Agder University Research Archive
Not a member yet
9366 research outputs found
Sort by
Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review
Get PDFBackground: Critical thinking is a crucial skill in the nursing profession and must be fostered through nursing education. Simulation-based learning (SBL) with technological modalities is a pedagogical approach to enhance critical thinking skills for nursing students. The use of technology in SBL to achieve critical thinking skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance critical thinking in nursing students.
Objective: This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance critical thinking in nursing students.
Methods: This scoping review was conducted according to the framework by Arksey and O’Malley and was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, Embase, PsycINFO, and Web of Science databases in 2021 and repeated in 2023 and 2024. Pairs of authors independently assessed titles, abstracts, and full-text papers and extracted data from the included studies. The data underwent summative and thematic analysis and were categorized according to the findings.
Results: In total, 4 main categories of technology applied in SBL were identified: computer-based simulations, human-patient simulators, virtual reality or immersive virtual reality, and others. The findings revealed a shift across time in the technology used for SBL to enhance critical thinking, from human patient simulators to computer-based simulations. A dominant part of the included studies published after 2018 (21/44, 48%) incorporated a combination of asynchronous and synchronous learning activities. The theoretical foundation of the studies revealed a range of scientific theories and conceptual frameworks and models. Enablers of or barriers to the enhancement of critical thinking skills in nursing students were identified within the following themes: affinity for and availability of technology, realism, accessibility, engagement and motivation, validation, return on investment, and enhanced critical thinking through SBL using technology.
Conclusions: There has been a noticeable shift in the technology and use of technology in SBL. Descriptions of the applied technology and pedagogical considerations are pivotal for comparing or synthesizing research results. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of the technology are imperative in the development of critical thinking. Realism, engagement, and motivation play pivotal roles in the enhancement of critical thinking in technologically supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence obtained from the research conducted.publishedVersio
Understanding Human-Centred AI: a review of its defining elements and a research agenda
Get PDFThe rapid advancements in artificial intelligence (AI) have ushered in a new era of innovative applications, while also prompting concerns regarding risks and adverse consequences. In light of the growing interest in comprehending AI's impact on society and its alignment with human values and needs, Human-Centred Artificial Intelligence (HCAI) has emerged as a potential approach to address questions and concerns. In this Systematic Literature Review, we aim to contribute to conceptual clarity around the definition, conceptualisation, and implementation of HCAI. The first part of our review addresses how HCAI is defined in the existing literature, culminating in a novel comprehensive HCAI definition. Subsequently, we delve into the identified constituent elements of HCAI, namely ‘purpose’, ‘values’, and ‘properties’. Purposes include augmentation, AI autonomy, and automation. Values relate to ethics, safety, and performance. Properties cover oversight, comprehension, and integrity. The third part of the review explores Human-Centred Design processes, methods, and tools and their applicability for HCAI. In conclusion, we discuss the characteristics and critiques of HCAI and provide a research agenda. This literature review contributes to advancing the discourse on HCAI, thus enhancing human welfare and societal well-being.publishedVersio
«En statue til besvær» - Historiefaglig utbytte eller svada?
Get PDFSince 2001 there have been a nation-wide program who aims to ensure that all Norwegian school pupils experience professional arts and culture. The program includes a wide array of subjects, where this Master thesis is based on one of the programs’ historic oriented endeavours. The thesis is based on empirical data from eight different interviews held in 2024. Among the participants were three teachers and twenty-one pupils, aged 17 to 19, who took part in “En statue til besvær”. These participants were asked question relating to “En statue til besvær,” were I aim to figure out what the teachers and pupils learned from the lesson. I divided the umbrella term learning into narrower historic themes, where the question guide was developed to examine the participants’ relation to two central terms: Use of History and Historical consciousness.
In examining the pupils’ knowledge and understanding of the mentioned terms, I’ve concluded that the pupils have a limited understanding of the terms. Most of the students showed signs of having an exemplary historical Consciousness. Their understanding of Use of History was also limited, shown as they are not familiar with the term, although some students showed an insight into some aspects of the term. This limited understanding to the two terms is in part linked to their respective teachers’ teaching. Analysis of the teacher material has shown that two of three teachers mention that they include some aspects of historical consciousness in their teaching, while also saying that they often do it more implicitly than explicitly. The analysis also shows that all three teachers prefer to include Use of history as a theme later in the year. This coincides with the fact that the pupils in general show more explicit understanding and reflection regarding historical consciousness, than Use of history. My thesis therefore concludes that “En statue til besvær” seems to be important in the pupil’s further development of historical consciousness, as well as serving as a form of introduction into Use of history. The lesson seems to have been important for the teachers as well, shown as they all say they could take inspiration from the lesson, while also mentioning that they will refer to it in their own lessons in the future
Når er det farlig nok? En kvalitativ studie av hva som hemmer og fremmer et godt tverretatlig samarbeid om alvorlig psykisk syke mennesker som er antatt farlige.
Get PDFSammendrag
Bakgrunn: De siste årene har det vært flere hendelser hvor alvorlig psykisk syke mennesker har begått drap på tilfeldige personer. Gjennomgang av disse sakene viser mangel i det tverretatlige samarbeidet rundt personene som har begått disse handlingene.
Hensikt og problemstilling: Studien ser på hvordan profesjonelt ansatte erfarer tverretatlig samarbeid i praksis. Studiens problemstilling er: Hvilke erfaringer har ansatte i politi, kommunehelsetjenesten og spesialisthelsetjenesten om hva som hemmer og fremmer et godt tverretatlig samarbeid om alvorlig psykisk syke mennesker som de nevnte instansene mener er antatt farlige?
Utvalg og metode: Oppgaven har et fenomenologisk perspektiv med fokus på hvordan informantene erfarer fenomenet tverretatlig samarbeid. Deltakerne i studien er fem ansatte i politi, kommunehelsetjenesten og spesialisthelsetjeneste som innehar lang erfaring med tverretatlig samarbeid om alvorlig psykisk syke mennesker som er antatt farlige. Intervjuene ble foretatt høsten 2024. Refleksiv tematisk analyse inspirert av Braun og Clarke ble benyttet som metode for å analysere datamaterialet.
Resultater: Studien trekker frem tre hovedfunn: felles situasjonsforståelse, rolleforståelse og motivasjon. Tilstedeværelse av disse faktorene bidrar til et godt tverretatlig samarbeid, mens fravær hindrer et godt tverretatlig samarbeid. Informantene fremhever at påvirkningsfaktorer til felles situasjonsforståelse er farlighetsvurderinger, informasjonsdeling og felles planer. I forhold til rolleforståelse fremheves kompetanse og nettverk. Angående motivasjon vises det til brukergruppen og kompetanse.
Konklusjon: Det vises til at det er mange faktorer som henger sammen og bidrar til at samarbeidet hemmes eller fremmes. En gjennomgående faktor i funnene er behovet for kompetanse.
Nøkkelord: Tverretatlig samarbeid, tverrfaglig samarbeid, politi, helse, alvorlig psykisk syk, antatt farli
Oppslukt i betydningsfulle øyeblikk : Undersøkelser av deltakeropplevelser og skapende prosesser i psykodrama
No full textThe dissertation Immersed in meaningful moments investigates participant experiences, creative processes, and significant moments in psychodrama practice. The overarching goal is to advance knowledge about psychodrama practice, particularly how meaning-making processes and knowledge development unfold within it. The drama- and theater specific mediation and meaning-making are of particular interest. This article-based dissertation addresses the overarching research question: How are meaningful moments created in psychodrama practice? It is operationalized into three research questions:
1. How can meaningful moments from psychodrama practice be researched methodologically?
2. How is meaning created for participants in moments in psychodrama practice?
3. How can drama- and theater-specific aspects of psychodrama as practice be understood from such meaningful moments?
The dissertation consists of a frame chapter (exegesis) and four sub-studies presented as peer-reviewed and published articles:
• “A turn to arts-based research methodology in psychodrama research” (Skar, 2020),
• “Mellom åpne og målstyrte prosesser i samskapingsprosessen av et psykodrama – en prosessanalytisk tilnærming med hovedfokus på noen dramaturgiske beslutninger” [Between open and goal-directed processes in the co-creation process of a psychodrama – a processanalytical approach with a main focus on some dramaturgical decisions] (Skar, 2022b),
• “Hammeren utfordrer: Felles lytting og undersøkelse av stopp-øyeblikk fra en psykodramagruppe” [The hammer challenges: Joint listening and exploration of stop moments from a psychodrama group] (Skar, 2022a) and
• “Psychodrama & eudaimonic well-being: potentials in playful and aesthetic experiences” (Skar & Torrissen, 2023).
The articles explore different methods for investigating experiences and processes from psychodrama groups, contributing insights into the overarching research question. The research approach in the sub-studies is qualitative and inspired by arts-based research methodology where body phenomenological perspectives are central. The articles are based on two field studies, a psychodrama group from 2020 and another from 2021. I was a participant observer in psychodrama practice led by other psychodrama leaders. The dissertation’s key contributions include ways to investigate meaningful moments from psychodrama practice. These moments are methodologically understood as stop moments (Fels, 1999, 2012). The dissertation argues that immersion (Machon, 2013), immersive dramaturgical strategies, and drama-specific aesthetic learning processes (Liset & Wiik, 2023) are overarching theoretical concepts that illuminate drama- and theater-specific mediation and meaning-making within psychodrama working processes. By emphasizing the drama- and theater-specific aspects of psychodrama practice, this dissertation contributes to both the psychodrama and drama- and theater focused researched fields. Furthermore, the findings have relevance for the broader field of arts and health, contributing to understanding its interdisciplinary connections.publishedVersio
Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains
Get PDFThis article uses the theoretical lens of emotional labour to show how the trauma-informed care (TIC) approach has become a dominant discourse which influences ways of reasoning and interacting in a Norwegian kindergarten. The TIC approach is based on insights from attachment theory and neuroscience and provides guidelines for how potentially traumatised children should be cared for while ensuring their safety, thereby enabling them to connect with others and regulate their emotions. By using interview data developed from interviews with kindergarten teachers, we demonstrate how a focus on trauma and its potential impact on children’s brains compels kindergarten teachers to perform significant emotional labour to accommodate the principles of what can be described as the ‘feeling rules’ of TIC. We illustrate how the underpinnings of TIC, which aims to prevent children from incurring future harm, coincide with the professional values of kindergarten teachers. We suggest that this might motivate them to perform the emotional labour required by TIC. The concept of emotional labour enables us to identify changes in the institutional values of kindergartensin this case, more specifically how a neuroscientific approach takes precedence over established pedagogical principles for interacting with children.acceptedVersio
It’s A Jungle Out There: Social Norms, Waste, and the Complex Challenge of Fostering Sustainable Household Behaviors in Multi-Family Dwellings
No full textHousehold waste behaviors play a crucial role in the sustainable transformation of society but remain underexplored in behavioral research, especially in multifamily contexts – an oversight that is becoming increasingly problematic given global urbanization trends and population growth.
This dissertation addresses this societally relevant research gap by examining the impact of social norm-based interventions on household waste and recycling behaviors in multi-family dwellings. Two large-scale field studies investigate how IoT-enabled waste chutes (which enable household-level waste tracking) combined with a smartphone-based intervention, can drive meaningful behavior change aligned with sustainability goals. The studies employ a multi-method approach to evaluate both behavioral outcomes (such as increased recycling rates and improved waste sorting) and social outcomes (including strengthened social identity and social capital), offering a comprehensive view of how social norm interventions influence both, individual behaviors and broader social dynamics.
In addition to its empirical contributions, this work develops a conceptual framework that underscores the importance of contextual complexity in behavioral research. By identifying five complexity dimensions – measurement, goal, social, spatiotemporal, and institutional complexity – the framework highlights critical distinctions between waste behaviors and other household consumption domains, as well as between multi-family dwellings and singlefamily dwellings. This approach provides a robust foundation for future studies seeking to capture the real-world dynamics of household waste behaviors.
Taken together, this dissertation demonstrates that addressing complex sustainability challenges through rigorous, transdisciplinary research can yield both theoretical advancements and actionable insights. The findings illustrate that scalable, technology-driven interventions can significantly influence proenvironmental behaviors, while emphasizing the necessity of systematically incorporating social and contextual complexities into behavioral studies. These insights offer valuable guidance for researchers, practitioners, and policymakers and pave the way for future work exploring social norms as a tool for achieving broader societal impact in line with sustainable development targets.publishedVersio
Loop Shaping of Hybrid Motion Control with Contact Transition
Get PDFAuthor's Accepted ManuscriptPersonal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.A standard motion control with feedback of the output displacement cannot handle unforeseen contact with environment without penetrating into the soft, i.e. viscoelastic, materials or even damaging the fragile materials. Robotics and mechatronics with tactile and haptic capabilities, and in particular medical robotics for example, place special demands on the advanced motion control systems that should enable the safe and harmless contact transitions. This paper shows how the basic principles of loop shaping can be easily used to handle sufficiently stiff motion control in such a way that it is extended by sensor-free dynamic reconfiguration upon contact with the environment. A thereupon based hybrid control scheme is proposed. A remarkable feature of the developed approach is that no measurement of the contact force is required and the input signal and the measured output displacement are the only quantities used for design and operation. Experiments on 1-DOF actuator are shown, where the moving tool comes into contact with grapes that are soft and simultaneously penetrable.acceptedVersio
Seven-year-old children’s learning opportunities when solving problems in a playful inquiry-based mathematics activity
Get PDFThe study takes a cultural-historical perspective to document what lower primary children might take from engaging in mathematical problem-solving processes within the context of a playful inquiry-based mathematics activity. Through a detailed analysis of the interaction between the children and the teacher, the study demonstrates how the seven-year-old children actively participated and engaged with the mathematical concepts when solving mathematical problems within a playful inquiry-based context. Such participation provided valuable learning opportunities for the children to actualise arithmetic knowledge, e.g. of parity and place value, to collaborate and refute each other, and to use language and concepts as they worked through tensions, changed their participation and co-positioned themselves in the process of solving mathematical problems. Insights into the important role of the teacher and how teachers may engage with children in child-centred teaching in lower primary school are also provided.publishedVersio
Study of Frictional and Impact Transients in Active-Passive Mechanical Pair
Get PDFAuthor's accepted manuscript.We consider an active-passive mechanical pair in which the relative motion of the latter is constrained by the mechanical impact. The system dynamics is described by the previously introduced modeling frameworks of force transition and dissipation through the nonlinear Coulomb friction and structural damping, the later in accord with Hertzian contact theory. The focus of the recent study is on combining both interaction mechanisms, and the detailed experimental evaluation which discloses validity of the modeling assumptions. Such mechanical pair interactions can be found in various mechatronic systems and mechanisms, like for example clutches, backlash elements, sliding items on the shaking and inclining surfaces, conveyor belts and others. This practical study demonstrates and discusses the transients of a vibro-impact dynamics and shows theoretical developments in line with experimental evaluation.acceptedVersio