The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary and upper secondary schools in Sweden. In-depth interviews and an online questionnaire were used to gather relevant data. The findings show that all teacher educators who were interviewed found digital game-based teaching to be a relevant approach, but they noted that it is not incorporated in their teacher training courses to a sufficient extent. Additionally, the great majority of in-service teachers did not perceive that they received any education on how to use digital games or game elements in their teaching, while most of them found it to be relevant and had used it to some extent. These results would indicate that digital game-based teaching should be integrated to a greater extent in teacher training programs, and steps should be taken to ensure that current research on the topic reaches the teachers out in the field.

In recent times, companies have been motivated to transition towards sustainable development. This motivation is driven by several external and internal factors such as awareness about limited resources, environmental degradation, economic profitability, changes in regulations, etc. Transitioning towards sustainability is not an easy task. There can be several challenges such as the multi-dimensional aspect of sustainable development, changes in workflow , investing in/inventing new technology , etc. T o tackle these challenges, a strategic transition is required. In order to help organizations strategically move towards sustainable development, Göran Broman and Karl- Henrik Robèrt have provided a framework through their research. It can be an overwhelming task for a company to understand and implement this framework. The thesis addresses this challenge by designing a board game around the operational procedure provided by the framework. To develop the game, Evensen et al.’s model was leveraged which utilized different inputs such as literature review, Broman and Robèrt’s framework, and thematic analysis of interviews as inputs for game development. The interviewing process included semi-structured interviews of eight employees (sustainability-related positions) from different companies to understand how their companies are perceiving sustainable development, implementing sustainable practices, and what are the needs and challenges faced. This thesis contributes to academia in two ways. First, it extends the Framework for Strategic Sustainable Development (FSSD) by providing an application-based learning tool. After studying the theoretical side of the framework, the developed game can enhance the understanding of the framework. Second, it modifies the game design model by substituting generative research with a framework (FSSD) as an input and further discusses the benefits of having FSSD as an input element. From a practical perspective, apart from providing a better understanding of sustainability and educating companies about FSSD, the board game session enables the employees to think about how to implement FSSD for their specific scenario. Additionally, it also provides companies a controlled environment to think about risks and foresee the consequences of their future actions. Hence, providing a safety net before the initiation of the implementation process.

In 2018, the Swedish Parliament decided to make the UN Convention on the Rights of the Child acivil law, which will be implemented in the year 2020. The consequences of the decision are notunproblematic. The public debate, as well as research, shows that parents have a problem seeing howtheir style of parenting could correlate with the Convention’s legal text. The parents expresshopelessness towards the notion of child upbringing.This thesis is an exploratory pilot study aiming to prepare and generate new knowledge for a projectcommissioned by Save the Children with the goal to develop a game to decrease the knowledge gapbetween parents and children regarding what the Convention means for their relationship. The thesisalso asks the question: how can a game, played by parents and children meant to teach them about softvalues in accordance with the Convention look like.Beyond traditional qualitative research methods, this thesis used Research through Design anddeveloped a presumptive prototype for the project in order to explore the research subject. Findingsshowed that the games narrative and the power to change the narrative through player choices play anessential part in the participant’s ability to immerse in the game, and that this interactive narrative isclosely connected with the ability to learn. The thesis also shows designer directions to consider whendeveloping a game meant to teach the players about soft values.

Since the Covid19 pandemic there has been a rise in the use of digital platforms such as online-game based learning platforms (OGBLPs) to diversify the learning experiences of students. This paper investigates the implementation, challenges, and benefits of online game-based learning platforms for English learning of students with English as a second language (ESL) in Sweden’s upper secondary schools. We aimed to explore teachers’ experiences of students’ vocabulary acquisition and whether it is facilitated by employing OGBLPs. We also examined the benefits and challenges of using OGBLPs for vocabulary acquisition. For this purpose we employed a qualitative approach where five upper secondary school English teachers were interviewed. All data was later transcribed, where responses from the interviews were used to highlight how teachers used OGBLPs, and what they considered challenges and benefits. Overall, teachers reported positive attitudes towards the use of OGBLPs as it influences elements such as student engagement and leads to increased motivation. However, all participants of this study also claim that OGBLPs ought to be used in combination with a theme or presentation connected to curriculum content as they doubt the effectiveness of OGBLPs in vocabulary acquisition when used in isolation, as a single learning activity.

This Thesis project investigates the user-centered interaction design approach that support a better communication among students and encourages children to feel empathy between each other. Furthermore, this study explores the topic of playful gamified interaction by avoinding cultural ethnicity disparities and promote an open-minded educational atmosphere. By developing the concept named ClassHood, this strategy aims to facilitate the role of the teachers to educate pupils about cultural ethnicity issues and to help youngsters develop the ability to not discriminate in the classroom. The development of a classroom engaged game, will influence students to have an introspection of themselves, including having not only the knowledge of their cultural heritage but from the others around them.

Digital games are being increasingly implemented in the educational sector to improvevarious skills. Among these the effectiveness of digital game-based learning (DGBL) on the socio-emotional ability of individuals have been investigated with overall positive results. However, a limited number of studies have investigated the effectiveness of DGBL on this ability in children with intellectual disability and no studies have researched whether DGBL could be effective on the socio-emotional skills of children with this form of disability. Thus, the current study aimed at investigating the effectiveness of DGBL on the specific socio-emotional skill of emotion recognition in children with intellectual disability in the educational sector. The following research question was formulated: Does DGBL increase the socio-emotional skill of emotion recognition in children with intellectual disability. To answer this question a quasiexperimental one-group pretest-posttest design was adopted where participants engaged in a DGBL-intervention where they played a game aimed at improving their emotion recognition ability. Participants were selected via purposive sampling and the final sample consisted of N=7. The sample consisted of children with intellectual disability between the age span of six and nine of both male and female gender. The experiment consisted of three parts: a pretest where data in terms of the socio-emotional skill of emotion recognition was collected, the actual intervention where the participants engaged inplaying a digital game, and lastly, a posttest where the skill of emotion recognition was measured again. The data was subsequently analyzed via a paired sample t-test. The results of the study showed that DGBL did not significantly increase the socio-emotional skill of emotion recognition in children with intellectual disability. This result in part contradicts earlier research on DGBL and intellectual disability as well as DGBL andsocio-emotional skill where significant effects have been identified. However, since no previous research has investigated whether DGBL could be effective in increasing the socio-emotional skill of children with intellectual disability, future research is needed to confirm or reject the present results. In summary, the current research has extended on current knowledge and provided important implications for the field of special education.

La maltraitance des enfants est un problème critique qui touche environ un milliard d'enfants dans le monde chaque année. Les blessures qui persistent toute leur vie, les handicaps ou même la mort sont des conséquences risquées découlant de la maltraitance des enfants. Plusieurs approches, y compris les Jeux Sérieux (SGs), ont été conçues pour éduquer les individus sur la maltraitance des enfants et comment la prévenir. Cependant, les SGs qui sont présentement en existence se concentrent uniquement sur l’intimidation ou les abus sexuels chez les enfants et non sur toutes les formes possibles de maltraitance des enfants. De plus, la plupart des ressources concernant la prévention de la maltraitance des enfants s'adressent aux adultes et non aux enfants. Ce travail se concentre sur la conception d'un SG appelé ZeroAbuse qui englobe les quatre types de maltraitance des enfants: Physique, Émotionnel, Abus Sexuel et Négligence. Il combine les principes d'apprentissage, les éléments pour immerger le joueur dans le jeu et les critères de qualité des programmes de prévention. ZeroAbuse s'adresse aux enfants âgés de 9 à 11 ans, qui sont exposés de manière homogène à tous les types de maltraitance. Il tient également compte des compétences cognitives et physiques propres aux enfants de cet âge. La conception du SG a pris en compte les perspectives d'experts en prévention de la maltraitance des enfants et a été testée sur la population cible afin d’améliorer l'expérience de jeu et valider l'approche d'apprentissage. / Child abuse is a critical problem affecting approximately one billion children worldwide annually. Lifelong injuries, disabilities, or even fatalities are risky consequences derived from child abuse. Several approaches, including Serious Games (SGs), have been designed to educate individuals about child abuse and how to prevent it. However, existing SGs focus only on bullying or sexual abuse and not all possible forms of child abuse. In addition, most of the existing resources for child abuse prevention are aimed at adults and not at children. This work focuses on designing an SG called ZeroAbuse that encompasses the four types of child abuse: Physical, Emotional, Sexual abuse and Neglect. It combines the principles of learning, the elements to immerse the player into the game, and the quality criteria of prevention programs. ZeroAbuse is aimed at children aged 9 to 11 years, given that they show homogeneous participation in all types of abuse. It also considers the cognitive and physical competencies of children at this age. The SG design considers the perspectives of experts in child abuse prevention and was tested on the target population to enhance the game experience and validate the learning approach.

The way children are playing and learning is changing, and children are now experiencing digital technologies both at home and in educational environments. This study explores how today’s children experience learning through digital entertainment systems (DES). It is therefore possible to use the results of this study as a starting point for future research. By exploring separate topics in greater detail in order to gain a deeper understanding of the processes of learning, and the benefits of digital entertainment systems, which provide an overview of children's learning experiences and skills.  The purpose of this study is to examine how a digital entertainment system can be designed to improve children's experience when using a golf simulator. Using the golf simulator as an example and starting point, this will provide knowledge and a greater understanding of how children experience learning in certain environments. The study will present four game elements in the golf simulator Toptracer, to make the children more motivated to learn the theoretical and practical aspects of golf. These game elements will be able to be modified and applied in other environments to improve children's learning experience.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24301号 / 人博第1057号 / 新制||人||248(附属図書館) / 2022||人博||1057(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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