<p>Denna undersökning handlar om hur videofilm används i undervisningen. Med videofilm avser jag TV, DVD, VHS och filmklipp från Internet eller andra källor. Jag utgick från tre möjligheter med användandet av videofilm i undervisningen: •   videofilm som eleverna kan öva till när de kommer hem, till exempel instruktionsfilmer • filmning av eleverna • förevisning av skickliga musikerFör att ta reda på olika stråklärares tankar och erfarenheter av mediet genomförde jag nio intervjuer. Jag ville också veta efterfrågan på instruktionsvideos bland stråklärare och kontaktade olika producenter och distributörer.    Trots att det inte var vanligt att använda olika medier i undervisningen bland mina respondenter, såg de positivt på videofilm som hjälpmedel. Men det fanns också en rädsla för att mötet mellan lärare och elever skulle kunna upphöra. Det var svårt att se ett samband mellan lärarnas repertoar/metodik och användandet av videofilm. Både lärare och läromedels-förlag trodde att det var en generationsfråga och att användandet av multimedia i undervis-ningen kommer att öka inom de närmaste åren.</p> / <p>This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.</p>

Denna undersökning handlar om hur videofilm används i undervisningen. Med videofilm avser jag TV, DVD, VHS och filmklipp från Internet eller andra källor. Jag utgick från tre möjligheter med användandet av videofilm i undervisningen: •   videofilm som eleverna kan öva till när de kommer hem, till exempel instruktionsfilmer • filmning av eleverna • förevisning av skickliga musikerFör att ta reda på olika stråklärares tankar och erfarenheter av mediet genomförde jag nio intervjuer. Jag ville också veta efterfrågan på instruktionsvideos bland stråklärare och kontaktade olika producenter och distributörer.    Trots att det inte var vanligt att använda olika medier i undervisningen bland mina respondenter, såg de positivt på videofilm som hjälpmedel. Men det fanns också en rädsla för att mötet mellan lärare och elever skulle kunna upphöra. Det var svårt att se ett samband mellan lärarnas repertoar/metodik och användandet av videofilm. Både lärare och läromedels-förlag trodde att det var en generationsfråga och att användandet av multimedia i undervis-ningen kommer att öka inom de närmaste åren. / This study is about how video films are used in teaching. By video film, I am referring to TV, DVD, VHS and film clips from the Internet or other sources. I imagined three areas of usage in which video films could be used for educational purposes: • video films for the students to bring home to assist with their practising, for example a tutorial video • filming the students • showing skilful musicians I made nine interviews to discover different string teachers’ thoughts and experiences of the medium, and their student’s reactions. I also wanted to know the demand for tutorial videos among string teachers and contacted producers and distributors.   Though media wasn’t frequently used in teaching among my respondents, they saw video films as a helpful aid. But there was also a fear that the interaction between teachers and students would disappear. It was hard to see a connection between teachers’ different repertoire and methods, and their use of video film. Teachers, and companies that produce teaching media, believed that the use of multimedia in education was indicative of the generation, and that we could expect an increase of multimedia use in teaching.

Tutorial missions are an essential part of video games. However, their significance is often not emphasized enough during development. This thesis presents a review of the literature related to tutorial design and combines information from the private sector and the academic sphere. The analysis outcome was organized into a clear set of rules. A tuto- rial mission for the cooperative game Silicomrades was designed based on these findings. Two distinct versions of the tutorial were created, centered on one of the conflicts iden- tified during the literature review - whether it is better to use Scaffolding (giving player necessary information right away) for a video game onboarding or Just in time approach (giving player information when he is unsure what to do). An experiment was conducted (n = 28) to identify differences between these two approaches. Participants of the expe- riments played one of the two versions, and then their performance was measured in the specialized mission. None of the experiment findings was of statistical significance, but the results indicated a superiority of the Scaffolding approach (based on the performance and subjective enjoyment). After the experiment, the tutorial mission was refined based on the feedback, and exciting directions for future studies were suggested. 1