Person
agneta.gulzlucs.luse |
2015-02-21
Professor
- Kognitionsvetenskap
- Filosofiska institutionen
Handledare
- Utbildningsvetenskap
- Institutionen för utbildningsvetenskap
Kontaktinformation
E-post agneta.gulzlucs.luse
Telefon 046–222 32 69
Rum LUX:B454
Besöksadress
Helgonavägen 3, Lund
Postadress
Box 192, 221 00 Lund
(professor)
Box 117, 221 00 Lund
(handledare)
Internpost hämtställe 30
Jag är professor i kognitionsvetenskap och leder The Educational Technology Group.
Läs mer om min grupps forskning på:
http://www.lucs.lu.se/educational-technology/
Forskning
Min profil i Lunds universitets forskningsportal
- The Educational Technology Group (forskningsledare)
- "Pandan vill veta hur man gör och jag ska visa honom/henne" - Vad vi lär av små barns förmåga att vara lärare (forskningsledare)
- Att se och prata matematik i spel (forskningsledare)
- Att utmana genusstereotyper via virtuella pedagogiska agenter (forskningsledare)
- Betydelsen av en berättares temporala koordinering av gester och tal för en lyssnare/betraktare (forskningsledare)
- Betydelsen av kognitiv variation för design av pedagogisk multimedia (forskningsledare)
- Den magiska trädgården (forskningsledare)
- Förbättrade diagnoser för barn med kommunikativa svårigheter - Digitala TROG-2 (forskningsledare)
- Han bryr sig inte om hur många äpplen där är
- Inflytandet av en presentatörs/föreläsares dialekt, kön och professionella roll på en betraktare och lyssnare (forskningsledare)
- K2D2: Kunskap & Kompetens - Digitala Dialoger (forskningsledare)
- Stödja elevers produktiva val när lärandet är svårt och utmanande (forskningsledare)
- The influence of non-verbal and environmental factors on sentence comprehension in children (forskningsledare)
- Thinking in Time: Cognition, Communication and Learning
- Utforskande och stödjande av metakognitiva förmågor hos 3-5åringar via ett digitalt lärspel (forskningsledare)
- Valblindhet/Choice Blindness: Tillit och förtroende i Virtual Reality (forskningsledare)
- Virtuellt klassrum som forskningsplattform
Redaktörskap (4 st)
- Johansson, B., Gulz, A., Haake, M., Wallergård, M., Alce, G., Niehorster, D. C., Nirme, J., Ternblad, E.-M. & Tärning, B. (2021). (Red.) Intelligent, socially oriented technology V : Projects by teams of master level students in cognitive science and engineering. Lund University Cognitive Studies, 180. Department of Philosophy, Lund University.
- Balkenius, C., Gulz, A., Haake, M. & Wallergård, M. (2017). (Red.) Intelligent, socially oriented technology III : Projects by teams of master level students in cognitive science and engineering. Lund University Cognitive Studies, 168. Lund University.
- Balkenius, C., Gulz, A., Haake, M. & Johansson, B. (2013). (Red.) Intelligent, socially oriented technology : Projects by teams of master level students in cognitive science and engineering : Anthology of master level course papers. Lund University Cognitive Studies, 154. Div. of Cognitive Science (LUCS), Lund University..
- Gulz, A., Eftring, H. & Magnusson, C. (2008). (Red.) Proceedings of the 5th Nordic Conference on Human-Computer Interaction - Using Bridges. ACM International Conference Proceeding Series 358. Association for Computing Machinery (ACM).
Artiklar (30 st)
- Brännström, J., Rudner, M., Carlie, J., Andersson, K., Johansson, R., Gulz, A. & Sahlén, B. (2023). The Influence of Language Background on Dichotic Listening in Primary School Children. Perspectives of the ASHA Special Interest Groups.
- Tärning, B., Ternblad, E. M., Haake, M., Gulz, A. & Nirme, J. (2022). Lessons Learned from a Study on Distractions in Virtual Learning Environments : Reliability, Ecological Validity, and an Elusive Social Component. Presence: Teleoperators and Virtual Environments, 28, 65-85. MIT Press.
- Brännström, J., Rudner, M., Carlie, J., Sahlén, B., Gulz, A., Andersson, K. & Johansson, R. (2021). Listening effort and fatigue in native and non-native primary school children. Journal of Experimental Child Psychology, 210. Elsevier.
- Carlie, J., Sahlén, B., Nirme, J., Andersson, K., Rudner, M., Johansson, R., Gulz, A. & Brännström, J. (2021). Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity. Journal of Speech, Language, and Hearing Research, 64. American Speech-Language-Hearing Association.
- Silvervarg, A., Wolf, R., Blair, K. P., Haake, M. & Gulz, A. (2021). How teachable agents influence students’ responses to critical constructive feedback. Journal of Research on Technology in Education, 53, 67-88. Taylor & Francis.
- Gulz, A., Kjällander, S., Frankenberg, S. & Haake, M. (2020). Early Math in a Preschool Context : Spontaneous Extension of the Digital into the Physical. Interaction Design and Architecture(s), 44, 129-154. Scuola IaD.
- Gulz, A., Londos, L. & Haake, M. (2020). Preschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – : an Experimental Study. International Journal of Artificial Intelligence in Education. International AIED Society.
- Nirme, J., Haake, M., Gulz, A. & Gullberg, M. (2020). Motion capture-based animated characters for the study of speech-gesture integration. Behavior Research Methods, 52, 1339-1354. Springer.
- Tärning, B., Lee, Y. J., Andersson, R., Månsson, K., Gulz, A. & Haake, M. (2020). Assessing the black box of feedback neglect in a digital educational game for elementary school. Journal of the Learning Sciences, 29, 511-549. Routledge.
- Tärning, B., Silvervarg, A., Gulz, A. & Haake, M. (2019). Instructing a Teachable Agent with Low or High Self-Efficacy – Does Similarity Attract?. International Journal of Artificial Intelligence in Education, 29. International AIED Society.
- Tärning, B., Sjödén, B., Gulz, A. & Haake, M. (2018). Young children's experience and preference of feedback - Sense and sensibility. Interaction Design and Architecture(s), 206-230. Scuola IaD.
- Axelsson, A., Andersson, R. & Gulz, A. (2016). Scaffolding Executive Function Capabilities via Play-&-Learn Software for Preschoolers. Journal of Educational Psychology. American Psychological Association (APA).
- Haake, M., Axelsson, A., Clausen-Bruun, M. & Gulz, A. (2015). Scaffolding mentalizing via a play-&-learn game for preschoolers. Computers & Education, 90, 13-23. Elsevier.
- Husain, L., Gulz, A. & Haake, M. (2015). Supporting Early Math : Rationales and Requirements for High Quality Software. Journal of Computers in Mathematics and Science Teaching, 34, 409-429. Association for Computers in Mathematics and Scienc Teaching.
- Haake, M., Hansson, K., Gulz, A., Schötz, S. & Sahlén, B. (2014). The slower the better? Does the speaker's speech rate influence children's performance on a language comprehension test?. International Journal of Speech-Language Pathology, 16, 181-190. Taylor & Francis.
- Pareto, L., Haake, M., Lindström, P., Sjödén, B. & Gulz, A. (2012). A Teachable Agent Based Game Affording Collaboration and Competition – Evaluating Math Comprehension and Motivation. Educational Technology Research and Development, 60, 723-751. Springer.
- Lindström, P., Gulz, A., Haake, M. & Sjödén, B. (2011). Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play. Journal of Computer Assisted Learning, 27, 90-102. Wiley-Blackwell.
- Gulz, A., Lindström, P., Sjödén, B., Pareto, L. & Haake, M. (2010). Evaluating a Teaching and Learning Game. Journal of Computer Assisted Learning. Wiley-Blackwell.
- Gulz, A. & Haake, M. (2009). Benefits of Digital Pedagogical Characters - A Learning Style Perspective. The Open Education Journal, 2, 34-41. Bentham Open.
- Haake, M. & Gulz, A. (2009). A Look at the Roles of Look & Roles in Embodied Pedagogical Agents - A User Preference Perspective. International Journal of Artificial Intelligence in Education, 19. International AIED Society.
- Gulz, A. (2008). Kognition, virtualitet och interaktion. Preprint without journal information. Manne Siegbahn Institute.
- Gulz, A., Haake, M. & Tärning, B. (2008). Visual Gender and Its Motivational and Cognitive Effects – a User Study. Lund University Cognitive Studies, 137. Lund University Cognitive Studies.
- Haake, M. & Gulz, A. (2008). Visual Stereotypes and Virtual Pedagogical Agents. Educational Technology and Society, 11, 1-15.
- Haake, M. & Gulz, A. (2007). Virtual pedagogical agents: stylisation for engagement. Interfaces, 70, 12-13. British HCI Group.
- Johansson, P., Hall, L., Gulz, A., Haake, M. & Watanabe, K. (2007). Choice blindness and trust in the virtual world. Technical report of IEICE: HIP, 107, 83-86. The Institute of Electronics, Information and Communication Engineers.
- Gulz, A. & Haake, M. (2006). Design of animated pedagogical agents - A look at their look. International Journal of Human-Computer Studies, 64, 322-339. Elsevier.
- Gulz, A. (2005). Social Enrichment by Virtual Characters – Differential Benefits. Journal of Computer Assisted Learning, 21, 405-418. Wiley-Blackwell.
- Gulz, A. (2004). Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence. International Journal of Artificial Intelligence in Education, 313-344. International AIED Society.
- Gulz, A. (2003). Thinking Styles and Socially Enriched Learning Material: Differential Effects on Motivation and Memory Performance. Lund University Cognitive Studies, 102. Lund University Cognitive Studies.
- Gulz, A. (2002). Spatially Oriented and Person Oriented Thinking – Implications for User Interface Design. Education and Information Technologies, 7, 67-80. Springer.
Bokkapitel (11 st)
- Genot, E. & Gulz, A. (2016). The interrogative model of inquiry and inquiry learning. I Can, B. (Red.) Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions (pp. 15-33). Springer.
- Gulz, A. & Haake, M. (2014). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. I Persson, A. & Johansson, R. (Red.) Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang : utbildningsvetenskaplig forskning vid Lunds universitet (pp. 45-64). Institutionen för utbildningsvetenskap, Lunds universitet.
- Kirkegaard, C., Gulz, A. & Silvervarg, A. (2014). Introducing a challenging teachable agent. I Zaphiris, P. & Ioannou, A. (Red.) Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences: First International Conference, LCT 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014, Proceedings, Part I ; Lecture Notes in Computer Science (pp. 53-62), 8523. Springer.
- Kirkegaard, C., Tärning, B., Haake, M., Gulz, A. & Silvervarg, A. (2014). Ascribed Gender and Characteristics of a Visually Androgynous Teachable Agent. I Bickmore, T., Marsella, S. & Sidner, C. (Red.) Intelligent Virtual Agents : 14th International Conference, IVA 2014, Boston, MA, USA, August 27-29, 2014, Proceedings / Lecture Notes in Computer Science (pp. 232-235), 8637. Springer.
- Silvervarg, A., Kirkegaard, C., Nirme, J., Haake, M. & Gulz, A. (2014). Steps towards a Challenging Teachable Agent. I Bickmore, T., Marsella, S. & Sidner, C. (Red.) Intelligent Virtual Agents, 14th International Conference, IVA 2014, Boston, MA, USA, August 27-29, 2014, Proceedings / Lecture Notes in Computer Science (pp. 410-419), 8637. Springer.
- Gulz, A. & Haake, M. (2010). Challenging Gender Stereotypes using Virtual Pedagocical Characters. I Goodman, S., Booth, S. & Kirkup, G. (Red.) Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts. IGI Global.
- Gulz, A., Haake, M., Silvervarg, A., Sjödén, B. & Veletsianos, G. (2010). Building a Social Conversational Pedagogical Agent - Design Challenges and Methodological Approaches. I Perez-Marin, D. & Pascual-Nieto, I. (Red.) Conversational Agents and Natural Language Interaction: Techniques and Effective Practices. IGI Global.
- Gulz, A. & Haake, M. (2009). Virtuella rollmodeller och androgynitetens potential. I Linderoth, J. (Red.) Individ, teknik och lärande (pp. 139-164), Lärande och IT ; 5. Carlsson Bokförlag.
- Gulz, A. & Mellström, U. (2009). Gränsöverskridande IT-roller. I Folke-Fichtelius, M. (Red.) Lärande och IT (pp. 153-168). Carlsson Bokförlag.
- Gulz, A., Linderoth, J. & Åkerfeldt, A. (2009). Datorspelets mening och potential. I Folke-Fichtelius, M. (Red.) Lärande och IT (pp. 139-150). Carlsson Bokförlag.
- Gulz, A. (2008). Researching Virtual Environments and Virtual Characters. I Gärdenfors, P. & Wallin, A. (Red.) A Smorgasbord of Cognitive Science (pp. 13-31). Bokförlaget Nya Doxa.
Konferensbidrag (40 st)
- Haake, M., Silvervarg, A., Tärning, B., Sjödén, B., Pareto, L. & Gulz, A. (submitted). Pedagogical Agents: Pedagogical Interventions via Integration of Task-oriented and Socially Oriented Conversation.
- Gulz, A., Haake, M., Hansson, K., Sahlén, B. & Willstedt-Svensson, U. (accepted/in press). Digitaliserad Trog-2 med manipulerad talhastighet.
- Sahlén, B., Brännström, J., Waechter, S., Gulz, A., Johansson, R., Carlie, J., Dieden, E. & Andersson, K. (2022). Teachers’ language learning activities and interactions in the classroom – can CPDs change the picture?.
- Silvervarg, A., Haake, M. & Gulz, A. (2018). Perseverance Is crucial for learning. “OK! but Can I take a break?”. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings, 10947 LNAI, 532-544. Springer.
- Ternblad, E. M. & Gulz, A. (2018). Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use. Proceedings of International Conference of the Learning Sciences, ICLS, Proceedings of International Conference of the Learning Sciences, ICLS, 3, 1463-1464.
- Ternblad, E. M., Haake, M., Anderberg, E. & Gulz, A. (2018). Do preschoolers ‘Game the system’? : a case study of children’s intelligent (Mis)use of a teachable agent based play-&-learn game in mathematics. I Penstein Rosé, C., Martínez-Maldonado, R., Hoppe, U. H., Luckin, R., Mavrikis, M., Porayska-Pomsta, K., McLaren, B. & du Boulay, B. (Red.) Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Artificial Intelligence in Education : 19th International Conference, AIED 2018, Proceedings (pp. 557-569), 10947 LNAI. Springer.
- Lindberg, M., Månsson, K., Johansson, B., Gulz, A. & Balkenius, C. (2017). Does a robot tutee increase children’s engagement in a learning-by-teaching situation?. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Intelligent Virtual Agents - 17th International Conference, IVA 2017, Proceedings, 10498 LNAI, 243-246. Springer.
- Tärning, B., Haake, M. & Gulz, A. (2017). Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees. I Gunzelmann, G., Howes, A., Tenbrink, T. & Davelaar, E. (Red.) Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1169-1174). Cognitive Science Society, Inc.
- Thellman, S., Silvervarg, A., Gulz, A. & Ziemke, T. (2016). Physical vs. virtual agent embodiment and effects on social interaction. I Traum, D. (Red.) Lecture notes in computer science, LNSC, Intelligent Virtual Agents : 16th International Conference, IVA 2016, Los Angeles, CA, USA, September 20–23, 2016, Proceedings (pp. 412-415), 10011. Springer.
- Haake, M., Husain, L., Anderberg, E. & Gulz, A. (2015). No Child Behind nor Singled Out? - Adaptive Instruction Combined with Inclusive Pedagogy in Early Math Software. Lecture Notes in Computer Science, 9112, 612-615. Springer.
- Palmqvist, L., Kirkegaard, C., Silvervarg, A., Haake, M. & Gulz, A. (2015). The Relationship Between Working Memory Capacity and Students' Behaviour in a Teachable Agent-Based Software. I Conati, C., Heffernan, N., Mitrovic, A. & Verdejo, M. F. (Red.) Lecture Notes in Computer Science, Artificial Intelligence in Education (pp. 670-673), 9112. Springer.
- Sjödén, B. & Gulz, A. (2015). From Learning Companions to Testing Companions Experience with a Teachable Agent Motivates Students' Performance on Summative Tests. Lecture Notes in Computer Science, 9112, 459-469. Springer.
- Haake, M. & Gulz, A. (2014). Examplifying a novel generation of educational software.
- Anderberg, E., Axelsson, A., Gulz, A. & Haake, M. (2013). Can preschoolers profit from a teachable agent based play-and-learn game in mathematics?. I Yasef, K. & Lane, C. (Red.) Artificial Intelligence in Education (AIED 2013), LNCS, vol. 7926 (pp. 289-298), LNCS, vol 7926. Springer.
- Silvervarg, A., Haake, M. & Gulz, A. (2013). Educational potentials in visually androgynous pedagogical agents. I Yacef, K. & Lane, C. (Red.) Artificial Intelligence in Education (AIED 2013), LNCS (pp. 599-602), vol. 7926. Springer.
- Kim, Y., Silvervarg, A., Haake, M. & Gulz, A. (2012). The Effect of the Visual Gender of an Embodied Agent: A Cross-Cultural Comparison.
- Silvervarg, A., Raukola, K., Haake, M. & Gulz, A. (2012). The Effect of Visual Gender on Abuse in Conversation with ECAs. I Nakano, Y., Neff, M., Paiva, A. & Walker, M. A. (Red.) Lecture Notes in Computer Science (pp. 153-160), 7502. Springer.
- Gulz, A., Haake, M. & Annika, S. (2011). Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning. I Biswas, G. & Bull, S. (Red.) Proceedings of Artificial Intelligence in Education, 2011 LNAI 6738 (pp. 106-114). Springer.
- Haake, M., Annika, S., Tärning, B. & Gulz, A. (2011). Teaching Her, Him…or Hir? Challenges for a Cross-Cultural Study. I Kopp, S., Marsella, S., Thorisson, K. & Vilhjalmsson, H. (Red.) Lecture Notes in Computer Science (pp. 447-448). Springer.
- Haake, M., Silvervarg, A., Sjödén, B., Pareto, L. & Gulz, A. (2011). Pedagogical agents: Pedagogical interventions via integration of task-oriented and socially oriented conversation. [Host publication title missing]. AERA – American Ecucator Research Association – Annual Meeting 2011.
- Pareto, L., Arvemo, T., Dahl, Y., Haake, M. & Gulz, A. (2011). A Teachable-Agent Arithmetic Game’s effects on Mathematics Understanding, Attitude and Self-Efficacy. I Bull, S. & Biswas, G. (Red.) AIED 2011, LNAI 6738 (pp. 247-255). Springer.
- Silvervarg, A., Haake, M., Pareto, L., Strandberg, T. & Gulz, A. (2011). ”The Brick Game” demonstration. I Bull, S. & Biswas, G. (Red.) Artificial Intelligence in Education, 15th International Conference, 2011 LNAI 6738. Springer.
- Sjödén, B., Silvervarg, A., Haake, M. & Gulz, A. (2011). Extending an Educational Math Game with a Pedagogical Conversational Agent: Facing Design Challenges. Communications in Computer and Information Science, 126, 116-130. Springer.
- Sjödén, B., Tärning, B., Pareto, L. & Gulz, A. (2011). Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents. I Biswas, G. & Bull, S. (Red.) AIED 2011 LNAI 6738 (pp. 337-344). Springer.
- Tärning, B., Haake, M. & Gulz, A. (2011). Off-task Engagement in a Teachable Agent based Math Game. I Hirashima, T. (Red.) Proceedings of the 19th International Conference on Computers in Education (ICCE-2011). Asia-Pacific Society for Computers in Education.
- Gulz, A., Silvervarg, A. & Sjödén, B. (2010). Design for off-task interaction - Rethinking pedagogy in technology enhanced learning. The 10th IEEE International Conferenceon Advanced Learning Technologies.
- Silvervarg, A., Gulz, A., Sjödén, B. & Haake, M. (2010). Designing a Teachable Agent with Social Intelligence.
- Sjödén, B., Annika, S., Veletsianos, G., Haake, M. & Gulz, A. (2010). Extending an educational math game with a pedagogical conversational agent - facing design challenges. [Host publication title missing]. ITEC 2010 http://www.Kueleuven-kortrijk.be/itec2010.
- Wallergård, M., Gulz, A. & Haake, M. (2010). Kognition möter teknik - att bygga en fungerande kurskedja för undervisning i människa-teknikinteraktion. [Host publication title misaSecond Educational Conference for Swedish engineering programmes at university level, Lund 2-3 dec 2009sing].
- Lindström, P. & Gulz, A. (2008). Catching Eureka on the Fly. Technical Report SS-08-04, AAAI 2008 Spring Symposium on Emotion, Personality, and Social Behavior, Stanford University, Palo Alto, CA.. AAAI Press.
- Gulz, A. & Haake, M. (2007). Digitala miljöer och androgynitetens potential.
- Gulz, A. & Haake, M. (2007). ICT, learning and the potential of androgynity. Synopsis for Utvecklingskonferens LU: Att tänka om – ett kvalificerat akademiskt lärarskap, Lund University, Lund, Sweden.. Utvecklingskonferens LU (Lund University).
- Gulz, A. & Lindström, P. (2007). Catching eureka on the fly.
- Gulz, A., Ahlnér, F. & Haake, M. (2007). Visual femininity and masculinity in synthetic characters and patterns of affect. I Paiva, A., Prada, R. & Picard, R. (Red.) Lecture Notes in Computer Science (Affective Computing and Intelligent Interaction) (pp. 654-665), 4738/2007. Springer.
- Gulz, A., Tärning, B. & Haake, M. (2007). Challenging gender stereotypes using virtual pedagogical characters. [Host publication title missing]. GLIT - Research Network.
- Gulz, A. & Haake, M. (2006). Virtual pedagogical agents - design guidelines regarding visual appearance and pedagogical roles. I Méndez-Vilas, A., Solano Martín, A., Mesa González, J. & Mesa González, J. (Red.) [Host publication title missing] (pp. 1848-1852), 3. Formatex Research Center.
- Gulz, A. & Haake, M. (2006). Virtual pedagogical agents: Naturalism vs. stylization. I Gratch, J., Young, M., Aylett, R., Ballin, D. & Olivier, P. (Red.) Lecture Notes in Computer Science (Intelligent Virtual Agents) (pp. 455-455), 4133/2006. Springer.
- Haake, M. & Gulz, A. (2006). Visual realism and virtual pedagogical agents. I Knight, J. (Red.) Proceedings of the 3rd International Design and Engagability Conference @ NordiChi 2006 (iDec3).
- Gulz, A. & Haake, M. (2005). Aesthetic stereotypes and virtual pedagogical agents. International Conference on ICT, Media & Learning (IML 2005).
- Gulz, A. & Haake, M. (2005). Social and visual style in virtual pedagogical agents. Proceedings of the Workshop on Adapting the Interaction Style to Affective Factors, 10th International Conference on User Modelling, (UM’05).
Rapporter (3 st)
- Wallin, J., Hafsteinsdottir, E., Samuelsson, J., Bergman, E., Helenius, O., Gulz, A. & Jahnke, A. (2017). Digitala lärresurser I matematikundervisningen. Delrapport förskola. Skolforskningsinstitutets systematiska översikter. Skolforskningsinstitutet.
- Wallin, J., Hafsteinsdottir, E., Samuelsson, J., Bergman, E., Helenius, O., Jahnke, A. & Gulz, A. (2017). Digitala lärresurser I matematikundervisningen. Delrapport skola. Skolforskningsinstitutets systematiska översikter.
- Gulz, A. (2008). Rollmodeller & förebilder - om potentialen i digitala miljöer. Antologi för ledarutvecklingsprogrammet AKKA2 Lunds universitet 2006-2007.
Working papers (6 st)
- Gulz, A., Lindström, P., Pareto, L. & Haake, M. (submitted). Evaluating a Teaching and Learning Game.
- Labbe, D., Haake, M. & Gulz, A. (submitted). Avatar Appearance in Computer Supported Learning.
- Lindström, P., Gulz, A., Pareto, L. & Haake, M. (submitted). Which game is being played? - Pedagogical Intentions and Pedagogical Practice.
- Lindström, P., Pareto, L., Haake, M. & Gulz, A. (submitted). Affective engagement in teachable agents.
- Genot, E. & Gulz, A. (2014). Madness in the Method: A Paradox of Inquiry Learning.
- Gulz, A. (2005). Benefits of character enhancement of electronic learning environments – a cognitive style perspective.
Artiklar i facktidskrifter och populärpress (1 st)
Tidningsartiklar (5 st)
- Gulz, A. & Haake, M. (2014). Digitalisera de nationella proven. Svenska Dagbladet, Brännpunkt. Svenska Dagbladet.
- Gulz, A. (2013). Designtänk bakom populära tvärkurser. Lunds Universitet Meddelar, 2013:1, 33-34.
- Gulz, A. (2013). Intervju omforskning och utveckling i området digitala lärspel för matematik. Lunds Universitets forskningsblilaga Research for the Future, 2013:1, distribuerad med Dagens Industri och Sydsvenskan.
- Gulz, A., Haake, M., Balkenius, C. & Johansson, B. (2012). Samarbete ger lyckat resultat. Sydsvenska dagbladet. Sydsvenska Dagbladet.
- Gulz, A. (2011). Intervju i Temanummer om Lärande. Lund Universitet Meddelar, 23-25.
Handledning vid Lunds universitet (5 st)
- Nirme, J. (2020). Understanding virtual speakers. Lund University Cognitive Studies, 177. Lund University (Media-Tryck). Doktorsavhandling.
- Bosseldal, I. (2019). Vart tog behaviorismen vägen? : Social responsivitet mellan barn och vuxen, hund och människa. Lund Studies in Educational Sciences, 3. Lund University, Faculty of Social Sciences. Doktorsavhandling.
- Tärning, B. (2018). Design of teachable agents and feedback in educational software : Focusing on low-performing students and students with low self-efficacy. Lund University (Media-Tryck). Doktorsavhandling.
- Sjödén, B. (2015). What makes good educational software?. Lund University Cognitive Studies, 164. Doktorsavhandling.
- Lindström, P. (2011). Understanding as experiencing a pattern. Lund University Cognitive Studies, 150. Doktorsavhandling.
Undervisning
Professor
- Kognitionsvetenskap
- Filosofiska institutionen
Handledare
- Utbildningsvetenskap
- Institutionen för utbildningsvetenskap
Kontaktinformation
E-post agneta.gulzlucs.luse
Telefon 046–222 32 69
Rum LUX:B454
Besöksadress
Helgonavägen 3, Lund
Postadress
Box 192, 221 00 Lund
(professor)
Box 117, 221 00 Lund
(handledare)
Internpost hämtställe 30