PrintPerson
I am Professor of Cognitive Science and director of the Educational Technology Group.
Read more about our group's research on:
http://www.lucs.lu.se/educational-technology/
Research
Research groups
Present projects
- Exploring and supporting metacognitive capabilities in 3-5 year olds by means of a digital learning-game (research leader)
- Narratives and the Impact of Timing of Gestures and speech on an Addressee (research leader)
- Påverkan av icke- verbala faktorer och omgivningsfaktorer på barns förståelse (research leader)
- Supporting Students’ Productive Choices When Learning Gets Difficult (research leader)
- Thinking in Time: Cognition, Communication and Learning
Completed projects
- "The panda wants to know how to do it and I will show her/him" - What we learn from young children's ability to take the role as teacher (research leader)
- Challenging Gender Stereotypes using Virtual Pedagogical Agents (research leader)
- Choice Blindness: Trust in Virtual Reality (research leader)
- He does not care how many apples there are
- Improving Diagnosis for Children with Communicative Disorders – Digital TROG-2 (research leader)
- K2D2: Knowledge & Competence – Digital Dialogue (research leader)
- Seeing and Talking Maths in Games (research leader)
- The impact of a presenter's dialect, gender and professional role on an addressee (research leader)
- The importance of cognitive variation for the design of pedagogical multimedia (research leader)
- the Magical Garden (research leader)
Publications
Editorships (3)
- Balkenius, C., Gulz, A., Haake, M. & Wallergård, M. (2017). (Eds.) 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). (Eds.) 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). (Eds.) Proceedings of the 5th Nordic Conference on Human-Computer Interaction - Using Bridges. ACM International Conference Proceeding Series 358. ACM.
Articles (20)
- Haake, M., Hansson, K., Gulz, A., Schötz, S. & Sahlén, B. (submitted). The slower the better? On the puzzle of children’s cognition, comprehension and task complexity in TROG-2. International Journal of Speech-Language Pathology. Taylor & Francis.
- Axelsson, A., Andersson, R. & Gulz, A. (2016). Scaffolding Executive Function Capabilities via Play-&-Learn Software for Preschoolers. Journal of Educational Psychology. American Psychological Association Inc..
- 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. (2013). 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. 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: Official Journal of the Ifip Technical Committee on Education, 7, 67-80. Kluwer Academic Publishers.
Book chapters (12)
- Gulz, A. & Haake, M. (accepted/in press). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. In Persson, A. & Johansson, R. (Eds.) Forskarperspektiv på kunskap, utbildning och skola – utbildningsvetenskaplig forskning vid Lund universitet.
- Genot, E. & Gulz, A. (2015). The interrogative model of inquiry and inquiry learning. In Can, B. (Ed.) Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions. Springer.
- Gulz, A. & Haake, M. (2014). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. In Persson, A. & Johansson, R. (Eds.) 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. In Zaphiris, P. & Ioannou, A. (Eds.) 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. In Bickmore, T., Marsella, S. & Sidner, C. (Eds.) 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. In Bickmore, T., Marsella, S. & Sidner, C. (Eds.) 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. In Goodman, S., Booth, S. & Kirkup, G. (Eds.) 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. In Perez-Marin, D. & Pascual-Nieto, I. (Eds.) Conversational Agents and Natural Language Interaction: Techniques and Effective Practices. IGI Global.
- Gulz, A. & Haake, M. (2009). Virtuella rollmodeller och androgynitetens potential. In Linderoth, J. (Ed.) Individ, teknik och lärande (pp. 139-164), Lärande och IT ; 5. Carlsson Bokförlag.
- Gulz, A. & Mellström, U. (2009). Gränsöverskridande IT-roller. In Folke-Fichtelius, M. (Ed.) Lärande och IT (pp. 153-168). Carlsson Bokförlag.
- Gulz, A., Linderoth, J. & Åkerfeldt, A. (2009). Datorspelets mening och potential. In Folke-Fichtelius, M. (Ed.) Lärande och IT (pp. 139-150). Carlsson Bokförlag.
- Gulz, A. (2008). Researching Virtual Environments and Virtual Characters. In Gärdenfors, P. & Wallin, A. (Eds.) A Smorgasbord of Cognitive Science (pp. 13-31). Bokförlaget Nya Doxa.
Conference contributions (37)
- 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. [Host publication title missing]. AERA 2011 Conference.
- Gulz, A., Haake, M., Hansson, K., Sahlén, B. & Willstedt-Svensson, U. (accepted/in press). Digitaliserad Trog-2 med manipulerad talhastighet.
- 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), 10947 LNAI, 532-544. Springer Verlag.
- 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. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10947 LNAI, 557-569. Springer Verlag.
- 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), 10498 LNAI, 243-246. Springer Verlag.
- 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. In Conati, C., Heffernan, N., Mitrovic, A. & Verdejo, M. F. (Eds.) Lecture Notes in Computer Science (pp. 670-673), 9112. 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. In Conati, C., Heffernan, N., Mitrovic, A. & Verdejo, M. F. (Eds.) Artificial Intelligence in Education 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings. LNAI/LNCS (pp. 670-673), 9122. 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?. In Yasef, K. & Lane, C. (Eds.) 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. In Yacef, K. & Lane, C. (Eds.) 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. In Nakano, Y., Neff, M., Paiva, A. & Walker, M. A. (Eds.) 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. In Biswas, G. & Bull, S. (Eds.) 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. In Kopp, S., Marsella, S., Thorisson, K. & Vilhjalmsson, H. (Eds.) 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. In Bull, S. & Biswas, G. (Eds.) AIED 2011, LNAI 6738 (pp. 247-255). Springer.
- Silvervarg, A., Haake, M., Pareto, L., Strandberg, T. & Gulz, A. (2011). ”The Brick Game” demonstration. In Bull, S. & Biswas, G. (Eds.) 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. In Biswas, G. & Bull, S. (Eds.) 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. In Hirashima, T. (Ed.) Proceedings of the 19th International Conference on Computers in Education (ICCE-2011). Asia-Pacific Society for Computers in Education, Chiang Mai, Thailand..
- 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 missing]. Second Educational Conference for Swedish engineering programmes at university level, Lund 2-3 dec 2009.
- 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.. Stanford University.
- 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. In Paiva, A., Prada, R. & Picard, R. (Eds.) 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. In Méndez-Vilas, A., Solano Martín, A., Mesa González, J. & Mesa González, J. (Eds.) [Host publication title missing] (pp. 1848-1852), 3. Formatex.
- Gulz, A. & Haake, M. (2006). Virtual pedagogical agents: Naturalism vs. stylization. In Gratch, J., Young, M., Aylett, R., Ballin, D. & Olivier, P. (Eds.) 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. In Knight, J. (Ed.) 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).
Reports (1)
Working papers (6)
- 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.
Articles in specialist publications and popular press (1)
Newspaper articles (5)
- Gulz, A. & Haake, M. (2014). Digitalisera de nationella proven. 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.
Supervision at Lund University (3)
- 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). Dissertation.
- Sjödén, B. (2015). What makes good educational software?. Lund University Cognitive Studies, 164. Dissertation.
- Lindström, P. (2011). Understanding as experiencing a pattern. Lund University Cognitive Studies, 150. Dissertation.
Print Aug. 19, 2018 of http://www.fil.lu.se/en/department/staff/person/AgnetaGulz/
