The aim of this master thesis is to discover correlation trends between teacher interaction style and his extent of providing opportunities for teaching how to learn. According to the results the aim is to create a prototype of the teacher interaction style, who has got the best dispositions to provide opportunities for teaching how to learn. The first and the second chapter deal with theoretical basis. Key competences, especially key competence for learning are depicted in the first chapter. The second chapter focuses on a topic of pedagogical communication and interaction and it is concluded with a discussion of the interaction style of the teacher. All the details on this research are described in the third chapter. The methodology is topped with the results, discussions and the overall finish. At the end of the work the bibliographic references, attachments, lists of figures and tables are revealed.

För att undersöka interbedömarreliabiliteten i Emotional Interaction Style – assessment (EIS – assessment), vid bedömningar av Marschak Interaction Method (MIM), har tre inspelade MIM filmer skattats av sju bedömare. Reliabiliteten beräknades med intraklasskorrelationskoefficient (ICC). I bakgrunden har en teoretisk genomgång gjorts av aktuell forskning gällande barns utveckling och samspel mellan barn och föräldrar. Vidare har bakgrunden till MIM och EIS-assessment redovisats. För att ytterligare belysa användbarheten av skalan har bedömarna, i samband med skattningen av filmerna, reflekterat och förutsättningslöst skrivit ned tankegångar, frågor och erfarenheter vilka varit en del av diskussionerna i samband med att uppsatsgruppen träffats. Medelvärdet på intraklasskorrelationskoefficienten, på hela materialet, visar på en god samstämmighet mellan skattarna. Styrkan i överensstämmelsen i film A värderas som god, i film B mycket god och i film C hyfsad. I film A och B värderas den inre konsistensen (Cronbachs alfa) som mycket god. I film C värderas den inre konsistensen som god. Vår bedömning är att EIS – assessment är en användbar skala för att beskriva samspel mellan föräldrar och barn i kliniska sammanhang och att det vore värdefullt med fortsatt forskning.

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Today's technology offers a variety of opportunities to interact with the interactive systems. Human-Computer Interaction in the last decade is the area of research that has contributed the most to this development. But how is this interaction perceived? The user experience is something that is formed by the interaction between human and the computer interactive systems. The objective of this thesis is to investigate how the user experience differs depending on how one interacts with a game. In this empirical study we have chosen to examine three common interaction styles that current technology offers that is, gamepad, touch screen and gesture-based interaction. A qualitative method of data collection method has been used. We studied the interaction behavior of three people through observation, video recordings and interview. Differences were observed in the patterns of behavior according to individual experiences and the various interaction styles. We could see, above all, that the gesture-based interaction was perceived as more authentic and gave a greater sense of game flow than the other two interaction styles.  / Dagens teknik erbjuder en rad olika möjligheter att interagera med interaktiva system. Människa-datorinteraktion har under det senaste decenniet varit det forskningsområde som bidragit mest till denna utveckling. Men hur upplevs interaktionen? Användarupplevelse är något som byggs upp genom ett samspel mellan människa och de datoriserade interaktiva systemen. Målet med vår uppsats har varit att undersöka om användarupplevelsen skiljer sig åt beroende på hur man interagerar med ett spel. Till vår studie har vi därför valt att undersöka tre vanligt förekommande interaktionsstilar som dagens teknik erbjuder i form av gamepad, pekskärm- och gestbaserad interaktion. En kvalitativ metod som datainsamlingsmetod har används till denna empiriska studie. Vi studerade tre personer genom observation och videoupptagning samt genomförde en efterföljande intervju vid varje tillfälle. Vi fann skillnader i mönster bland upplevelsen av de olika interaktionsstilarna, men framför allt kunde vi se att den gestbaserade interaktionen upplevdes som mer autentisk och fri i spelflödet än de andra två interaktionsstilarna.

This diploma thesis is concerned with authority of a novice teacher based on their usage of his or her interaction style in a classroom. The aim of this thesis is to find out how teachers and their pupils perceive particular interaction styles of a teacher with regard to establishing and using their authority. The theoretical part of this thesis consists of three chapters. The first chapter deals with the terms authority and teacher's authority, emphasizing pupils' point of view and in connection with this introduces its classification of authority types. The next chapter inquires into interpersonal behaviour of a teacher, definition of their interaction style and ways of its detection in practise. The third chapter is concerned with the issues of novice teacher emphasizing their problems in interaction with their pupils which can appear at the beginning of their professional career. Practical part is primarily based on a quantitative inquiry implemented with the help of modified standardized questionnaires QTI investigating the interaction style of a teacher. Their task was to give feedback to the teachers who participated in the inquiry and discover how the interaction models of novice teachers differ from their pupils' versions, alternatively among particular classes. The questionnaires were...