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Publications (10 of 38) Show all publications
Graeske, C. (2023). Spela sig till läsning - VR och spel i svenskundervisningen (3ed.). In: Eva Insulander, Staffan Selander (Ed.), Att bli lärare: (pp. 252-256). Stockholm: Liber
Open this publication in new window or tab >>Spela sig till läsning - VR och spel i svenskundervisningen
2023 (Swedish)In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Stockholm: Liber, 2023, 3, p. 252-256Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2023 Edition: 3
National Category
Pedagogy
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-95551 (URN)978-91-47-14748-9 (ISBN)
Available from: 2023-02-08 Created: 2023-02-08 Last updated: 2023-02-08Bibliographically approved
Graeske, C., Sjöberg, S. A. & Thunberg, S. (2022). Hooked By Avatars? Literature Studies in Upper Secondary School—A Simulation Study. International Education Studies, 15(3), 53-60
Open this publication in new window or tab >>Hooked By Avatars? Literature Studies in Upper Secondary School—A Simulation Study
2022 (English)In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 15, no 3, p. 53-60Article in journal (Refereed) Published
Abstract [en]

Several studies have shown that Swedish students’ reading comprehension and ability to understand fiction are decreasing year by year. Numerous alarming reports point to the unsustainable situation concerning young people’s reading engagement, but the ideas of how it can be remedied are few. This study aims to investigate and evaluate a didactic design that includes avatars as game elements in order to promote students’ reading of fiction. What opportunities and challenges might such a design present? In the study, an action research method and game theory were used, where teachers and researchers collaboratively explored and evaluated the outcome. The results showed that this design offered many opportunities and generated reading engagement. The students co-design their learning by creating an avatar and then entering the fictional world of a short story. Creating an avatar that interacts with the fictional text requires both participation, reading comprehension and meta analytic skills. However, the design also presented challenges, that some students did not link their avatars clearly to the text and instead did their own stories. The design could thus be further developed to provide more room for avatars to interact more with the chosen literary environment.

Place, publisher, year, edition, pages
Canadian Center of Science and Education, 2022
Keywords
avatars, game elements, reading engagement, game based reading, literature, K-12
National Category
Humanities and the Arts Languages and Literature
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-90954 (URN)10.5539/ies.v15n3p53 (DOI)
Note

Godkänd;2022;Nivå 0;2022-06-28 (sofila)

Available from: 2022-06-03 Created: 2022-06-03 Last updated: 2022-06-28Bibliographically approved
Bergmark, U. & Graeske, C. (2022). Praktiknära forskning i förskola och skola - undervisning, forskning och utveckling i samverkan (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Praktiknära forskning i förskola och skola - undervisning, forskning och utveckling i samverkan
2022 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 168 Edition: 1
National Category
Didactics Pedagogy
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-92708 (URN)9789144157726 (ISBN)
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-30Bibliographically approved
Thunberg, S., Andersson, M. & Graeske, C. (2021). “Hjälp, vi ska göra brädspel!”: Utmaning och designtänkande när svensklärarstudenter, F–3 och 4–6, skapar brädspel på lärarprogrammet. In: NNMF8 2021: Abstractbok: . Paper presented at Nordiska konferensen för modersmålsdidaktisk forskning (NNMF8 2021), November 24-25, 2021 (pp. 188-189). Uppsala: Uppsala universitet, Article ID 3G-2.
Open this publication in new window or tab >>“Hjälp, vi ska göra brädspel!”: Utmaning och designtänkande när svensklärarstudenter, F–3 och 4–6, skapar brädspel på lärarprogrammet
2021 (Swedish)In: NNMF8 2021: Abstractbok, Uppsala: Uppsala universitet, 2021, p. 188-189, article id 3G-2Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Läroplanen (Lgr11) betonar vikten av kreativitet och lärande i samspel vilket i sin tur bör ha betydelse för lärarutbildningens utformning. Med grunden i läroplan och forskning har vi designat för lärande i svenskkursen för F–3 och 4–6, genom att använda brädpelsskapande som lärandemiljö för att utveckla designorienterat tänkande (Selander, 2017). Brädspel har visat sig ha en potential för lärande genom att erbjuda engagerande sociala ytor för kommunikation och dialog, vilket har hög relevans för svenskämnesdidaktiken (Bayeck, 2020). 

Syftet i denna pilotstudie är att stimulera designorienterat tänkande och spelbaserat lärande hos grundlärarstudenter. Två centrala frågeställningar är: Hur reflekterar blivande lärarstudenter kring brädspel i undervisningen för svenskämnet och hur designar de spel för svenskämnets lärandemål?

Projektet är inspirerat av educational design research (McKenney & Reeves, 2018) och genomfördes på lärarprogrammen för blivande lärare i F–3 och 4–6 under läsåret 2020/21. Totalt deltog 62 studenter och designen innehöll en introduktion, två spelworkshoppar och en avslutande brädspelstävling. Det empiriska materialet består av PM om spelens didaktiska koncept samt reflektioner kring skapandet av spelen. Materialet har analyserats tematiskt (Braun & Clarke, 2021) och sedan tolkats utifrån teorier om didaktisk design och spel  (Gee, 2007; Selander, 2017)     

Resultatet visar att lärarstudenterna främst valde att skapa grammatikspel samt att spelskapandet i studiegrupperna gav en fördjupad förståelse för komplexiteten i olika lärprocesser kopplat till det svenskämnesdidaktiska området.  

 

References

Bayeck, R. Y. (2020). Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research. Simulation & Gaming, 51(4), 411-431. 10.1177/1046878119901286

Braun, V., & Clarke, V. (2021). Conceptual and design thinking for thematic analysis. Qualitative Psychology (Washington, D.C.), 10.1037/qup0000196

Gee, J. P. (2007). What video games have to teach us about learning and literacy (ReRevised and updated edition ed.). Palgrave Macmillan. 

McKenney, S., & Reeves, C., Thomas. (2018). Conducting Educational Design Research (2nd ed.). Taylor and Francis. 

Selander, S. (2017). Didaktiken efter Vygotskij (Första upplagan ed.). Liber. 

Lgr 11 (2019). Läroplan för grundskolan, förskoleklassen och fritidshemmet: reviderad 2019.

 

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2021
Keywords
brädspel, spelbaserat lärande, lärarutbildning, svenskämnesdidaktik
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-88049 (URN)
Conference
Nordiska konferensen för modersmålsdidaktisk forskning (NNMF8 2021), November 24-25, 2021
Available from: 2021-12-09 Created: 2021-12-09 Last updated: 2023-02-01Bibliographically approved
Thunberg, S., Andersson, M. & Graeske, C. (2021). Learning About Learning by Making Board Games: Dialogical Perspectives from L1 Teacher Education. In: Abstracts of PapersPresented at the 15th European Conference on Game Based Learning ECGBL 2021: . Paper presented at 15th European Conference on Game Based Learning (ECGBL 2021), Brighton, UK, September 23-24, 2021 (pp. 127-127). Reading, UK: ACI Academic Conferences International
Open this publication in new window or tab >>Learning About Learning by Making Board Games: Dialogical Perspectives from L1 Teacher Education
2021 (English)In: Abstracts of PapersPresented at the 15th European Conference on Game Based Learning ECGBL 2021, Reading, UK: ACI Academic Conferences International, 2021, p. 127-127Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Swedish curriculum for primary school emphasizes the importance of learning and play. How can teacher students learn about teaching by becoming designers of board games for learning? Recent research shows potential in board games for learning purposes as engaging social spaces for communication and dialogue of high relevance to L1 education (Bayeck, 2020). Based on the curriculum and research, we wanted to design for playful learning in teacher L1 education using board games' construction as a dialogical setting. The paper presents a pilot study's findings in an educational design project with a dialogical setting (McKenney & Reeves, 2018). The aim is to explore and stimulate playfulness and learning in L1 teacher education. The research questions are: What are the students' main perspectives made about learning during the design? Which design elements support a learning dialogue? What design principles be stated for further development? The research method used is qualitative thematic coding (Mason 1996). The design was tested as a part of two L1 courses for primary (year 0-3 and 4-6) teacher students; 62 students choose to participate. The design contained an introduction, two game workshops, and a finishing board game competition. The sessions took place online in Zoom in November and December 2020 and the finishing reports were submitted in January 2021. The students worked in groups online to create a board game to participate in the final contest. The empirical material is 186 written reflections after each session and 124 reports in a feedback process, and 62 final reports about the game's didactical concept. Preliminary results are that the game-making process in the study groups during workshops sustained and nourished playfulness, creativity, and didactic design thinking. On the other hand, the finishing game competition only supported learning for some of the students, while others were left with a sense of emptiness. 

Place, publisher, year, edition, pages
Reading, UK: ACI Academic Conferences International, 2021
Series
Proceedings of the European conference on games-based learning, ISSN 2049-0992, E-ISSN 2049-100X
Keywords
Board Games, Teacher education, Learning design
National Category
Learning Languages and Literature
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-87371 (URN)
Conference
15th European Conference on Game Based Learning (ECGBL 2021), Brighton, UK, September 23-24, 2021
Note

ISBN för värdpublikation: 978-1-914587-13-9; 978-1-914587-12-2

Available from: 2021-10-04 Created: 2021-10-04 Last updated: 2021-10-11Bibliographically approved
Graeske, C. (2021). The Function of Fiction. Textbooks After the 2011 Swedish Senior High School Reform. In: Péter Bagoly-Simó; Zuzana Sikorová (Ed.), Textbooks and Educational Media: Perspectives from Subject Education: Proceedings of the 13th IARTEM Conference 2015, Berlin. Paper presented at 13th International Conference on Textbooks and Educational Media (IARTEM 2015), Berlin, Germany, September 11-13, 2015 (pp. 341-347). Springer
Open this publication in new window or tab >>The Function of Fiction. Textbooks After the 2011 Swedish Senior High School Reform
2021 (English)In: Textbooks and Educational Media: Perspectives from Subject Education: Proceedings of the 13th IARTEM Conference 2015, Berlin / [ed] Péter Bagoly-Simó; Zuzana Sikorová, Springer, 2021, p. 341-347Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this study was to analyze how work with fiction is organized in six textbooks for senior high schools in Sweden after the 2011 school reform. Research into Swedish teaching materials has been neglected in recent years, and there is a knowledge gap regarding how work with fiction has been affected by the 2011 reform. In this study, quantitative and qualitative methods are used and Bernstein’s theories relating to horizontal and vertical discourse are applied to the empirical material. The results show that work with fiction in textbooks has been marginalized, particularly work with fiction written by women. The study also shows that students enrolled in vocational programs have access to different knowledge than students enrolled in university preparatory programs. This is remarkable, since the learning objectives in Svenska 1–the common curriculum for vocational and university preparatory programs–are the same. This means that core values of equal education were eliminated after the reform, and the knowledge gap between different groups of students is likely to increase. 

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Bernstein’s theory, Curriculum, Fiction, Reading types, Sweden, Textbooks
National Category
Pedagogy
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-87479 (URN)10.1007/978-3-030-80346-9_28 (DOI)
Conference
13th International Conference on Textbooks and Educational Media (IARTEM 2015), Berlin, Germany, September 11-13, 2015
Note

ISBN för värdpublikation: 978-3-030-80345-2; 978-3-030-80346-9

Available from: 2021-10-13 Created: 2021-10-13 Last updated: 2021-10-13Bibliographically approved
Graeske, C. & Sjöberg, S. A. (2021). VR-Technology in Teaching: Opportunities and Challenges. International Education Studies, 14(8), 76-83
Open this publication in new window or tab >>VR-Technology in Teaching: Opportunities and Challenges
2021 (English)In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 14, no 8, p. 76-83Article in journal (Refereed) Published
Abstract [en]

Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students’ motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.

Place, publisher, year, edition, pages
Canadian Center of Science and Education, 2021
Keywords
action-based research, gamified teaching, upper secondary school, Swedish subject, VR-technology
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-87302 (URN)10.5539/ies.v14n8p76 (DOI)
Note

Godkänd;2021;Nivå 0;2021-09-30 (alebob)

Available from: 2021-09-30 Created: 2021-09-30 Last updated: 2021-09-30Bibliographically approved
Graeske, C. (2020). I gränslandet: Norm- och ekokritiska perspektiv på Inga Borgs böcker om Plupp. Tidskrift för litteraturvetenskap, 50(1), 33-40
Open this publication in new window or tab >>I gränslandet: Norm- och ekokritiska perspektiv på Inga Borgs böcker om Plupp
2020 (Swedish)In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 50, no 1, p. 33-40Article in journal (Refereed) Published
Abstract [en]

Te aim of this article is to study how Sami environments are represented in Inga Borg’s Plupp books. How are the characters portrayed and how do they relate to each other and to the environment? In the analysis, ecocritical and postcolonial theories are used. Te result shows that Plupp is a character who interacts with nature and animals and follows the shifts of nature. Several books contain ecocritical motifs and Plupp shows great hospitality and generosity and he also advocates biodiversity and variety. In the characterisation of Plupp, rudimentary binaries like nature-culture and male-female are deliberately superseded or harmonised. Plupp can thus be read as a metaphor of equality, but also as a recognition of the Other. As a person (or being) seemingly existing in a space beyond language, Plupp transcends the expectations and limitations of many normative categorisations.

Place, publisher, year, edition, pages
Föreningen för utgivandet av Tidskrift för litteraturvetenskap, 2020
Keywords
Inga Borg, Plupp Series, Sami environments, eco-criticism, postcolonial perspectives
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-80766 (URN)
Note

Validerad;2020;Nivå 1;2020-12-01 (alebob)

Available from: 2020-09-11 Created: 2020-09-11 Last updated: 2020-12-01Bibliographically approved
Graeske, C., Lundström, S., Smith, E., Thunberg, S. & Vallin, H. (2020). Spawn 2.0 — Att spela sig till läsning. In: Ylva Lindberg, Anette Svensson (Ed.), Litteraturdidaktik: Språkämnen i samverkan (pp. 42-63). Stockholm: Natur och kultur
Open this publication in new window or tab >>Spawn 2.0 — Att spela sig till läsning
Show others...
2020 (Swedish)In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Ylva Lindberg, Anette Svensson, Stockholm: Natur och kultur, 2020, p. 42-63Chapter in book (Refereed)
Abstract [sv]

De senaste åren har flera studier visat att svenska elevers läsförmåga sjunker. I detta kapitel presenteras en testad speldesign som avser att utveckla elevers förmågaoch lust att läsa skönlitterära klassiker. Designen baseras på läroplanen förgrundskolans senare år och inkluderar spelelementen avatarer, uppdrag, interaktivitetoch erfarenhetspoäng. I projektet har läsforskare samarbetat med forskare inom visuell gestaltning samt med lärare och elever. Med utgångspunkt i metoden Design Based Research har designen testats i en undervisningssituation med målet att utveckla en digital lärplattform som kan matas med olika innehåll relaterat till litteraturundervisning. Tentativa resultat visar att speldesignelementen avatar, uppdrag och erfarenhetspoäng verkar ha potential i undervisningen, medan interaktivitet behöver utforskas ytterligare.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2020
Keywords
avatar, spelifiering, skönlitteratur, läsförståelse, utbildning
National Category
Didactics
Research subject
Swedish and Education; Övrigt - Visuell gestaltning
Identifiers
urn:nbn:se:ltu:diva-78915 (URN)
Note

ISBN för värdpublikation: 978-91-27-82688-5

Available from: 2020-05-18 Created: 2020-05-18 Last updated: 2020-10-13Bibliographically approved
Thunberg, S. & Graeske, C. (2019). Boys and Girl-ish Avatars: Performing Gender in Language Education. In: ARLE 2019: Abstracts for 'Conference participation ARLE 2019'. Paper presented at 12th ARLE conference, 25-28 June, 2019, Lisbon, Portugal. International Assocaciation for Research in L1 Education
Open this publication in new window or tab >>Boys and Girl-ish Avatars: Performing Gender in Language Education
2019 (English)In: ARLE 2019: Abstracts for 'Conference participation ARLE 2019', International Assocaciation for Research in L1 Education , 2019Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
International Assocaciation for Research in L1 Education, 2019
Keywords
language education, gamification, literacy, gender, L2, ICT, Reading
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-75699 (URN)
Conference
12th ARLE conference, 25-28 June, 2019, Lisbon, Portugal
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2020-11-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0681-1886

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