The network "Developing Quality in Mathematics Education II" is a continuation of the associated project "Developing Quality in Mathematics Education" (http://www.dqime.unidortmund. de). In this project participate universities, teacher education institutions and schools from 11 European countries. Cross-cultural cooperation and exchange of ideas, materials, teachers and pupils support developing quality in mathematics education, especially in the area of mathematical modelling. The quality and application of the developed learning materials is also guaranteed by using, comparing and modifying them in eleven different countries. This comparison leads to an agreement about contents of mathematical learning and teaching in eleven European countries. Thus we want to establish a "European Curriculum for the teaching and learning of mathematics" in the 21st century. A special feature of this project is the strong connection between theory and practice and between the research and development of mathematics education. In this project our Faculty of Mathematics, Physics and Informatics of Comenius University Bratislava manage testing of translated teaching materials at the high school „Gymnazium Sturovo“. We know that using ICT and didactical software in schools is almost present and wide spread. So we try to focus on several possibilities in solving real-life tasks using this technologies, regard to the fact technologies are hard upon the young generation of students.

Hållbarhet är ett viktigt koncept i dagens samhälle där TBL teorin blivit allt mer använd av företag. TBL teorin är uppdelad i tre perspektiv, people, planet och profit. Digitaliseringen av revisionsbranschen har på senare tid genomgått stora förändringar. Informations och kommunikationsteknologier (IKT) är ett område inom digitalisering som används flitigt inom revision. Frågan om IKT påverkar revisorns hållbara arbete utifrån TBL teorin har vi inte funnit någon forskning om. För att undersöka syftet med studien har en kvantitativ ansats applicerats och data har samlats in via en webbaserad enkätundersökning vilket revisorer och revisorsassistenter på olika revisionsbyråer deltagit i. Enkätens frågor formulerades utifrån den beroende variabeln revisorns hållbara arbete och den oberoende variabeln IKT. Enkäten undersökte även fyra kontrollvariabler. Resultatet från studien visar på att IKT har en positiv påverkan på revisorns hållbara arbete. Inga kontrollvariabler påverkar sambandet mellan IKT och revisorns hållbara arbete. Dessutom anser revisorer att people, planet och profit är viktiga begrepp och arbetar mycket med samtliga. Profit anses dock vara viktigast och planet anses vara minst viktig. Tidsramen för att slutföra studien och revisorernas högsäsong har begränsat enkätens svarsfrekvens. Detta är något som framtida forskning bör ha i åtanke för att kunna undersöka ämnet ytterligare. / Sustainability is an important concept within today’s society whereas the TBL theory has become increasingly useful by companies. The TBL theory is divided into three perspectives which are people, planet and profit. Lately digitalization of the accounting profession has been through some big changes. Information and communication technologies (ICT) is a field within digitalization that is used diligently within audit. The question if ICT effects the auditors sustainable work using the TBL theory is something that we have not found any research about. To examine the purpose of the study a quantitative approach has been applicated and data has been collected using an online survey that auditors and auditor assistants on different firms has been a part of. The surveys questions were formulated from the dependent variable, the audits sustainable work and the independent variable, ICT. The survey also examined four control variables. The result from the study showed that ICT has a positive effect on the auditors´ sustainable work. Where no control variables effected the correlation between ICT and the auditors´ sustainable work. The auditors also consider people, planet and profit to be important concepts and works a lot with all of them. Profit, however, is considered the most important and planet is considered the least important. The time frame to finish the study and the peak season for auditors has limited the surveys response rate. This is something that future research should consider to be able to investigate the subject further.

This thesis explores the stigmas and taboos surrounding youth health centers in Sweden and how this might be hindering young people to visit the youth health centers. It’s exploring how this can be challenged and how the threshold can be lowered by involving the informal support system and bringing the youth health center to the youth arena which allows for a more informal type of support and guidance. The youth health centers in Sweden have been around since 1970 and are a well known and established form of healthcare, yet the majority of the visitors are young women. How come? I’ve been working from the hypothesis that there is a need for more youth to seek help but that they for various reasons don’t manage to make it all the way there. There are many stigmas surrounding topics that the youth health center is dealing with, such as sex, depression, or domestic violence. This is especially true for young people on the edge between childhood and adulthood. Using a human-centered design approach this project has through the involvement of adolescents, midwives and youth workers among others, been exploring challenges and finding opportunities where interaction design can be used to improve the situation for the youth that do not make it to the youth health centers but that want and would benefit from their services. The final design proposal is an ambassadorship, aimed towards adults already part of the informal support system, that will enable youth to feel more empowered to seek help. It is set up to reach the youth in new ways, in an informal manner to bring the solution to the youth and to create a more comfortable space for them to open up within. Part of this is also a service for youth to effortlessly get in contact with the youth health center and to create personal connections to its personnel through link cards and video presentations. These connections are there to prepare the youth and to lower the bar of contact by building trust and humanize the help-seeking process. To make it clear that they are not trying to contact an institution but a person.

Syftet med det här arbetet var att få en bild av hur lärare i svenska som andraspråk (SVA)förhåller sig till digitala hjälpmedel. Denna forskningsfråga valdes mot bakgrund av attarbete med digitala verktyg är en viktig del av kurs- och ämnesplaner. På samma gånghar tidigare studier visat att lärare ibland upplever sig mindre digitalt kompetenta än sinaelever, vilket lyfter frågan hur de då kan fungera som stöttande mentorer. Enenkätundersökning genomfördes för att undersöka verksamma SVA-lärares åsikter omsin egen digitala kompetens, vilka digitala verktyg de använder samt hur och i vilkasituationer dessa används. Det visade sig att majoriteten SVA-lärare ansåg sig varadigitalt kompetenta och att de bedömde sin egen nivå av digital kompetens som högreeller lika hög som elevernas, vilket tyder på att inställningen till den egna digitalakompetensen i denna grupp är mer positiv än vad som visats i tidigare studier. Tidigarestudier visade även att lärare använder digitala verktyg några gånger i veckan eller intealls, medan denna studie visade att majoriteten lärare använder digitala verktyg dagligen.I tidigare forskning framkom att lärare ibland inte använde digitala verktyg på grund avtidsbrist, vilket även ett visst antal lärare i denna studie angav. Utifrån detta kunde fleraslutsatser dras. Jämfört med tidigare studier finns idag många fler slags digitala verktygoch den självupplevda kompetensen är högre. Lärarnas digitala kompetens kan antasutvecklas i samband med mer och mer arbete med digitala verktyg. Baserat på dennastudies resultat ser det ut som att lärarna ligger steget före och kan stötta sina elever iundervisning med digitala verktyg.

Today’s generation is born with digital devices like computers, tablets, smartphones, and gaming consoles. Children’s passive engagement with digital mediums (digital devices and the content they offer) has become a primary concern for parents because it limits children’s learning opportunities through physical play. In this digital age, we cannot completely take away these devices from children’s sight. Still, we can create more situations and contexts that encourage children to reduce their time with digital mediums and/or convert children’s passive engagement into an active engagement. This research-informed design project aimed to understand children’s (aged 8-11) motivations, aspirations, likes, dislikes, and engagement with different physical and digital activities in their daily lives. Learning from different phases of the design process was applied to design a proposal that helps increase children’s physical play during their engagement with digital activity. Method: Findings from the exploratory research led to a few opportunity areas, which were further investigated using research through the prototyping method. User personas, their needs, and their involvement in different activities inspired me to define a few design principles I followed throughout the project to evaluate my design decisions. I set my initial research question as “How might we integrate ‘digital mediums’ with the qualities of ‘physical play’ to provide our children more exciting growth opportunities.” I could probe, test, observe, learn, and finally prototype a few scenarios that enabled children’s physical play during the digital activity. Result: The final concept is “animo- A tool to engage children in a storytelling activity through physical play.” The concept combined children’s current interest in digital mediums with their interests in the creative activity of drawing and doodling. It creates opportunities for children to build the creation by COMBINING two or more objects or mediums, by ENGAGING in physical play and/or with the surrounding, and SHARING the creation that increases their social interactions. Children learn drawing, handwriting, animation, and storytelling skills. They become more curious, observant and notice more the living and non-living things. Bringing feelings and emotions to their drawings increases their expressive and imaginative abilities. They develop empathy, love, and care by sharing their creation with others. Small recognitions of their creation give them a sense of being noticed and encourages them to explore more. Animo helps children learn storytelling through animation, but more than that, it exposes them to the infinite possibilities of learning through physical play.

The goal of the project is to explore the issue of information overload in grand-strategy games, specifically focusing on Paradox games,and utilizing Victoria 3 as the primary case study. The research delves into the background and theory of grand strategy games, includingthe user experience, tooltip design, tutorials, and think-aloud interviews.To accomplish this, the research methodology involves conducting preliminary interviews via the think-aloud method, as well as a surveybased study. In the survey, participants will be asked to share their understanding of tutorial information and their experience with tooltips.Data analysis will be conducted using both quantitative and qualitative methods.This study discusses information overload for players within the tutorial section and tooltips within, analyzing issues from playersperspective and discussing and highlighting these issues and the challenges of overcoming them.

In recent years, many PC and console video games have seen a shift towards live service models as a means of generating recurring revenue through in-game purchases called microtransactions. Microtransactions have been linked to the concept of dark patterns—design patterns that favour the service at the expense of the end user—due to their possible negative impact on the user experience. One widespread yet poorly studied microtransaction is the battle pass, particularly from a player perspective. In order to investigate playerattitudes to dark patterns found in battle passes, we conducted two studies, by looking at battle passes found in 19 games, and by carrying out a series of discussion workshops, to identify dark pattern commonalities in battle passes, and to find out how players perceive and experience dark patterns in battle passes, respectively. Data was analysed by means of reflexive thematic analysis in both studies. The results show that battle passes attempt to drive increased player engagement and spending in a number of ways, and further that players have complex—and often contradictory—relationships to battle passes.

Chronic lower back pain (CLBP) presents a significant challenge in healthcare, requiring effective tools for rehabilitation and assessment. This study explores the use of virtual reality (VR) for the assessment of CLBP and addresses two research questions. Firstly, it investigates how movements and tasks considered problematic for individuals with CLBP can be incorporated into the VR application for assessment purposes. Secondly, it examines physiotherapists' perceptions of the VR application regarding tasks, feasibility, user experience, and overall design. To answer our questions, we conducted three design workshops with physiotherapists and HCI researchers and designed three VR applications that we evaluated with six physiotherapy students. The study provides valuable insights into participants' perceptions and experiences, shedding light on both the promising aspects and potential pitfalls of using VR in physiotherapy assessment. The findings underscore the value of incorporating user feedback into the design and implementation process, emphasizing the need for a user-centered approach, and provide several implications for the design of VR applications for assessment. This study lays the groundwork for the integration of VR as a valuable tool in physiotherapy assessment for CLBP.

In our progressively digitized world, the escalating demand for software solutions intensifies the need for proficient developers. Low-Code Development Platforms (LCDPs) present a promising approach to address this necessity, empowering individuals without traditional programming skills to create software applications. However, despite their potential, these platforms are often not accessible or intuitive for non-professional developers. This research examines the design of LCDPs, with an emphasis on enhancing the user experience for non-programmers. By investigating the usability of LCDPs and designing a prototype based on the findings, my aim is to contribute to the ongoing discussion about the democratization of software development and to propose enhancements that could make LCDPs more user-friendly, inclusive, and usable across devices. The research involves a combination of literature review, interviews, prototype development, and user testing, providing a multifaceted perspective on the topic. Moreover, it discusses potential implications for the design of LCDPs, as well as for the broader field of interaction design.

In this paper, I begin the first steps towards developing more ethical methods for designing for users with ADHD by investigating what needs stakeholders have when interacting with technology. Current interaction design projects concerned with ADHD are largely focused on children—ignoring adults with ADHD. Their aims and methods are problematic, potentially harmful, and erase experiences of those with ADHD by excluding them from the design process. These projects treat the ADHD community as a list of symptoms to be fixed by training behaviors—a practice that has been demonstrated to cause harm. Influenced by the Crip Technoscience, Neurodiversity, and Self-Advocacy movements and utilizing participatory/co-design methods I investigate the needs of users with ADHD by engaging with them throughout the process, ultimately leading to the development of preliminary guidelines for designing for ADHD accessibility which are presented in this paper alongside design examples and discussion of possible future work.