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Forskarpresentation

Niklas Humble

Forskarpresentation

Niklas Humble

Universitetslektor

Forskningsämne: Datavetenskap

Niklas är programansvarig för forskningsprogrammet Digitalisering, teknologier, media och lärande (DTML). Läs mer om DTML.

Han disputerade i data- och systemvetenskap vid Mittuniversitetet med avhandlingen ”Programming in grade 7-9: Action possibilities and constraints from the perspective of mathematics and technology teachers”.

Niklas forskningsintressen inkluderar programmering, spelbaserat lärande, design science, inlärningsanalys, och artificiell intelligens. Han är för närvarande involverad i projektet SPEDAT (Spel för datalogiskt tänkande) vid Mittuniversitetet som har till syfte att utveckla ett digitalt spel om programmering som ska underlätta för studenter att lära sig grunderna i programmering.

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Artiklar


Vetenskapliga artiklar, refereegranskade

Humble, N., Boustedt, J., Holmgren, H., Milutinovic, G., Seipel, S. & Östberg, A. (2023). Cheaters or AI-Enhanced Learners : Consequences of ChatGPT for Programming Education. Electronic Journal of e-Learning. 10.34190/ejel.21.5.3154 [Mer information]
Mozelius, P. & Humble, N. (2023). Educational Game Design for Girls and Boys : Towards an Inclusive Conceptual Model for Learning Programming. EAI Endorsed Transactions on Creative Technologies, 10, 1-10. 10.4108/eetct.4043 [Mer information]
Humble, N. (2023). Future paths for GIS in K-12 education : A review of possibilities and constraints. European Journal of Geography, 14 (3), 79-88. 10.48088/ejg.n.hum.14.3.079.088 [Mer information]
Humble, N. & Mozelius, P. (2023). Grades 7–12 teachers' perception of computational thinking for mathematics and technology. Frontiers in Education, 8. 10.3389/feduc.2023.956618 [Mer information]
Humble, N. & Mozelius, P. (2023). Making programming part of teachers' everyday life - Programming affordances and constraints for K-12 mathematics and technology. The international journal of information and learning technology, 40 (1), 98-112. 10.1108/IJILT-03-2022-0069 [Mer information]
Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis : Doctoral Students' Perceptions of Similarities and Differences. Electronic Journal of Business Research Methods, 20 (3), 89-98. 10.34190/ejbrm.20.3.2920 [Mer information]
Humble, N. (2022). Teacher observations of programming affordances for K-12 mathematics and technology. Education and Information Technologies : Official Journal of the IFIP technical committee on Education, 27 (4), 4887-4904. 10.1007/s10639-021-10811-w [Mer information]
Humble, N. & Mozelius, P. (2022). The threat, hype, and promise of artificial intelligence in education. Discover Artificial Intelligence, 2 (1). 10.1007/s44163-022-00039-z [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2020). Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings. The international journal of information and learning technology, 37 (5), 309-321. 10.1108/IJILT-02-2020-0021 [Mer information]
Hrastinski, S., Olofsson, A., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., Jaldemark, J., Ryberg, T., Öberg, L., Fuentes, A., Gustafsson, U., Humble, N., Mozelius, P., Sundgren, M. & Utterberg, M. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education, 1 (2), 427-445. 10.1007/s42438-019-00046-x [Mer information]

Vetenskapliga artiklar, ej refereegranskade

Jandrić, P., Martinez, A., Reitz, C., Jackson, L., Grauslund, D., Hayes, D., Lukoko, H., Hogan, M., Mozelius, P., Arantes, J., Levinson, P., Ozoliņš, J., Kirylo, J., Carr, P., Hood, N., Tesar, M., Sturm, S., Abegglen, S., Burns, T., Sinfield, S., Stewart, G., Suoranta, J., Jaldemark, J., Gustafsson, U., Monzó, L., Kokić, I., Kihwele, J., Wright, J., Kishore, P., Stewart, P., Bridges, S., Lodahl, M., Bryant, P., Kaur, K., Hollings, S., Brown, J., Steketee, A., Prinsloo, P., Hazzan, M., Jopling, M., Mañero, J., Gibbons, A., Pfohl, S., Humble, N., Davidsen, J., Ford, D., Sharma, N., Stockbridge, K., Pyyhtinen, O., Escaño, C., Achieng-Evensen, C., Rose, J., Irwin, J., Shukla, R., SooHoo, S., Truelove, I., Buchanan, R., Urvashi, S., White, E., Novak, R., Ryberg, T., Arndt, S., Redder, B., Mukherjee, M., Komolafe, B., Mallya, M., Devine, N., Sattarzadeh, S. & Hayes, S. (2022). Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education, 4 (3), 877-1015. 10.1007/s42438-022-00332-1 [Mer information]
Jandrić, P., Hayes, D., Levinson, P., Christensen, L., Lukoko, H., Kihwele, J., Brown, J., Reitz, C., Mozelius, P., Nejad, H., Martinez, A., Arantes, J., Jackson, L., Gustafsson, U., Abegglen, S., Burns, T., Sinfield, S., Hogan, M., Kishore, P., Carr, P., Batarelo Kokić, I., Prinsloo, P., Grauslund, D., Steketee, A., Achieng-Evensen, C., Komolafe, B., Suoranta, J., Hood, N., Tesar, M., Rose, J., Humble, N., Kirylo, J., Mañero, J., Monzó, L., Lodahl, M., Jaldemark, J., Bridges, S., Sharma, N., Davidsen, J., Ozoliņš, J., Bryant, P., Escaño, C., Irwin, J., Kaur, K., Pfohl, S., Stockbridge, K., Ryberg, T., Pyyhtinen, O., SooHoo, S., Hazzan, M., Wright, J., Hollings, S., Arndt, S., Gibbons, A., Urvashi, S., Forster, D., Truelove, I., Mayo, P., Rikowski, G., Stewart, P., Jopling, M., Stewart, G., Buchanan, R., Devine, N., Shukla, R., Novak, R., Mallya, M., Biličić, E., Sturm, S., Sattarzadeh, S., Philip, A., Redder, B., White, E., Ford, D., Allen, Q., Mukherjee, M. & Hayes, S. (2021). Teaching in the Age of Covid-19—1 Year Later. Postdigital Science and Education (3), 1073-1223. 10.1007/s42438-021-00243-7 [Mer information]
Jandrić, P., Hayes, D., Truelove, I., Levinson, P., Mayo, P., Ryberg, T., Monzó, L., Allen, Q., Stewart, P., Carr, P., Jackson, L., Bridges, S., Escaño, C., Grauslund, D., Mañero, J., Lukoko, H., Bryant, P., Fuentes-Martinez, A., Gibbons, A., Sturm, S., Rose, J., Chuma, M., Biličić, E., Pfohl, S., Gustafsson, U., Arantes, J., Ford, D., Kihwele, J., Mozelius, P., Suoranta, J., Jurjević, L., Jurčević, M., Steketee, A., Irwin, J., White, E., Davidsen, J., Jaldemark, J., Abegglen, S., Burns, T., Sinfield, S., Kirylo, J., Kokić, I., Stewart, G., Rikowski, G., Christensen, L., Arndt, S., Pyyhtinen, O., Reitz, C., Lodahl, M., Humble, N., Buchanan, R., Forster, D., Kishore, P., Ozoliņš, J., Sharma, N., Urvashi, S., Nejad, H., Hood, N., Tesar, M., Wang, Y., Wright, J., Brown, J., Prinsloo, P., Kaur, K., Mukherjee, M., Novak, R., Shukla, R., Hollings, S., Konnerup, U., Mallya, M., Olorundare, A., Achieng-Evensen, C., Philip, A., Hazzan, M., Stockbridge, K., Komolafe, B., Bolanle, O., Hogan, M., Redder, B., Sattarzadeh, S., Jopling, M., SooHoo, S., Devine, N. & Hayes, S. (2020). Teaching in the Age of Covid-19. Postdigital Science and Education, 2 (3), 1069-1230. 10.1007/s42438-020-00169-6 [Mer information]

Övriga artiklar (populärvetenskap, debatt etc.)

Humble, N., Sällvin, L. & Mozelius, P. (2019). Programmering i matte och teknik. Pedagogiska Magasinet (20-nov). Länk [Mer information]

Doktorsavhandling

Humble, N. (2023). Programming in grade 7-9 : Action possibilities and constraints from the perspective of mathematics and technology teachers. Diss. (sammanfattning), 2023. Sundsvall: Mid Sweden University. 104 s. Länk [Mer information]

Kapitel i böcker

Humble, N., Mozelius, P. & Sällvin, L. (2021). Olika programmeringsverktyg och lärares fortbildning : Hinder och möjligheter. Programmering i skolmatematiken : <em>möjligheter och utmaningar</em>. Lund: Studentlitteratur AB. S. 143-155. [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2020). The Introduction of Programming in K-12 Technology and Mathematics : Teacher choice of programming tools and their perceptions of challenges and opportunities. Education Applications &amp; Developments V : Advances in Education and Educational Trends. Portugal: inScience Press. S. 117-126. Länk [Mer information]

Konferensbidrag

Sällvin, L., Mozelius, P., Humble, N., Calvo-Morata, A., Fernández-Manjón, B., Pechuel, R. & Kreuzberg, T. (2024). On Design of Inclusive and Enjoyable Educational Games : The Gaming4Coding Concept. INTED2024 Proceedings. Valencia, Spain: The International Academy of Technology, Education and Development. 10.21125/inted.2024 [Mer information]
Sällvin, L., Mozelius, P. & Humble, N. (2023). 3 Games 4 Coding : Do Girls Feel Welcome?. Proceeding of the 17th annual International Technology, Education and Development Conference (INTED 2023). Valencia, SPAIN. [Mer information]
Humble, N. (2023). A lifelong learning perspective on artificial intelligence : What do we need to know?. ICERI2023 Proceedings: The International Academy of Technology, Education and Development. 10.21125/iceri.2023.0212 [Mer information]
Mozelius, P., Sällvin, L. & Humble, N. (2023). An Educational Escape Room for Computational Thinking : Defining the Requirements. Education and New Developments, volume 2. Portugal: inScience Press. S. 190-194. Länk [Mer information]
Mozelius, P. & Humble, N. (2023). Design Factors for an Educational Game where Girls and Boys Play Together to Learn Fundamental Programming. ArtsIT 2022: ArtsIT, Interactivity and Game Creation: Springer. S. 134-148. 10.1007/978-3-031-28993-4_10 [Mer information]
Humble, N. & Mozelius, P. (2023). Design science for small scale studies : Recommendations for undergraduates and junior researchers. Proceedings of the 22nd European Conference on Research Methodology for Business and Management Studies ECRM 2023. Reading (UK): ACI Academic Conferences International. S. 87-92. 10.34190/ecrm.22.1.1702 [Mer information]
Mozelius, P., Pechuel, R., Fernández-Manjón, B., Kreuzberg, T., Humble, N. & Sällvin, L. (2023). Development of an Enjoyable Educational Game on Fundamental Programming : Designing for Inclusion and Learning Analytics. Proceedings of the 17th European Conference on Games Based Learning (ECGBL 2023): ACI Academic Conferences International. S. 435-442. 10.34190/ecgbl.17.1.1909 [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2023). Need-Based Game Design : Developing a CT Game Based on Educational Needs. Proceedings of the 17th European Conference on Games Based Learning (ECGBL 2023): ACI Academic Conferences International. S. 269-277. 10.34190/ecgbl.17.1.1489 [Mer information]
Bergkvist, L., Ahlin, K., Humble, N., Mozelius, P. & Johansson, J. (2023). Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens. Proceedings of the 22nd European Conference on e-Learning (ECEL 2023): ACI Academic Conferences International. S. 25-32. 10.34190/ecel.22.1.1821 [Mer information]
Brodén, K., Bergkvist, L., Humble, N., Mozelius, P. & Johansson, J. (2023). Redesigning technology-enhanced professional development to facilitate lifelong learning. ICERI2023 Proceedings: The International Academy of Technology, Education and Development. 10.21125/iceri.2023.0220 [Mer information]
Humble, N., Boustedt, J., Holmgren, H., Milutinovic, G., Seipel, S. & Östberg, A. (2023). The consequences of ChatGPT for programming education : Cheating or AI-enhanced learning?. Symposium on AI Opportunities and Challenges : Education will never be the same again: ACI Academic Conferences International. S. 15-16. [Mer information]
Fuentes-Martinez, A., Ekström, S. & Humble, N. (2023). Why do children learn programming? : A literature review of contemporary research. Proceeding of the 17th annual International Technology, Education and Development Conference (INTED 2023). Valencia, SPAIN. [Mer information]
Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis : Similarities, Differences and Applications in Qualitative Research. Proceedings of the 21st European Conference on Research Methodology for Business and Management Studies ECRM 2022 : A Conference Hosted By University of Aveiro Portugal 2-3 June 2022. Reading, UK: Academic Conferences and Publishing International Limited. S. 76-81. Länk [Mer information]
Mozelius, P., Humble, N., Sällvin, L., Öberg, L., Pechuel, R. & Fernández-Manjón, B. (2022). How to get the girls gaming : A literature study on inclusive design. Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022). Reading, UK: Academic Conferences and Publishing International Limited. S. 396-402. 10.34190/ecgbl.16.1.658 [Mer information]
Mozelius, P. & Humble, N. (2022). Programming in K-12 Mathematics – A two-step rocket. 16th International Technology, Education and Development Conference. Valencia: IATED Academy. S. 2389-2397. [Mer information]
Humble, N. & Mozelius, P. (2022). Refurbishing the Educational Escape Room for Programming : Lowering the Threshold and Raising the Ceiling. Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022). Reading, UK: Academic Conferences and Publishing International Limited. S. 280-287. 10.34190/ecgbl.16.1.603 [Mer information]
Bergman, S. & Humble, N. (2022). Sentiment Analysis for Emotional Navigation in Written Communication : What Support do Autistic People Need?. European Conference on the Impact of AI and Robotics (ECIAIR 2022): ACI Academic Conferences International. S. 6-11. 10.34190/eciair.4.1.878 [Mer information]
Humble, N. & Mozelius, P. (2021). Computational Moral Support in Crisis Management : The Idea of Facilitating Decision Making. NEEDS 2021 - the fifth edition of the Northern European Conference on Emergency and Disaster Studies : hosted by Mid Sweden University and organized by the Risk and Crisis Research Centre 21-23 September 2021.. [Mer information]
Humble, N. & Mozelius, P. (2021). Computerised Consequentialism to Support Moral Reasoning and Decision Making in Crisis Management. Proceedings of the 3rd European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2021 : A Virtual Conference Hosted By ISCTE Business School, Instituto Universitário de Lisboa, Portugal18 -19 November 2021. Reading (UK). Länk [Mer information]
Humble, N. & Mozelius, P. (2021). Enhancing Pedagogy to Andragogy in the Redesign of Teacher Training Courses on Programming. Proceedings of the 20th European Conference on e-Learning (ECEL 2021) : A Virtual Conference Supported by University of Applied Sciences HTW Berlin, Germany. Reading, UK: Academic Conferences and Publishing International Limited. S. 210-217. Länk [Mer information]
Humble, N. (2021). The Development of Computational Thinking Concepts in Course Participants’ Programming Solutions. Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021),  Stockholm, Sweden, August 23, 2021.. Stockholm, Sweden. Länk [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2021). You can't Escape Learning, but Maybe you can get out of the room! : Game-based Learning for Programming Education. Proceedings of the 15th European Conference on Game Based Learning : A Virtual Conference hosted by The University of Brighton, UK, 23-24 September 2021. Reading: Academic Conferences International Limited. S. 359-367. Länk [Mer information]
Humble, N. (2020). Developing a web application for auto-generating grammar tests. EDULEARN20 Proceedings, Virtual conference. Valencia (SPAIN): The International Academy of Technology, Education and Development. S. 7196-7201. 10.21125/edulearn.2020.1848 [Mer information]
Mozelius, P. & Humble, N. (2020). Lessons learnt from teacher professional development in programming. Proceedings of the 14th International Technology, Education and Development Conference. Valencia, Spain: The International Academy of Technology, Education and Development. S. 3903-3908. [Mer information]
Humble, N. (2020). Using textual programming tools to develop computational thinking skills in K-12 education. EDULEARN20 Proceedings, Virtual conference: The International Academy of Technology, Education and Development. S. 7188-7195. 10.21125/edulearn.2020.1846 [Mer information]
Humble, N. & Mozelius, P. (2019). Artificial Intelligence in Education - a Promise, a Threat or a Hype?. Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019. England: Academic Conferences and Publishing International Limited. S. 149-156. Länk [Mer information]
Humble, N. (2019). Developing Computational Thinking Skills In K-12 Education Through Block Programming Tools. 12th International Conference of Education, Research and Innovation, Seville (Spain), 11-13 November 2019. Valencia (SPAIN). S. 4865-4873. [Mer information]
Humble, N. & Mozelius, P. (2019). Learning Analytics For Programming Education: Obstacles And Opportunities. 12th International Conference of Education, Research and Innovation, Seville (Spain), 11-13 November 2019. Valencia (SPAIN). S. 6159-6166. [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2019). On the Role of Unplugged Programming in K-12 Education. Proceedings of the 18th European Conference on e-Learning, ECEL. Reading, UK: Academic Conferences and Publishing International Limited. S. 224-230. Länk [Mer information]
Humble, N., Mozelius, P. & Sällvin, L. (2019). Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics. Education and new developments (END2019). Porto, Portugal: inScience Press. S. 431-435. Länk [Mer information]
Humble, N. & Mozelius, P. (2019). Teacher Perception Of Obstacles And Opportunities In The Integration Of Programming In K-12 Settings. EDULEARN19 Proceedings. Palma (Spain): The International Academy of Technology, Education and Development. S. 350-356. 10.21125/edulearn.2019.0125 [Mer information]
Humble, N. & Mozelius, P. (2019). Teacher-supported AI or AI-supported teachers?. Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019. England: Academic Conferences and Publishing International Limited. S. 157-164. Länk [Mer information]
Publicerad av: Camilla Haglund Sidansvarig: Gunilla Mårtensson Sidan uppdaterades: 2023-08-21
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