, M., Pedersen, K. P., Brinks Andersen, E., Harrekilde, S., Arason, N., Rieland, S., Lund Mathisen, L. & Sayedmirza, A. (2016). Robotter i folkeskolen: begrundelser, visioner, faktisk brug og udfordringer i normalklasser . Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. https://doi.org/10.7146/aul.166.132

Krause-Jensen, J., Hansen, S. & Skårup, B. (2020). Robotten/Teknologien som 'kollega'. Et bidrag til en bedre udvikling og anvendelse af teknologier om bord på skibe. Aarhus Universitet.

Nørgård, R. T., Ess, C. M. & Bhroin, N. N. (2018). Robot-Teachers and Phronēsis: Designing Signature Pedagogy with Robots. I M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (red.), Envisioning Robots in Society - Power, Politics, and Public Space - Proceedings of Robophilosophy 2018 / TRANSOR 2018: Proceedings of Robophilosophy 2018 / TRANSOR 2018 (s. 187-198). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-187

Nørgård, R. T., Ess, C. M. & Bhroin, N. N. (2018). Robot teachers: towards a phronetic model for future-oriented education design. 44. Abstract fra Robo-Philosophy 2018, Vienna, Østrig. http://conferences.au.dk/robo-philosophy-2018-at-the-university-of-vienna/session-talks/robot-teachers-towards-a-phronetic-model-for-future-oriented-education-design/

Ratner, H. F. & Elmholt, K. T. (2023). Risiko-scoring af børn: Prædiktive algoritmer og tidlig indsats. Dansk Pædagogisk Tidsskrift, (4), 44-59. https://dpt.dk/temanumre/2023-4/risiko-scoring-af-boern-praediktive-algoritmer-og-tidlig-indsats/?highlight=Risiko-scoring+af+b%C3%B8rn

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

Sørensen, J. J. W. H., Pedersen, M. K., Munch, M., Haikka, P., Jensen, J. H., Planke, T., Andreasen, M. G., Gajdacz, M., Mølmer, K., Lieberoth, A. & Sherson, J. F. (2020). Retraction Note: Exploring the quantum speed limit with computer games (Nature, (2016), 532, 7598, (210-213), 10.1038/nature17620). Nature, 584(7821), 484. https://doi.org/10.1038/s41586-020-2515-2

Ratner, H. F. & Schrøder, I. (2023). Respons: Tech-journalist går galt i byen i læsning af vores forskning. Ingeniøren. https://radar.dk/holdning/respons-tech-journalist-gaar-galt-i-byen-i-laesning-af-vores-forskning

Nickelsen, N. C. M. (1999). Reservedel eller øldåse: Om metaforers rolle i organisatoriske læreprocesser. HRM i Industrien, (3), 1-3.

Elkjaer, B. & Nickelsen, N. C. M. (2016). Researching critical reflection in management education. I J. Fook, V. Collington, F. Ross, G. Ruch & L. West (red.), Researching critical reflection: multidisciplinary perspectives (s. 145-157). Routledge.

Etchells, P. J., Davidson, B. I., Kaye, L. K., Ellis, D. A. & Lieberoth, A. (2022). Researchers should avoid causally attributing suicide to video game play as a single factor. Perspectives in Psychiatric Care, 58(2), 880-882. https://doi.org/10.1111/ppc.12762

Hasse, C. (2017). Research as relational agency: expert ethnographers and the cultural force of technologies. I A. Edwards (red.), Working relationally in and across practices: a cultural-historical approach to collaboration (s. 229-246). Artikel 13 Cambridge University Press. https://doi.org/10.1017/9781316275184.012

Rachev, N. R., Han, H., Lacko, D., Gelpí, R., Yamada, Y. & Lieberoth, A. (2021). Replicating the Disease framing problem during the 2020 COVID-19 pandemic: A study of stress, worry, trust, and choice under risk. PLoS One, 16(9 ), Artikel e0257151. https://doi.org/10.1371/journal.pone.0257151

Bøttcher, L. (2024). Remediation and Prolepsis in Dialectic Special Pedagogy. I L. Bøttcher & C. Mathiassen (red.), Dialectic special pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (s. 39-60). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0008

Schilhab, T. (2015). Re-live and learn Interlocutor-induced elicitation of phenomenal experiences in learning offline. Progress in Biophysics & Molecular Biology, 119(3), 649-660.

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

Bonde Meilvang, H. & Ratner, H. G. (2018). Registrering: den danske ' datakontrakt' er truet. Politiken, sektion 2 : Debat, 2.

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Revideret 03.03.2023

Knud Holt Nielsen