There is a distinction between participants and observers; the former performs an activity, whereas the latter spectates. The idea of observers who can influence activities is largely unexplored and could contain potential use-cases for eye-trackers and improve social presence in digital settings. This thesis adds to existing research by investigating whether higher degrees of observer influence correspond to increased social presence perception in digital co-located settings. It also provides designers with a tool that helps design and evaluate interactions accounting for observers' influences. The thesis presents five gaze implementations across two games that allow observers to influence them to investigate the hypothesised link between social presence perception and an observer's degree of influence. The results indicate that the link exists, although more tests are necessary to determine whether there is a noticeable difference between observers who impact activities directly and indirectly.

Detta examensarbete handlar om flipped classroom i undervisningen. Syftet med arbetet är att öka förståelsen för vad flipped classroom kan innebära för lärare och hur det påverkar undervisningen genom att undersöka hur och varför lärare använder sig av flipped classroom, vad för material som används och hur det tillgängliggörs för eleverna samt hur elever uppfattar arbetssättet. Intervjuer har genomförs med gymnasielärare som tillämpar flipped classroom i matematikundervisningen och deras elever har fått besvara en enkät. Tanken är att undersöka lärarnas och elevernas uppfattningar för att försöka förstå hur flipped classroom påverkar undervisningen, fördelar och nackdelar som följer med flipped classroom samt även vilken betydelse flipped classroom har för elevernas lärande.   Resultatet visade att lärare tillämpar flipped classroom på olika sätt. Det finns flera olika uppfattningar kring vad flipped classroom innebär. En anledning alla lärare nämnde till varför de tillämpar flipped classroom är för att få mer lektionstid som de kan använda till annat än genomgångar. Då kan eleverna arbeta mer i grupp och diskutera eller så hinner de räkna mer i boken. Att frigöra mer lektionstid ger eleverna mer lika möjlighet till att få hjälp samt att undervisningen kan varieras i större utsträckning. En annan anledning är att flipped classroom ger möjlighet till mer individualiserad undervisning eftersom eleverna kan arbeta i sin egen takt. Videogenomgångar är något som lärarna har gemensamt men hur lektionstiden sedan används skiljer sig. Eleverna är både positivt och negativt inställda till flipped classroom vilket kan bero på flera saker, till exempel på hur de är vana att arbeta och deras lärstilar. Det går inte att säga att eleverna lär sig mer eller mindre då flipped classroom tillämpas eftersom lärarna kan tillämpa flipped classroom på så många olika sätt. Däremot får eleverna tillämpa och utveckla sin digitala kompetens samt lära sig att bli mer medvetna om sin inlärning då flipped classroom tillämpas eftersom de får organisera sitt eget lärande på ett annat sätt och ta mer eget ansvar än med traditionell undervisning. / This thesis concerns the educational concept known as flipped classroom. The purpose of the study is to improve understanding of what flipped classroom is and to answer questions about how and why teachers use flipped classroom. This includes what materials are used and how these are made available to the students, as well as how students perceive working with flipped classroom. The survey consists of interviews with teachers that have implemented flipped classroom in their mathematics courses, as well as questionnaires to the students in these same courses. The reasoning behind this was to understand how flipped classroom affects teaching, pros and cons that come with flipped classroom and also the impact flipped classroom has on students' learning.   The results of the survey showed that teachers apply flipped classroom in different ways. There are conflicting perceptions of flipped classroom and its practical application. The main reasoning behind why teachers apply flipped classroom is to liberate more time in class from traditional lecturing. Flipped classroom also allows for a greater degree of individualized instruction, giving students more equal opportunity to get help and allowing for teaching to be varied to a greater extent. Teachers commonly used pre-recorded video lectures in order to prepare students but differed in how their time in class was spent. All students have both positive and negative attitudes towards flipped classroom depending on several variables such as, how they have originally studied in class and their own personal learning styles. It is not possible to say that students learn more or less when flipped classroom is applied since teachers can apply flipped classroom in different ways. On the other hand, student have to learn to become more aware of their learning when flipped classroom is applied because they may organize their own learning in a different way and take more responsibility than with traditional teaching.

Digital assistants such as Google Assistant and Alexa are becoming more and more common in people's homes through smart speakers. Technologies that assist with stress management have increased as well, leading to an abundance of stress management applications for different devices. However, there is a limited amount of research regarding how advanced digital assistants could support stress management and be integrated into users' daily activities. Therefore, our study explores how people anticipate that they would relate to an advanced digital assistant in the future and how they would integrate it into their everyday activities for stress management. Our study shows that important aspects of digital assistants relate to their objectivity, personalization, and adaptability in terms of type of interaction in different contexts. The study also finds that privacy and control, such as a mute function or an on & off function, are desired in order to adjust the digital assistant and integrate it into everyday activities. Finally, stress management with digital assistants is highly personal and how users would relate to and integrate digital assistants into their everyday activities for stress management is unique to each user.

Utvecklingen av teknologiska lösningar i skolan har ökat i en drastisk fart, liksom teknologi i övriga delar av samhället. Ögonrörelser vid läsning har tidigare visat sig ha en koppling till läsförmågan, bland annat från studier gjorda på dyslektiker. Ögonrörelsedata kan samlas in med eye-tracker när eleverna läser från en skärm för att analyseras av AI och nivåindela eleverna. Tjänsten tillhandahålls av Lexplore och har funnits tillgänglig för skolor att använda i ca. fem års tid. Till tjänsten tillkommer även ett lärprogram som följer SVR-modellen för läsning, kallat Lexplore Intensiv. I lärprogrammet ingår dels läslistor och böcker för att träna på avkodning och läsflyt, dels lingvistiska aktiviteter för att stimulera språkförståelse. Enligt SVR-modellen, och annan forskning, om läsutveckling föranleder avkodningen övriga delar av läsutvecklingen och ses som ett första steg till att få upp läsflytet. Därför ses automatisering av avkodningsförmågan som en viktig del av lästräning i unga åldrar. Studiens syfte var att undersöka i vilken utsträckning metoden med AI-screening och läslistor kunde bidra till kunskap och utveckling i skolan genom att få en förståelse för effekterna av att använda AI-verktyg för screening av elevers läsförmåga. I studien undersöktes även hur arbetet med läslistor har påverkat undervisningen och avkodningsförmågan hos elever på olika läsnivåer, ur pedagogers perspektiv. Studieresultaten visade att Lexplore-metoden och Lexplore Intensivs läslistor kan vara ett bidrag till att föra jämlikhet i skolan framåt. Detta genom att screeningen ses som objektiv och rättvis samt att resultatet kan användas för olika analyser som dels kan leda till punktinsatser för elever som är i behov av stöd och som dels kan användas på högre nivåer av resursfördelning. Studieresultatet visade också att metoden har underlättat för klasslärare, speciallärare och specialpedagoger i arbetet genom att frigöra tid, underlätta kommunikation och ge ett underlag att utgå ifrån i didaktisk planering. Intensivperioderna och läslistorna visade effekt på eleverna dels genom att de blev bättre på att läsa (vilket var både en upplevd effekt och en effekt som visades vid omscreening av eleverna), dels på ett personvärdesplan då eleverna upplevts som mer självsäkra.

Although every society member should be offered an equal chance to participate in working life, individuals with high-functioning autism encounter many barriers. Here, assistive technologies using AI and robotics can provide new possibilities to create accessibility and inclusion. This thesis followed the methodology of user-centred design by performing an online survey with 48 autistic professionals to understand their current work experiences and attitudes towards AI- and robotics-based assistive technologies. Based on the survey findings, neurotypical participants from different educational backgrounds ideated in workshops novel technological solutions. The survey results indicate that autistic professionals are open to AI and robotics to overcome, among others, barriers of sensory overload resulting from sounds and many simultaneous social interactions. Thus, the ideas of headphones using personalisation to cancel specific noises and a device summarising conversation content from team meetings for the remotely located professional can be supportive. Finally, the research results can be a starting point for future design ambitions addressing autistic individuals in their work environments.

Att leda på distans har under de senaste decennierna blivit allt mer förekommande i takt med den digitala utvecklingen. Under slutet av år 2019 drabbades världen av en pandemi vid namn Covid-19, vilket har tvingat många organisationer att förflytta sin verksamhet från en fysisk arbetsplats till att arbeta digitalt från sitt hem. Detta har gjort att trenden att leda på distans under det senaste året växt explosionsartat. I och med denna drastiska förändring finns det skäl för forskning att undersöka chefers ledarskap på distans. Syftet med denna studie är därmed att öka förståelsen kring chefers ledarskap på distans. För att uppnå studiens syfte har tre forskningsfrågor formulerats som berör chefers syn på hur ledarskapet organiseras på distans, samt utmaningar och möjligheter chefer ser med distansledarskapet. Studien har genomförts genom kvalitativa intervjuer med åtta chefer som arbetar på en kommun i Mellansverige. Samtliga informanter i studien har personalansvar över medarbetare som helt eller delvis arbetar på distans. Intervjuerna var semistrukturerade och utgick från en intervjuguide som baserats på tidigare forskning inom ledarskap och distansledarskap. Resultatet från dessa intervjuer har bearbetats vilket skapade sex övergripande teman. Dessa teman har sedan analyserats i relation till studiens forskningsfrågor och tidigare forskning. Studien har ökat förståelsen för ledarskap på distans genom att den har identifierat indikationer på förändringar i hur ledarskapet organiseras på distans. Den största förändringen som framkommer är kommunikationen som numer sker digitalt. Vidare framkommer det av resultatet att en stor utmaning är att upprätthålla en god teamkänsla och skapa en känsla av tillhörighet hos medarbetaren. Möjligheter som presenteras i dennastudie är ökad produktivitet och större flexibilitet. En ledare som lyckas bemästra dessa utmaningar samt drar nytta av de möjligheter som finns har goda förutsättningar att lyckas med distansledarskapet.

<p>Cilj&nbsp; istraživanja&nbsp; disertacije&nbsp; obuhvatio&nbsp; je&nbsp; analizu&nbsp; mogućnosti&nbsp; primene&nbsp; informacionokomunikacionih&nbsp; i&nbsp; multimedijalnih&nbsp; tehnologija&nbsp; i&nbsp; Interneta&nbsp; u&nbsp; izvođenju&nbsp; nastave&nbsp; u osnovniim &scaron;kolama, kao i procenu načina na koji ove tehnologije mogu pobolj&scaron;ati proces učenja.&nbsp; Istraženi&nbsp; su&nbsp; stavovi&nbsp; i&nbsp; mi&scaron;ljenja&nbsp; nastavnika&nbsp; i&nbsp; učenika&nbsp; o&nbsp; njihovoj&nbsp; upotrebi&nbsp; IKT-a, multimedijalne&nbsp; tehnologije&nbsp; i&nbsp; Interneta.&nbsp; Posebno&nbsp; je&nbsp; analizirana&nbsp; procena&nbsp; nastavnika&nbsp; o upotrebi&nbsp; IKT-a&nbsp; u&nbsp; njihovoj&nbsp; pripremi&nbsp; za&nbsp; nastavu&nbsp; u&nbsp; različitim&nbsp; oblastima&nbsp; nauke,&nbsp; jezika&nbsp; i humanističkih nauka.<br />Uvođenje&nbsp; informacione&nbsp; i&nbsp; komunikacione&nbsp; tehnologije&nbsp; zahteva&nbsp; novi&nbsp; i&nbsp; drugačiji&nbsp; pristup&nbsp; i<br />kompetencije&nbsp; nastavnika.&nbsp; Nastavnici&nbsp; moraju&nbsp; imati&nbsp; dobro&nbsp; opremljene&nbsp; računarske<br />laboratorije, dostupan internet, visokokvalitetni obrazovni softver, obuku za profesionalni<br />razvoj i snažnu podr&scaron;ku administracije i &scaron;kole.U&nbsp; tezi&nbsp; je&nbsp; prikazano&nbsp; trenutno&nbsp; stanje&nbsp; upotrebe&nbsp; IKT-a&nbsp; među&nbsp; nastavnicima&nbsp; i&nbsp; učenicima&nbsp; u vojvođanskim &scaron;kolama. Cilj je bio da se ukaže na postojeće probleme i nedostatke i da se predloži&nbsp; adekvatno&nbsp; re&scaron;enje&nbsp; za&nbsp; prevazilaženje&nbsp; postojećih&nbsp; problema.&nbsp; Pored&nbsp; odgovarajuće tehničke&nbsp; opreme,&nbsp; neophodno&nbsp; je&nbsp; da&nbsp; se&nbsp; nastavnicima&nbsp; omogući&nbsp; sticanje&nbsp; potrebnih kompetencija za njeno kori&scaron;ćenje. Nastavnike je takođe potrebno motivisati kako bi vi&scaron;e koristili IKT ne samo u &scaron;koli, već i kod kuće, tokom pripreme materijala za nastavu. Dobijeni&nbsp; rezultati&nbsp; ankete&nbsp; koja&nbsp; je&nbsp; sprovedena&nbsp; u&nbsp; okviru&nbsp; ove&nbsp; teze&nbsp; mogu&nbsp; u&nbsp; značajnoj&nbsp; meri pomoći pobolj&scaron;anju kvaliteta nastave primenom IKT-a, multimedije i Interneta. Primena IKT-a&nbsp; omogućava&nbsp; da&nbsp; se&nbsp; planirani&nbsp; nastavni&nbsp; materijal&nbsp; prilagodi&nbsp; realnosti,&nbsp; odnosno različitim&nbsp; nivoima&nbsp; znanja&nbsp; učenika.&nbsp; Stoga&nbsp; bi&nbsp; podučavanje&nbsp; primenom&nbsp; IKT-a&nbsp; trebalo prepoznati&nbsp; kao&nbsp; jedan&nbsp; od&nbsp; modernih&nbsp; pristupa&nbsp; koji&nbsp; ima&nbsp; adekvatnu&nbsp; ulogu&nbsp; u&nbsp; obrazovnom sistemu.</p> / <p>This&nbsp; thesis&nbsp; aimed&nbsp; to&nbsp; examine&nbsp; the&nbsp; possibilities&nbsp; of&nbsp; applying&nbsp; information&nbsp; and<br />communication technologies,&nbsp; multimedia&nbsp; and the Internet in primary schools&rsquo; lessons, as well&nbsp; as&nbsp; to&nbsp; evaluate&nbsp; how&nbsp; these&nbsp; technologies&nbsp; can&nbsp; improve&nbsp; the&nbsp; learning&nbsp; process.&nbsp; The attitudes and opinion of teachers and learners on their use of ICT, multimedia technology and Internet was investigated. Teachers&#39; assessment of the use of ICT in their preparation for&nbsp; teaching&nbsp; in&nbsp; various&nbsp; fields&nbsp; of&nbsp; science,&nbsp; language,&nbsp; and&nbsp; humanities&nbsp; was&nbsp; separately analysed. The&nbsp; introduction&nbsp; of&nbsp; information&nbsp; and communication&nbsp; technology&nbsp; requires&nbsp; a&nbsp; new&nbsp; and different teacher approach, as well as&nbsp; different competencies. In order to enable a good education&nbsp; to&nbsp; learners,&nbsp; teachers&nbsp; need&nbsp; to&nbsp; have&nbsp; well&nbsp; equipped&nbsp; computer&nbsp; labs,&nbsp; available Internet,&nbsp; high-quality educational&nbsp; software,&nbsp; professional&nbsp; development&nbsp; trainings,&nbsp; and strong support by the administration and the school.The research of this thesis strives to give a picture of the current state of ICT use among teachers&nbsp; and&nbsp; students&nbsp; in&nbsp; schools&nbsp; in&nbsp; Vojvodina,&nbsp; to&nbsp; point&nbsp; out&nbsp; the&nbsp; existing&nbsp; problems&nbsp; and shortcomings,&nbsp; and&nbsp; to&nbsp; try&nbsp; to&nbsp; give&nbsp; an adequate&nbsp; proposal&nbsp; of&nbsp; solutions&nbsp; for&nbsp; overcoming existing problems. It can be described&nbsp; as a need and desire to define the changes that have to&nbsp; be&nbsp; made&nbsp; in&nbsp; order&nbsp; to&nbsp; improve&nbsp; the&nbsp; current&nbsp; situation&nbsp; and&nbsp; to&nbsp; eliminate&nbsp; existing shortcomings&nbsp; regarding&nbsp; the&nbsp; implementation&nbsp; of&nbsp; ICT&nbsp; and&nbsp; the&nbsp; Internet&nbsp; in&nbsp; the&nbsp; teaching process. In addition to appropriate technical equipment it is necessary to provide teachers with required competency to use it. Teachers need to be motivated to increasingly use ICT not only in&nbsp; school but also at home, while preparing teaching material.The obtained results of the survey conducted within this thesis can greatly help improving the&nbsp; quality&nbsp; of&nbsp; teaching&nbsp; using&nbsp; ICT,&nbsp; multimedia&nbsp; and&nbsp; the&nbsp; Internet.&nbsp; It&nbsp; is&nbsp; very&nbsp; important&nbsp; to adapt&nbsp; the&nbsp; process&nbsp; of&nbsp; acquiring&nbsp; knowledge&nbsp; to&nbsp; the&nbsp; learners,&nbsp; not&nbsp; to&nbsp; require&nbsp; the&nbsp; learner to adapt to the process. The application of ICT allows the planned material to be adapted&nbsp; to reality, that is, different levels of learners&#39; knowledge, making sure that learners can more easily learn new material. Teaching using ICT should therefore be recognized as one of the modern approaches that has its adequate role in the educational system.</p>

The participatory design previously proved to be a useful approach to design a system together with customers. Also, research has shown guidelines on managing distributed teams, which is now, during the Covid-19 pandemic, more relevant than ever. The gap that remains to be explored is the lack of guidelines on how to design a remote workshop in such a way that it enables people to share their work practice and picture their work contexts. In this work, we aim to gain knowledge about participants' abilities to collaborate online as well as accessing their different work processes by conducting a series of workshops involving a wide range of users. The results show that participants' hands-on performance was rather limited, and they tend to use more traditional ways of cooperation. Applying our methods, we were able to access details about the underlying processes of participants' work and their way of thinking that can be used to make the design of the workshop more suitable for participants.

As of March 2020, due to the Covid-19 outbreak, numbers of students and teachers from pre-primary to tertiary education levels worldwide have experienced distance or semi-distance learning. Swedish teachers and students involved in the Media program and Aesthetics and media program (subprograms of Swedish secondary schools' national Social Science and Arts program) were affected by the situation as much as their colleagues and peers in other programs.This thesis analyzes experiences from spring 2020 to spring 2021, from both students' and teachers' point of view, regarding using ICT pedagogy in film and media education. Furthermore, it examines the impact of ICT pedagogy in the teaching process and how it has changed compared to teaching pre-Covid-19. It answers the following question: how has the use of ICT tools affected teachers' pedagogical planning and their methods? Moreover, it focuses on the effect of distance education on both media teachers and students.The results show a beginning of a transformation of the whole school system, film and media education included, which one can speculate will continue in the following years, both in Sweden and internationally. First signs can already be seen: there are changes in teacher-student communication, evaluation of students' work and lesson planning. Furthermore, the teaching process has become more flexible. In order to overcome the problems that film and media students faced during this time (primarily motivation and difficulties in practical assignments), the teaching process is becoming more and more student-centered.

The TRPG is an incredibly varied genre. Not only are there a lot of different games in it, the way these games are played varies from player to player and even moment to moment within the game itself. Digital adaptations of TRPGs usually sacrifice this capability to bend the rules. A digital character sheet is developed specifically to gain the benefits of digital media without losing this rule flexibility. The artifact is tested in a session of DND and found to have expressive benefits over a traditional character sheet. However, the artifact fundamentally clashes with some aspects of DND, and it is concluded that for further development a game designed to utilize the artifact is needed.