Forskarpresentation
Niklas Humble
Universitetslektor
Forskningsämne: Datavetenskap
E-post: niklas.humble@hig.se
Telefon: 026-64 84 60
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. (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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Övriga artiklar (populärvetenskap, debatt etc.)
Humble, N., Sällvin, L. & Mozelius, P. (2019). Programmering i matte och teknik. Pedagogiska Magasinet (20-nov).
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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.
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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.
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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 & Developments V : Advances in Education and Educational Trends. Portugal: inScience Press. S. 117-126.
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Konferensbidrag
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.
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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.
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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
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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
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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.
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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.
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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
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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.
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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
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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
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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..
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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).
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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.
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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.
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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.
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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
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Mozelius, P. & Humble, N. (2020). Lessons learnt from teacher professional development in programming. Proceeedings of the 14th International Technology, Education and Development Conference. Valencia, Spain: The International Academy of Technology, Education and Development. S. 3903-3908.
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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
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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.
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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.
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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.
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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.
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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.
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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
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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.
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