Human beings by nature have a predisposition towards learning and the exploration of the natural world. We are intrinsically intellectual and social beings knitted with adaptive cognitive architectures. As Foot (2014) succinctly sums it up: “humans act collectively, learn by doing, and communicate in and via their actions” and they “… make, employ, and adapt tools of all kinds to learn and communicate” and “community is central to the process of making and interpreting meaning—and thus to all forms of learning, communicating, and acting” (p.3). Education remains pivotal in the transmission of social values including language, knowledge, science, technology, and an avalanche of others. Indeed, Science, Technology, Engineering, and Mathematics (STEM) have been significant to the advancement of social cultures transcending every epoch to contemporary times. As Jasanoff (2004) poignantly observed, “the ways in which we know and represent the world (both nature and society) are inseparable from the ways in which we choose to live in it. […] Scientific knowledge [..] both embeds and is embedded in social practices, identities, norms, conventions, discourses, instruments, and institutions” (p.2-3). In essence, science remains both a tacit and an explicit cultural activity through which human beings explore their own world, discover nature, create knowledge and technology towards their progress and existence. This has been possible through the interaction and applications of artifacts, tools, and technologies within the purviews of their environments. The applications of technologies are found across almost every luster of organizational learning especially teacher education, STEM, architecture, manufacturing, and a flurry of others. Thus, human evolution and development are inexplicably linked with education either formally or informally. The 21st century has however seen a surge in the use of artificial intelligence (AI) and digital technologies in education. The proliferation of artificial intelligence and associated technologies are creating new overtures of digital multiculturalism with distinct worldviews of significance to education. For example, learners are demonstrating digital literacy skills and are knowledgeable about AI technologies across every specter of their lives (Bennett et al., 2008). It is also opening new artesian well-springs of educational opportunities and pedagogical applications. This includes mapping new methodological pathways, content creation and curriculum design, career preparations and indeed a seemingly new paradigm shift in teaching STEM. There is growing scholarly evidence about the use and diffusion of these technologies in K-12 and higher education (Bonk & Graham, 2012; Hew & Brush, 2007; Langer, 2018; Mishra & Koehler, 2006). Some of these include the Sphero robots, Micro Bit, Jill Watson, BrickPi3 Classroom kit, Engino STEM Mechanic, Lego Education WeDo Core Set and Spike. Both educators and learners are using these in STEM programs as well as other education related activities. Just as human activities and interactions with artifacts and tools shaped and redefined the scientific-technological feat of previous generations, so the contemporary digital technological era seems to be on a similar trajectory. However, there is sparsity of empirical scholarship on the pedagogical prospects and effectiveness of artificial intelligence in STEM classrooms. Also, it should be noted that scholarship on how AI impacts pedagogical content knowledge of STEM educators and how learners perceive these technologies are just emerging. In addition, the recent COVID-19 pandemic (Ghandhi et al., 2020; Rasmussen et al., 2020) has unexpectedly created a renewed synergy towards the applications of digital technologies in teaching STEM. In the context of this force majeure (COVID-19), the traditional brick and mortar educational spaces metamorphosed into digital spaces with the applications of many artificial intelligent technologies and resources in the arena of education. This doctoral dissertation study examined these enigmas including how educators use these technologies in STEM classrooms. The study is informed by activity theory or cultural-historical activity theory (Engeström et al., 2007; Hasan et al., 2014; Krinski & Barker, 2009; Oers, 2010; Vygotsky,1987). The study participants will be selected from educators currently integrating artificial intelligent systems and digital technologies in their respective STEM classrooms. Pre-data survey inquiry has shown that many educators were incorporating some forms of AIS into their STEM classrooms. In view of these, I have explored Sphero educational robots to interrogate the research topic. The Sphero Edu described as a “…STEAM-based toolset that weaves hardware, software, and community engagement to promote 21st century skills. While these skills are absolutely crucial, our edu program goes beyond code by nurturing students’ creativity and ingenuity like no other education program can” (Sphero, April 2020). The Sphero robots also have features and applications for designing and teaching STEM topics such as nature, space science, geometry, and other activities of pedagogical significance. Users could also design and write advanced engineering programs in JavaScript during STEM educational activities formally and outside of the classrooms. In essence, educators and students can learn designing, programming, engineering, mathematics, computational thinking, and hands-on skills reflective of the 21st century. In brief, the dissertation study research has explored artificial intelligence and emerging technologies and how these could transform and advance teaching and learning of STEM hence the research topic: Exploring the use of Artificial Intelligent Systems in STEM Classrooms. Methodologically, this is a qualitative study through the theoretical frameworks of activity theory as applicable to STEM education. The main research questions are: 1) Given that artificial intelligent systems and digital technologies have been applied in STEM educational domains (content, pedagogy, student learning, assessment). How does the application of AIS and digital technologies impact pedagogy in STEM educational activities? 2) Given that digital technology is transforming contemporary society in every facet. How/What does AIS tell us about how digital technology impacts STEM pedagogy? Data was collected from the study participants, archival sources, and others for analyses. It is hoped that the findings will inform and address theories of learning and teaching, policy and praxis in science education, teacher preparatory and professional development programs as it relates to STEM classrooms

Orientador: Vânia Cristina Pires Nogueira Valente / Resumo: O acesso às novas tecnologias e ao mundo digital se faz cada dia mais necessário, visto que a informática se encontra nas diferentes atividades cotidianas do mundo moderno. O uso das tecnologias associadas a projetos educacionais propicia aos educandos uma aquisição de conhecimentos de forma mais ágil e criativa bem como a otimização dos estudos. Esta dissertação objetivou uma análise e sistematização de estratégias de gamificação em aplicativos destinados à educação. Foi abordado o uso da gamificação como ferramenta de ensino, e foram elencados os aplicativos educacionais que possuem estratégias de gamificação e como estes aplicativos podem contribuir para o processo ensino-aprendizagem. A metodologia de investigação utilizada foi o uso de aplicativos de interação educacional como o Kahoot, GoConqr, Socratic e o Duolingo, apresentando as estratégias com o intuito de facilitar a aplicação da gamificação. Fundamentado nos elementos encontrados e na teoria do Flow, foram elencadas estratégias gerais para que possam ser aplicadas nestes aplicativos, e a intenção é que esta sistematização contribua para os projetistas de aplicativos educacionais, adotando as estratégias consideradas relevantes para promover um ambiente de ensino que mantém o aluno motivado a interagir continuamente, facilitando a vida dos educadores e retendo a atenção e interesse dos educandos ao mundo tecnológico. / Abstract: Access to new technologies and the digital world is becoming more and more necessary, since information technology is found in the different daily activities of the modern world. The use of technologies associated with educational projects allows students to acquire knowledge in a more agile and creative way, as well as the optimization of studies. This dissertation aimed at an analysis and systematization of gamification strategies in applications intended for education. The use of gamification as a teaching tool was addressed, and educational applications that have gamification strategies were listed and how these applications can contribute to the teaching-learning process. The research methodology used was the use of educational interaction applications such as Kahoot, GoConqr, Socratic and Duolingo, presenting the strategies in order to facilitate the application of gamification. Based on the elements found and the theory of Flow, general strategies were listed so that they can be applied in these applications, and the intention is that this systematization contributes to the designers of educational applications, adopting the strategies considered relevant to promote a teaching environment that maintains the student motivated to interact continuously, making life easier for educators and retaining the students' attention and interest in the technological world. / Mestre

O contexto educacional contemporâneo considera a tecnologia móvel como parte do cenário acadêmico. O uso de dispositivos móveis e aplicações digitais em cursos, bacharelado em Design, faz parte do cotidiano das salas de aula. Considerando o potencial das ferramentas tecnológicas, este projeto de pesquisa busca a conexão entre o conteúdo de teoria das cores (disciplina que pertence aos cursos Bacharelado em Design no Rio Grande do Sul) e aplicações digitais sobre teoria das cores, disponíveis no mercado. O estudo descrito nesta dissertação abrange conhecimentos sobre a teoria das cores incorporada a projetos de Design, usabilidade, experiência do usuário e Design instrucional. A partir de uma análise dos currículos dos cursos de Bacharelado em Design do Estado do Rio Grande do Sul, foram selecionadas instituições que contém em seus currículos disciplinas específicas sobre a Teoria das cores. Desta forma classificou-se estes conteúdos, segundo sua aplicação projetual. Com base na categorização dos conteúdos, foram selecionados aplicativos mobile, disponíveis no mercado (lojas virtuais). Estes aplicativos foram avaliados por meio de Heurísticas móveis, o método Affect Grid e os Princípios para o Design de materiais educacionais multimídia. Com base nos resultados das avaliações, foi possível descrever quais aplicações digitais móveis, disponíveis no mercado, mais contribuem com o ensino/aprendizagem da teoria das cores, especialmente, nos processos de projeto em Design. A partir da descrição das aplicações móveis, foram propostos atributos essenciais para o desenvolvimento de aplicações digitais sobre teoria das cores, para uso em disciplinas de projeto em Design. / The contemporary educational context considers mobile technology as part of the academic landscape. The use of mobile devices and digital applications in courses, a baccalaureate in Design, is part of the everyday classroom. Considering the potential of technological tools, this research project seeks the connection between the content of color theory (a discipline that belongs to the Bachelor of Design courses in Rio Grande do Sul) and digital applications on color theory, available in the market. The study described in this dissertation covers knowledge about color theory embodied in design projects, usability, user experience and instructional design. From an analysis of the curricular of the courses of Bachelor of Design in the State of Rio Grande do Sul, institutions were selected that contain in their curricula specific subjects in the Theory of colors. In this way, these contents were classified according to their design application. Based on the categorization of contents, mobile applications were selected, available in the market (virtual stores). These applications were evaluated using mobile heuristics, the Affect Grid method, and the Principles for Designing Multimedia Educational Materials. Based on the results of the evaluations, it was possible to describe which mobile digital applications, available in the market, most contribute to the teaching / learning of color theory, especially in the design processes of Design. From the description of the mobile applications, essential attributes were proposed for the development of digital applications in color theory, for use in project disciplines in Design.

O contexto educacional contemporâneo considera a tecnologia móvel como parte do cenário acadêmico. O uso de dispositivos móveis e aplicações digitais em cursos, bacharelado em Design, faz parte do cotidiano das salas de aula. Considerando o potencial das ferramentas tecnológicas, este projeto de pesquisa busca a conexão entre o conteúdo de teoria das cores (disciplina que pertence aos cursos Bacharelado em Design no Rio Grande do Sul) e aplicações digitais sobre teoria das cores, disponíveis no mercado. O estudo descrito nesta dissertação abrange conhecimentos sobre a teoria das cores incorporada a projetos de Design, usabilidade, experiência do usuário e Design instrucional. A partir de uma análise dos currículos dos cursos de Bacharelado em Design do Estado do Rio Grande do Sul, foram selecionadas instituições que contém em seus currículos disciplinas específicas sobre a Teoria das cores. Desta forma classificou-se estes conteúdos, segundo sua aplicação projetual. Com base na categorização dos conteúdos, foram selecionados aplicativos mobile, disponíveis no mercado (lojas virtuais). Estes aplicativos foram avaliados por meio de Heurísticas móveis, o método Affect Grid e os Princípios para o Design de materiais educacionais multimídia. Com base nos resultados das avaliações, foi possível descrever quais aplicações digitais móveis, disponíveis no mercado, mais contribuem com o ensino/aprendizagem da teoria das cores, especialmente, nos processos de projeto em Design. A partir da descrição das aplicações móveis, foram propostos atributos essenciais para o desenvolvimento de aplicações digitais sobre teoria das cores, para uso em disciplinas de projeto em Design. / The contemporary educational context considers mobile technology as part of the academic landscape. The use of mobile devices and digital applications in courses, a baccalaureate in Design, is part of the everyday classroom. Considering the potential of technological tools, this research project seeks the connection between the content of color theory (a discipline that belongs to the Bachelor of Design courses in Rio Grande do Sul) and digital applications on color theory, available in the market. The study described in this dissertation covers knowledge about color theory embodied in design projects, usability, user experience and instructional design. From an analysis of the curricular of the courses of Bachelor of Design in the State of Rio Grande do Sul, institutions were selected that contain in their curricula specific subjects in the Theory of colors. In this way, these contents were classified according to their design application. Based on the categorization of contents, mobile applications were selected, available in the market (virtual stores). These applications were evaluated using mobile heuristics, the Affect Grid method, and the Principles for Designing Multimedia Educational Materials. Based on the results of the evaluations, it was possible to describe which mobile digital applications, available in the market, most contribute to the teaching / learning of color theory, especially in the design processes of Design. From the description of the mobile applications, essential attributes were proposed for the development of digital applications in color theory, for use in project disciplines in Design.

O contexto educacional contemporâneo considera a tecnologia móvel como parte do cenário acadêmico. O uso de dispositivos móveis e aplicações digitais em cursos, bacharelado em Design, faz parte do cotidiano das salas de aula. Considerando o potencial das ferramentas tecnológicas, este projeto de pesquisa busca a conexão entre o conteúdo de teoria das cores (disciplina que pertence aos cursos Bacharelado em Design no Rio Grande do Sul) e aplicações digitais sobre teoria das cores, disponíveis no mercado. O estudo descrito nesta dissertação abrange conhecimentos sobre a teoria das cores incorporada a projetos de Design, usabilidade, experiência do usuário e Design instrucional. A partir de uma análise dos currículos dos cursos de Bacharelado em Design do Estado do Rio Grande do Sul, foram selecionadas instituições que contém em seus currículos disciplinas específicas sobre a Teoria das cores. Desta forma classificou-se estes conteúdos, segundo sua aplicação projetual. Com base na categorização dos conteúdos, foram selecionados aplicativos mobile, disponíveis no mercado (lojas virtuais). Estes aplicativos foram avaliados por meio de Heurísticas móveis, o método Affect Grid e os Princípios para o Design de materiais educacionais multimídia. Com base nos resultados das avaliações, foi possível descrever quais aplicações digitais móveis, disponíveis no mercado, mais contribuem com o ensino/aprendizagem da teoria das cores, especialmente, nos processos de projeto em Design. A partir da descrição das aplicações móveis, foram propostos atributos essenciais para o desenvolvimento de aplicações digitais sobre teoria das cores, para uso em disciplinas de projeto em Design. / The contemporary educational context considers mobile technology as part of the academic landscape. The use of mobile devices and digital applications in courses, a baccalaureate in Design, is part of the everyday classroom. Considering the potential of technological tools, this research project seeks the connection between the content of color theory (a discipline that belongs to the Bachelor of Design courses in Rio Grande do Sul) and digital applications on color theory, available in the market. The study described in this dissertation covers knowledge about color theory embodied in design projects, usability, user experience and instructional design. From an analysis of the curricular of the courses of Bachelor of Design in the State of Rio Grande do Sul, institutions were selected that contain in their curricula specific subjects in the Theory of colors. In this way, these contents were classified according to their design application. Based on the categorization of contents, mobile applications were selected, available in the market (virtual stores). These applications were evaluated using mobile heuristics, the Affect Grid method, and the Principles for Designing Multimedia Educational Materials. Based on the results of the evaluations, it was possible to describe which mobile digital applications, available in the market, most contribute to the teaching / learning of color theory, especially in the design processes of Design. From the description of the mobile applications, essential attributes were proposed for the development of digital applications in color theory, for use in project disciplines in Design.

Användandet av pekplattor i skolan och utvecklandet av så kallade läromedelsapplikationer har ökat kraftigt de senaste åren i Sverige. Trots det ökade användandet så saknas det undersökningar i området. För att undersöka området har en fallstudie genomförts på en specifik läromedelsapplikation i matematik för grundskolan. Läromedelsapplikationen heter Parama Matte 1 och är baserad på den svenska läroplanen i matematik. Från ett interaktionsperspektiv undersöker studien hur en läromedelsapplikation kan designas i relation till hur den är utvecklad för att fungera som ett läromedelsverktyg. Studien undersöker också de möjligheter och begränsningar användaren möter och vilka interaktionsmöjligheter som finns i användandet av läromedelsapplikationen. För att undersöka området utgick undersökningen från tre stycken frågeställningar. Datainsamling i form av en intervju med en projektledare på Parama har genomförts för att ge en bakgrund till applikationen och fördjupa undersökningen. Grundat på detta har sedan en analys av läromedelsapplikationens design, innehåll och funktioner samt observationer på barn som använder läromedelsapplikationen för första gången genomförts. I slutsats och diskussion besvaras frågeställningarna baserat på analyser av datainsamlingarna och relaterade teorier. Undersökningen visar på att läromedelsapplikationen kan vara ett användbart verktyg i undervisningssammanhang och att det möjliggör till interaktion i form av tal, gester och kroppsplacering. / The use of tablets at school and the development of so called educational applications have increased significantly the last years in Sweden. Despite the growing use, there is a lack of investigations on this phenomenon. In order to contribute to the field we have conducted a casestudy in an educational application in mathematics for children in primary school. The application is called Parama Matte 1 and is based on the Swedish curriculum. From an interaction perspective this study investigates how an educational application can be designed in relation to how it is developed to function as an educational material. This study also investigate the opportunities and limitations the user may encounter and the interaction potential, when using the application. To make a deeper investigation in the field an interview with a project manager at Parama, ananalysis on the educational application's design, content and functionality and observations on children using the educational application has been conducted. Conclusion has been drawn by findings and previous theories. Our findings indicate that the educational application can be an useful teaching aid and provides opportunities for interaction.

This report is a survey of Artificial Intelligence (AI) technology contributions to military training. It provides an overview of military training simulation and a review of instructional problems and challenges which can be addressed by AI. The survey includes current as well as potential applications of AI, with particular emphasis on design and system integration issues. Applications include knowledge and skills training in strategic planning and decision making, tactical warfare operations, electronics maintenance and repair, as well as computer-aided design of training systems. The report describes research contributions in the application of AI technology to the training world, and it concludes with an assessment of future research directions in this area.

ChatGPT and generative AI technologies have infiltrated our learning spaces, and, as a result, schools may be changed forever. While some educators may seek to ban the use of chatbots, motivated by a fear of the rampant plagiarism the technology might invite, I, however, write this dissertation with the intent of finding uses for AI as a participant in the teaching and learning of literature in the secondary and post-secondary English classroom. In this dissertation, I examine a series of problems, issues, and ideas raised by AI, situated in specific relationalities among readers and literary texts (students, teachers, and myself functioning as my main sites of inquiry) by engaging in literature-based experiments. Through reflecting on my experiences and experimenting alongside teachers, students, and AI, I have found that the problems and opportunities introduced by AI are not-so-new: they’re a re-presentation of the familiar, repackaged and amplified. Though this dissertation has not lent itself to the discovery of a singular conclusion, I have found, rather, grounds for further experimentation and provocation. As I conclude this dissertation, I attempt to identify some ways that teachers of English can utilize AI not as a tool for providing knowledge and information for students, but to rather utilize it as a thought-provoking companion for the teaching of literature.

This dissertation investigates how collective process-oriented documentation tools, combined with Natural Language Processing (NLP) techniques, can enhance knowledge construction in hands-on, open-ended learning environments, such as makerspaces. Through a three-year design-based research, the study developed and tested a collective documentation interface and an NLP-powered learner-facing analytics dashboard to track and visualize students' knowledge construction throughout their making processes. Key contributions of this work include the design of tools that support both individual and collective knowledge construction by enabling students to reflect on their learning and observe others’ processes, fostering collaborative learning communities. Natural language processing (NLP) techniques were applied to student documentation, extracting core concepts and visualizing their development over time, thus providing insights into the knowledge-building trajectories within the class. Additionally, the research examined student perceptions of AI-generated learning suggestions and their reactions to the dashboard, emphasizing the need for thoughtful and careful integration of AI in educational practices. The findings offer practical implications for the design of educational tools and environments that facilitate both immersive engagement and reflective oversight, in alignment with Edith Ackermann’s idea of “dwelling in” and “stepping back” (Ackermann, 2001). These insights are critical for educators, researchers, and designers working to enhance the learning potential of maker education and project-based learning, especially considering the integration of Artificial Intelligence tools.

published_or_final_version / Education / Master / Master of Education