This project has been carried out in collaboration with CC Pack, a Swedish packaging company located in Tibro, and under the supervision of University of Skövde. The aim of the project is the creation of a new aluminium packaging, with the intention of satisfying the highest number of customers' requirements, getting also a differentiation from the competitors. Archer’s model is followed during the design process. This model allows strengthening the efficiency of project design. The compilation of information in order to make a complete requirement classification is based on: CC Pack requirements, a study of customer needs focused on interviews and pilot study, and a literature study lead by Maslow’s hierarchy translated to design along with the 4 pleasures of Patrick Jordan. After the requirements classification, it is time to start with the concept generation phase. This phase consist of diverse methods of generation and evaluation of ideas, such as brainstorming or the weighted objective method, until a final solution is reached. This last solution, which consists of an aluminium tray surrounded by a cardboard structure, is communicated at the end of the project through illustrations created through design software such as PTC Creo Parametric and Photoshop. Conclusions obtained are quite positive in general, nevertheless there is still an aspect that could be improved. It is related to the shipping system and it is commented in chapter 7 conclusions. There is also a chapter devoted to propose possible future contributions in order to implement this project.

My aim with the experience-based essay is that I want to explore the implications of mathematics on children's development. I also want to examine my approach in relation to the various mathematical tasks. Why do we think that mathematics is important for pre-school children? What does the research say about how the teacher is thinking about mathematics? Can the teacher combine playing and learning and create meaningful moments and activities related to mathematics? I also want to explore our policies and the objectives that the teacher should relate to. What is required of me as a teacher in order to meet those goals? My essay is about mine and my boss’s view of the mathematical tasks that I usually perform in the preschool. She thinks that they might create a pressure on the children. My reflection on this will help me to understand my mathematical activities in a deeper way. During my research trip I will examine how the teacher can combine mathematics, playing and learning to form pleasurable moments of them. I want to show how the interaction and storytelling can create a link between the teacher and child. My role as an educator is an important part of children’s development, because it is me who opens or restricts the child's ability to grow and learn.

This study explored human-robot interaction where children got to play with the interactive social robot Romo. The focus of the study was to explore if children experienced the interactions with the robot differently depending on two parameters. The parameters used were thought to measure differences in experiences, attitudes and expectations towards the robot depending on whether the children were co-creators of the robot or merely had playful interaction with the robot. The results indicated that the children in both activity parameter groups had similar pleasurable experiences apart from four additional categories that were detected in the co-creation group. Something that indicates that the group of children that were given the opportunity to manipulate and form Romo’s behavior had a richer user experience compared to the group of children that only played with Romo. It was also noticeable that none of the children that manipulated and formed Romo’s behavior experienced it as direct learning. They saw the learning process more as being a playful experience and many of them expressed that they had taught Romo to do various things. The ability to edit Romo’s robotic motions and behavior, through an easy contextual-sign interface, inevitably allowed the children to understand physical and computational models through play. / Denna studie undersökte människa-robot interaktion där barnen fick leka med interaktiva sociala roboten Romo. Målet med studien var att undersöka om barnen upplevde interaktioner med roboten på olika sätt beroende på två parametrar. De parametrar som användes var avsedda att mäta skillnader i upplevelser, attityder och förväntningar till roboten beroende på om barnen var medskapare av roboten eller enbart hade en lekfull interaktion med det. Resultatet visade att barnen i båda aktivitets parameter grupperna hade liknande upplevelser av interaktionen med roboten förutom att gruppen som var medskapare av roboten hade ytterligare fyra njutbar upplevelser. Något som tyder på att den grupp barn som fick möjlighet att manipulera och forma Romos beteende hade en rikare användarupplevelse jämfört med den grupp av barn som bara lekte med Romo. Det var också anmärkningsvärt att ingen av barnen som manipulerade och formade Romos beteende upplevde det som direkt inlärning. De såg inlärningsprocessen mer som en lekfull upplevelse och många av dem uttryckte att de hade lärt Romo att göra olika saker. Möjligheten att redigera Romos rörelser och beteenden, genom en enkel kontextuellt gränssnitt, oundvikligen tillät barnen att förstå fysisk- och beräkningsbaserad modellering genom lek.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2016-09-16T12:01:30Z No. of bitstreams: 1 TeseHGF.pdf: 2750978 bytes, checksum: 7a8a157ff4ab9f9ba6990a738b256399 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:30:25Z (GMT) No. of bitstreams: 1 TeseHGF.pdf: 2750978 bytes, checksum: 7a8a157ff4ab9f9ba6990a738b256399 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-16T19:30:47Z (GMT) No. of bitstreams: 1 TeseHGF.pdf: 2750978 bytes, checksum: 7a8a157ff4ab9f9ba6990a738b256399 (MD5) / Made available in DSpace on 2016-09-16T19:30:57Z (GMT). No. of bitstreams: 1 TeseHGF.pdf: 2750978 bytes, checksum: 7a8a157ff4ab9f9ba6990a738b256399 (MD5) Previous issue date: 2015-04-01 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Researchers have identified various factors that affect seniors’ well-being, including their engagement with life. As such, to help seniors with mental health problems, one strategy is to increase the frequency of their involvement in pleasant events. However, there are no instruments that Brazilian professionals can use, to identify activities that are pleasant for a specific older person. Thus, the aim of this doctoral research program was to investigate the psychometric properties of an instrument culturally adapted for use in Brazil, the COPPES-BR, which can be used to assess older people’s engagement in pleasant events. First, a literature review was conducted to describe the context in which the original instrument (the California Older Person’s Pleasant Events Schedule - COPPES) was developed, its theoretical underpinnings, and to define the construct this instrument measures. Next, in Manuscript 1, initial evidence of the validity of the COPPES-BR is presented. In total, 337 Brazilian, community-dwelling seniors (68,2% female), without cognitive impairments, between the ages of 60 and 93 (M = 69.7; sd = 7.31), living in neighborhoods with different levels of social vulnerability, responded to the following instruments, all adapted for use in Brazil: (a) the COPPES-BR, (b) the Beck Depression Inventory (BDI), (c) the Pfeffer Index, to evaluate functional dependency, and (d) sociodemographic questions. The internal consistency of the Frequency, Pleasure, and Obtained Pleasure scales was excellent (Cronbach’s alpha values of .96, .95 and .97, respectively). In addition, Frequency and Obtained Pleasure scores were negatively correlated with depressive symptoms. Thus, initial evidence of precision and external validity were found. However, the results of a confirmatory factor analysis, to compare the responses of American and Brazilian participants, indicate that the dimensions established for the original instrument do not explain the responses obtained with Brazilians. Thus, in Manuscript 2, the results of an exploratory factor analysis are presented, suggesting that Brazilians respond to the COPPES-BR on the basis of four domains: F1 – Social Activities and Competence (α = .94); F2 - Contemplative Activities (α = .83); F3 - Practical Activities (α = .72); and F4 - Intellectual Activities (α = .70). The factor solution explained 43.6% of the total variance. In Manuscript 3, additional evidence of the external validity of the COPPESBR is presented, examining relationships between respondents’ scores on the four factors of the Frequency scale and: (a) sociodemographic indicators, (b) functional dependence, and (c) depressive symptoms. The factor scores were negatively correlated with depressive symptoms and functional dependence scores, and positively correlated with purchasing power and educational level. The correlations with depressive symptoms add to the evidence of the external validity of the COPPES-BR. The other results suggest that the frequency of seniors’ involvement in pleasant events is also affected by functionality and sociodemographic factors. Thus, although there is already satisfactory evidence of the internal and external validity of the COPPES-BR, additional studies are needed, using more representative samples of Brazilian older people, to strengthen the evidence regarding the precision and validity of this instrument. / Vários fatores influenciam no bem-estar de idosos, incluindo seu engajamento com a vida. Neste sentido, uma estratégia para ajudar idosos com baixos índices de saúde mental é de encontrar maneiras de aumentar a frequência da prática de atividades agradáveis. Não existe, ainda, um instrumento que profissionais brasileiros possam usar para identificar atividades que são prazerosas para um idoso específico. Diante disso, o objetivo desta pesquisa de doutorado foi de investigar as propriedades psicométricas de um instrumento adaptado ao contexto brasileiro, o COPPES-BR, que pode ser usado para avaliar o envolvimento de idosos em atividades prazerosas. Incialmente, apresentase uma revisão de literatura que descreve o contexto em que o instrumento original (California Older Person’s Pleasant Events Schedule - COPPES) foi desenvolvido, sua fundamentação teórica e a definição do construto que o instrumento mensura. Em seguida, no Manuscrito 1, são apresentadas primeiras evidências sobre a validade do COOPES-BR. No total, 337 idosos (68,2% do sexo feminino), entre 60 e 93 anos de idade (M = 69,7; dp = 7,31), não institucionalizados e sem alterações cognitivas, morando em bairros com variados níveis de vulnerabilidade social, responderam aos seguintes instrumentos, todos adaptados para uso no Brasil: (a) o COPPES-BR, (b) o Beck Depression Inventory (BDI), (c) o Índice Pfeffer, para avaliar sua dependência funcional, e (d) questões sobre seu perfil sociodemográfico. As escalas de Frequência, Prazer e Prazer Obtido apresentaram consistência interna excelente (valores de alpha de Cronbach de 0,96, 0,95 e 0,97, respectivamente). Além disso, os escores de Frequência e Prazer Obtido estavam negativamente relacionados com sintomas depressivos. Assim, estabeleceu-se evidências iniciais de precisão e validade externa. Porém, com base nos resultados de uma análise fatorial confirmatória para comparar os resultados obtidos com respondentes americanos e brasileiros, foi concluído que as dimensões estabelecidas para o instrumento original não explicavam as respostas dos brasileiros. Assim, no Manuscrito 2, os resultados de uma análise fatorial exploratória são apresentados, sugerindo que brasileiros respondem ao COPPES-BR com base em quatro domínios: F1 – Atividades Sociais e de Competência (α = 0,94); F2 - Atividades Contemplativas (α = 0,83); F3 - Atividades Práticas (α = 0,72); e F4 - Atividades Intelectuais (α = 0,70). Esta solução explicou 43,6% da variância total. No Manuscrito 3, são apresentadas evidências adicionais da validade externa do COPPES-BR, examinando relações entre os escores dos participantes nos quatro fatores da escala de Frequência e: (a) indicadores sociodemográficos, (b) dependência funcional e (c) sintomas depressivos. Os escores para os fatores apresentaram correlações negativas com sintomas depressivos e dependência funcional, e correlações positivas com poder aquisitivo e escolaridade. As correlações com depressão fortalecem as evidências de validade externa do COPPES-BR, e os demais resultados apontam que a frequência de envolvimento em atividades potencialmente agradáveis, na velhice, é influenciada por variáveis sociodemográficas e de funcionalidade. Apesar de evidências satisfatórias de validade interna e externa do COPPES-BR, são necessários estudos adicionais, com amostras mais representativas da população brasileira, para fortalecer as evidências sobre a precisão e validade deste instrumento.

No description available.

Estetiska uttrycksformer, däribland drama, ska enligt läroplanen ha en plats i skolans verksamhet. Samtidigt läggs mer fokus på de mätbara kunskaperna vilket resulterar i att de estetiska ämnena bortprioriteras. Syftet med studien är därför att undersöka i vilken utsträckning och på vilket sätt pedagoger använder dramapedagogik på lågstadiet. För att svara på denna fråga användes de didaktiska frågorna: varför, i vilka sammanhang, hur och när lärare och fritidspedagoger använder dramapedagogik i sin undervisning på lågstadiet. Genom intervjuer kunde olika teman identifieras. På frågan om varför dramapedagogik används framkom det att arbetssättet är inkluderande och lustfyllt samt att det gynnar den socioemotionella utvecklingen. Angående sammanhang ansåg pedagogerna att arbetssättet passar i de flesta sammanhang genom olika dramapedagogiska metoder som inte är bundna till något specifikt skolämne. Vid frågan hur frekvent arbetssättet används i verksamheterna kunde aspekten av tidsbrist urskiljas vilket är anledningen till att större projekt såsom pjäser och musikaler inte sker i samma utsträckning som förr. Tidsbristen förklarades med den nuvarande läroplanens införande. Slutsatsen var att pedagogerna använder sig av dramapedagogik på olika sätt som inte behöver vara krävande tids- eller kunskapsmässigt. Dramaarbetet tycks enligt pedagogerna berika elevernas skoldag och därmed gynna inlärningen vilket i sig är en stor anledning till varför arbetssättet nyttjas i svenska klassrum.

Denna empiriska studie syftar till att undersöka hur högpresterande elever kan utmanas i litteraturundervisningen i svenskämnet ur ett lärarperspektiv samt varför det är viktigt att utmana dessa elever i årskurserna 4-6. Det sociokulturella perspektivet används som en teoretisk utgångspunkt för att analysera resultatet. Studien har baserats på semistrukturerade interjuver av lärare och resultatet visar att läraren bör anpassa undervisningen individuellt och på de enskilde elevens kunskapsnivå. Det är även viktigt att utmana de högpresterande eleverna för att motivera dem till ett lustfyllt lärande. Genom resultatet framgår det att undervisning av högpresterande elever är en utmaning för lärare men att olika arbetssätt och strategier används för att möta svårigheterna. Individualisering, berikning och acceleration är några begrepp som lyfts som möjliga metoder för att stimulera dessa elever och få dem att bibehålla viljan att lära. Det blir också tydligt att mer forskning och fler lösningar behövs för att detta ska lyckas.

Abstract A central problem in all language teaching is to teach the correct use of prepositions. There are grammar rules, but also a lot of exceptions and idiomatic expressions that often have to be learnt by examples or by heart. A trick for learning might be to use a mnemonic method with songs and music to memorize a correct use of prepositions. The purpose of this study is to test a language teaching didactic exercise for knowledge of preposition in Spanish with songs and music. Grammatical aspects, rules and exceptions when studying prepositions in Spanish are presented. A literature review shows the significance of music for language learning. By lesson trials the five so called “empty” prepositions in Spanish: a, con, de, en and por, are studied by 40 high school students only by listening to and singing two different songs in the beginning and at the end of each Spanish lesson during two weeks. The result of the study shows an improved knowledge of correct use of the 5 Spanish prepositions among the students using the method. Furthermore, the language teaching didactic exercise with song and music was seen as a pleasurable learning experience by the students.

A framework was developed called the Extended Hedonomic Hierarchy (EHH) that provides a basis for evaluating pleasurable human-system experience. Results from a number of experiments within this framework that evaluated specific dimensions of the framework are reported. The 'Exposure' component of the EHH framework and hedonics of the system were investigated to see how changes would affect other dimensions, such as the occurrence of flow, the mode of interaction, and the needs of the user. Simulations and video games were used to investigate how repeated exposure affects flow, interaction mode, and the user needs. The Kansei Engineering method was used to measure user needs and investigate the effect of different hedonic properties of the system on user needs and flow. Findings reveal that: (a) pleasurable human-system experience increases linearly with repeated exposure to the technology of interest; (b) an habituation effect of flow mediated by day; (c) motivation to satisfy human need for technology is hierarchically structured and contributes to pleasurable human-system experience; (d) interactivity is hierarchically structured and seamless mode of interaction is a behavioral outcome of pleasurable human-system experience; (e) there are individual differences among users that affect the likelihood of experiencing pleasurable human-system interaction; (f) performance is positively correlated to flow and (g) the method of kansei engineering provides data from which informed decisions about design can be made and empirical research can be conducted. Suggestions for (a) making Hedonomics a reality in industry, the workplace, and in the field of Human Factors, (b) future research directions for Hedonomics, and (c) principles and guidelines for the practice of Hedonomics are discussed.

[pt] Considerando a leitura e a construção narrativa como atividades libertadoras e agregadoras, este trabalho pretende pesquisar e analisar, pelo ponto de vista do design, metodologias, estratégias, técnicas, práticas e suportes lúdicos e pedagógicos; identificar problemas e propor um sistema de alternativas que possa instrumentar o mediador de leitura, dar-lhe autonomia e facilitar sua tarefa de incentivar a inserção da leitura prazerosa e da construção narrativa no habitus social. / [en] This work takes into account reading and narrative construction as liberating and aggregating activities, and intends to research and analyze, from the point of view of design, methodologies, strategies, techniques, practices and educational and pedagogical supports; identify problems and propose a system of alternatives that can instrument the mediator of reading, give him autonomy and help him in his task of encouraging the insertion of reading with pleasure and narrative writing in the social habitus.