portraits of ETG-members

Agneta Gulz Annika Silvervarg Jens Nirme Erik Anderberg Betty Tärning Magnus Haake

Kristian Månsson Alexander Cobleigh Johan Helmertz LUCS-LU IDA-LIU


Daniel Schwartz & Kristen Blair, School of Education, Stanford University, CA.
George Veletsianos, School of Education and Technology, Royal Roads University, Canada.
Lena Pareto, Media Production & Informatics Deptartment, University West, Sweden.
Susanne Kjällander, Sofia Frankenberg & Hillevi Lenz Taguchi, Dept. of Child and Youth Studies, Stockholm University, Sweden.
Marianne Gullberg, Humanities Lab, Lund University, Sweden.
Birgitta Sahlén & Viveka Lyberg Åhlander, Dept. of Logopedics, Phoniatrics, and Audiology, Lund University, Sweden.

Welcome to the Educational Technology Group!

The Educational Technology Group consists of senior researchers, Ph D students and master students from Lund and Linköping Universities. The group develops educational technology systems and prototypes with two purposes: (1) exploiting them as research instruments to explore learning processes, and (2) coming up with pedagogical software with a real-world value as pedagogical tools.

The two purposes are intertwined. The developed software builds on empirical findings about the human mind within the cognitive and the learning sciences. The software is used to extend our knowledge, and the knowledge gained is fed back into the software as we develop it further. Our projects are characterized by an orientation towards school’s educational practices and daily activities, together with the use of iterative processes of evaluation and redesigning.

The Educational Technology Group has close collaborations with some other national groups and with groups at two North American universities. Other essential collaborators are a number of schools and preschools, in Sweden and in the U.S., with their students, teachers and headmasters.

Please feel free to browse around, or contact us if you have any questions.

Agneta Gulz agneta.gulz@lucs.lu.se +46 (0)46 222 32 69
Annika Silvervarg annika.silvervarg@liu.se +46 (0)13 28 40 68

For questions about this website, contact:

Magnus Haake magnus.haake@lucs.lu.se +46 (0)46 222 32 69

Featured Courses

• Master’s level project course (Autumn, period 1 & 2; 15 hsp)

Featured Concepts

• Explore & Support
• New Generation Educational Software
• Digital Form vs. Digital Functionality

Featured Projects

The Magical Garden Research Platform :: 2012 – …
The Magical Garden Research Platform is centered around a Teachable Agent based learning game in mathematics for 3- to 6-years-olds.
On the basis of the Magical Garden research platform we run a number of projects addressing, for example, early mathematics learning as a preparation for elementary school, developmental issues regarding children’s mentalizing abilities, attentional behavior in young children, and the iterative development of educational software as a real-world value pedagogical tool.
Funded by: Wallenberg Network Initiative and Erik Philip-Sörensens stiftelse
>> Read more …

Supporting Students’ Productive Choices when Learning gets Difficult :: 2015 – 2018
How do students actually respond to non-progress situations during their learning process, such as a situation when the do not succeed in solving a task or when they do not pass a test. There is limited knowledge, in particular on a detailed level and for large samples, on this. In this project we explore:
(i) Students’ responses when learning is no longer easy: What do they chose to do and how do they make meaning of the situation and their own choice of action?
(ii) Can these choices and meaning makings be affected by pedagogical approaches?
Funded by: Marcus and Amalia Wallenberg Foundation
>> Read more …

Maximizing informativeness and minimizing neglect – the next step in feedback research :: 2018 – …
That feedback is critical to effective learning is something of a truism and there is a large body of scientific literature on feedback within the learning sciences. Despite this, there are considerable gaps in our knowledge about feedback and learning. Very little is known about how learners in different contexts pay attention to and process negative informative feedback, that is, constructive information to the learner regarding why, how, and to what extent she failed in solving a task or providing a correct answer. The primary focus of this proposal is to systematically investigate the effects of a number of learning context parameters on student’s attention, processing, and responses with respect to negative informative feedback.
Question 1: Will attention to and processing of negative informative feedback differ when students themselves actively choose to receive negative informative feedback versus when it appears without them controlling it?
Question 2: Will learners seek and pay more attention to negative informative feedback when it serves a pro-social goal, such as improving someone else’s performance or improving the chances of helping a larger group versus when it regards the individual learner alone as a self-goal?
Funded by: Marianne and Marcus Wallenberg Foundation
>> More information to come …

The Magical Garden: Supporting early mathematics for preschoolers with different linguistic backgrounds :: 2018 – …
The study aims to increase the possibilities for success in mathematics for children having another first language than the official language used in school. By means of a comparative evaluation using the Magical Garden Research Platform, we expect to show an increased learning for children initially interacting with an Arabic implementation of the game compared to children only interacting with the Swedish implementation of the game. Results from the study could show that a modest adjustment of existing educational software as well as pedagogical strategies can have a huge impact on learning.
Funded by: Marcus and Amalia Wallenberg Foundation
>> More information to come …

Digital tools as a method for learning and formative feedback in the context of number sense and early math :: 2018 – …
The aim is to develop and evidence base a method for formative support of important precursors for math skills, in connection to 4 to 6-year-olds’ use of digital educational games in preschool. Central questions are: How can a functional pedagogical tool be designed in order to support teachers scaffolding of goal oriented learning for both individuals and groups? How can they contribute to visualize early math learning processes, and how can educators use them to reach learning goals? Can a digital individual learning game develop children’s early math skills and self-regulation more efficiently than ordinary preschool pedagogics?
Funded by: The Swedish Institute for Educational Research
>> More information to come …

• Click here for a full list of current and previous ETG-projects!