Detta arbete undersöker om peka-och-klicka-äventyrsspel kan ta hjälp av andra spelgenres sätt att tydliggöra ett interagerbart objekt. För att undersöka detta applicerades tre olika grafiska designval hos 3D-texturer på interagerbara objekt i en 3D-spelmiljö. Arbetet undersökte även vilken av dessa texturversioner som framförallt hjälpte informanterna att identifiera de interagerbara objekten utan att de var för uppenbara. Den teoretiska grunden innefattade teorier om perception, färglära och gränssnittens påverkan på immersion. Men även begrepp som ”affordance”, ”conceptual model” och realistisk spelgrafik har behandlats. Tolv informanter fick se de tre olika 3D-texturversionerna för de interagerbara objekten på renderade bilder från en 3D-spelmiljö. Texturversionerna var färgstarka, skarpa och 3D-texturer med gradient. De kvalitativa intervjuerna med informanterna gav resultatet att skarpa 3D-texturer var den texturversion som var mest lämpad att användas som komplement till ett peka-och-klicka-äventyrsspel för att hjälpa informanterna att identifiera de interagerbara objekten.

The purpose of our study is to examine preschoolteachers ' views on the aspects that is important in the creation of the educational indoor environment related to children’s play. We also want to investigate the offers that can be distinguished in preschoolteachers ' views on children's play in the indoor environment. In order to achieve the purpose of the study and questions of the study, we have conducted interviews with six professional pre-school teachers. The preschool teacher whom we interviewed have different lengths of time and experience in the profession and are operating in two different municipalities in central Sweden. We have been using a qualitative research method and semi-structured interviews. In our study, we assume an environmental psychological approach using affordance-the concept, as the central theoretical starting point.  The results of the study indicates that preschool teachers believe that play is important for the child and that they, in different ways, have created environments to enable and encourage children's play. The results reveal that the environments of the wards are created in different ways to, among other things, reduce running and direct children toward desired actions in the educational indoor environment.

The work revolves aorund the notion of the artist as a jester. In 6 parts the text points to both (art) history and contemporary art. The form resembles to an extent the structuring of the later solo-exhibition and seeks to prevent a linear reading and as such, form becomes content. / [I examensarbetet ingår utställningen "Sans Sheriff":] The graduation show comprised a diverse selection of works from the entire duration of teh education, ranging a.o. painting, sculpture, installation, photography. At the core of the show was a strategy to reject of the creation of an artistic identity - such as a visual trademark - and rather letting hints and distractions be the leading notion. / <p>Exam work consists of a written essay part and a formed/interpreted part.</p>

Den här studien handlar om musik i förskolan. Syftet med denna st udie är att undersöka o m på vilketsä / <p>Godkännande datum: 2019-01-04</p>

This thesis explores the role of new Information and Communications Technologies (ICT) in political organisation. It explores the use of ICTs by singleissue groups - the emergence of which has become a salient feature of contemporary political activity. There has been considerable interest amongst politicians, activists, commentators and social scientists in the contribution of ICT (eg. social media) to democracy and the renewal of political life. Optimistic accounts are especially evident around 'the Arab Spring', though subsequent experiences have called into question the prevalent technological utopianism of the time. Despite this, we are now building a complete picture of how ICT can contribute to the political organisation. In particular, the significance of new media and technology for single issue groups has not yet been explored in developing countries context. This thesis, therefore, examines the characteristics of single issue groups and how social activists appropriated new media tools and its consequences for political organisation in a developing country: India. A qualitative study was undertaken to focus on two detailed case studies: India Against Corruption (IAC) and the Pink Chaddi campaign. IAC was the traditional activist organisation that used new media to its advantage whereas Pink Chaddi was the pioneering example of online social activism in the India. Forty-three semi-structured interviews were conducted with a range of actors involved to understand how single-issue groups appropriated technology and how new practices have emerge from this appropriation. Drawing upon the Social Shaping of Technology perspective (Williams & Edge, 1996) and its extension to Social Learning (Sørensen, 1996), the thesis refutes prevalent deterministic accounts (whether utopian or dystopian) of the impact of new technologies on political organisations. Instead, a detailed account is rendered of the adoption of various communication media and their utilisation in the particular practices and activities of the single-issue groups selected. The results demonstrate that the particular setting shapes the appropriation of new media and the development of new organisation practices: the skills resources and strategies of the local players involved as well as the availability and affordances of technology. The thesis introduces the concept of 'creative configuration' - to capture the innovative and adaptive process by which the actors involved explored the applicability of general purpose technology infrastructure and tools, assisted by forms of local expertise available to hand, to support organisational objectives. The research examines the applicability of the theory of temporary organisation (Lundin & Söderholm, 1995) to the activities of single-issue groups. It suggests an extension of this theory, highlighting how 'technology' acts as a catalyst to sustain temporary organisations such as single-issue groups. Further, a framework for sustainable local innovations is proposed to explore lessons for organisations in exploiting technologies sustainably and more efficiently.

Are artists autonomous agents? Are they individuals? Engaging with these seemingly commonsensical questions is the objective of this doctoral dissertation. Moreover, my answer to both questions is: no. My objective herein, then, will be to develop the following argument: that because the individual elements of creative, art-producing networks are so profoundly relational, to speak of individual elements or of agents or artists at all is to describe an incomplete picture. After all, how can any individual action occur or individual element exist in the absence of that upon which that action is enacted, or without that action being made possible by another element or "individual"? By engaging with these questions this dissertation challenges conventional notions of creativity, individuality, and agency by suggesting that creative forms of expression for example: artistic, technological, social, political are always collective enunciations that issue forth and come into being as products of interdependent relationships. I dismantle and then recast how we think about artistic creativity by arguing that if individuals are so intertwined with their networks that their very capacities are produced by the networks relationality itself, they (individuals) might be able to be (categorically) dispensed with entirely. In other words, I begin to ponder the question: How can we think about networks without thinking or making assumptions about individuals? I suggest that emphasizing that relationships are the generative actors that produce actuality compels us to rethink anthropocentric assumptions, and can lead to more open and creative ways of relating to the world around us. I conclude by arguing that since our fate, existence, and identity as creators is inextricably linked to, and determined by, our relations with others, we must predispose ourselves to this co-fatedness by recalling Nietzsches invocation that we embrace and be open to our fate by loving it that we amor fati. In other words, in order to attune ourselves to the fullest range of possibilities in a situation in order to be truly creative and to become-artist we must become open to the creative potential of relationality itself, even if it requires that we assume a more modest view of ourselves. / Cultural Theory and Visual Art

When studying the molecular aspect of the life sciences, learners must be introduced to somewhat inaccessible phenomena that occur at the sub-micro scale. Despite the difficulties, students need to be familiar with and understand the highly dynamic nature of molecular processes. Thus, external representations1 (ERs) can be considered unavoidable and essential tools for student learning. Besides meeting the challenge of interpreting external representations, learners also encounter a large array of abstract concepts2, which are challenging to understand (Orgill &amp; Bodner, 2004). Both teachers and learners use metaphorical language as a way to relate these abstract phenomena to more familiar ones from everyday life. Scientific papers, as well as textbooks and popular science articles, are packed with metaphors, analogies and intentional expressions. Like ERs, the use of metaphors and analogies is inevitable and necessary when communicating knowledge concerning molecular phenomena. Therefore, a large body of published research related to metaphors concerns science teachers’ and textbook writers’ interpretation and use of metaphors (Harrison &amp; Treagust, 2006). In this paper we present a theoretical framework for examining metaphorical language use in relation to abstract phenomena and external representations. The framework was verified by using it to analyse students’ meaning-making in relation to an animation representing the sub-microscopic and abstract process of ATP-synthesis in Oxidative Phosphorylation. We seek to discover the animator’s intentions while designing the animation and to identify the metaphors that students use while interacting with the animation. Two of these metaphors serve as examples of a metaphor analysis, in which the characteristics of metaphors are outlined. To our knowledge,  no strategies to identify and understand the characteristics, benefits, and potential pitfalls of particular metaphors have, to date, been presented in science education research. Our aspiration is to contribute valuable insights into metaphorical language use at the interface between external representations, molecular processes, and student learning.

This study presents a conceptual model, based on absorptive capacity and affordance theory, for investigating the e-Top facilitation and knowledge representation required by the e-Top platform and the impact of such functions in enhancing knowledge assimilation and then knowledge exploitation. A scale that measures above constructs is developed and validated. Survey data from e-Top platform members is tested. The partial least squares (PLS) method is empirically used to test the conceptual model and hypotheses using the collected survey data. The empirical results support the proposed model. The analysis provides evidence that the e-Top facilitation and knowledge representation positively effect on knowledge assimilation; the knowledge assimilation has a positive effect on knowledge exploitation. This study provides initial insights into factors that are likely to be significant antecedents of knowledge exploitation for the e-Top platform. Besides, the consultant support positively amplified the effect of e-Top facilitation on knowledge assimilation. The findings are particularly valuable to the e-Top platform development team and administrators. The e-Top platform development team can develop the e-Top platform in accordance with these findings to ensure better knowledge assimilation and exploitation through the exploitation of e-Top platform. Thereby, with this platform the effectiveness of industry-university collaboration will be enhanced.

The purpose of this study is to gain knowledge and a broader understanding for how pre-school teachers describe the importance of planned play environments including in what manner children are given influence. By qualitative interviews with five pre-school teachers from four different units I was able to gather data that shows how the planning process concerning a specific play environment had worked and why it looked as it did. The results show among other things that the pre-school teachers viewed the play environment as a vital part of the daily operation and pointed out that it was of vital importance that it came from the children’s interests. Depending on how the play environment had been organized and what its purpose was it offered different amounts of affordances.

For the past few years, virtual environments (VEs) have gained broad attention from both scholarly and practitioner communities. However, in spite of intense and widespread efforts, most VE-related research has focused on the technical aspects of applications, and the necessary theoretical framework to assess the quality of interfaces and designs has not yet been fully developed. This research, as a response to such challenges, concerns the usability of three-dimensional VEs. More specifically, this study aims to investigate the effects of wayfinding affordance design on users’ task performance and perceptual experience in 3D desktop VEs. For this purpose, four different wayfinding affordance conditions were set up: Fixed Detached Affordance Cues (FDAC) condition, Switchable Detached Affordance Cues (SDAC) condition, Portable Embedded Affordance Cues (PEAC) condition and Fixed Embedded Affordance Cues (FEAC) condition. Maps and directional cues were employed to implement wayfinding affordance. The results show that the design of wayfinding affordance has significant effects on users’ perceptual experience as well as their task performance. Task performance was significantly better where the maps and directional cues were provided independently from the VE interfaces (FDAC, SDAC). With regard to perceptual experience, the effect was significant only in simple environments. In these environments, the fixed and, therefore, stable interfaces (FEAC, FDAC) were found to provide a better sense of presence for users whereas the manipulative interfaces (PEAC, SDAC) offered a greater state of playfulness. The research findings also indicated that the design of 3D interfaces had a greater impact on non-expert users than on expert users. / text