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)
- Virtuellt klassrum som forskningsplattform
Completed projects
- Vart tog behaviorismen vägen? Social responsivitet mellan barn och vuxen, hund och människa.
- "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)
- Supporting Students’ Productive Choices When Learning Gets Difficult (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)
- Thinking in Time: Cognition, Communication and Learning
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 (21)
- 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 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 (11)
- Genot, E. & Gulz, A. (2016). The interrogative model of inquiry and inquiry learning. In Can, B. (Ed.) (pp. 15-33). Springer.
- Gulz, A. & Haake, M. (2014). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. In Persson, A. & Johansson, R. (Eds.) (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.) (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.) (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.) (pp. 410-419), 8637. Springer.
- Gulz, A. & Haake, M. (2010). Challenging Gender Stereotypes using Virtual Pedagocical Characters. IGI Global.
- Gulz, A., Haake, M., Silvervarg, A., Sjödén, B. & Veletsianos, G. (2010). Building a Social Conversational Pedagogical Agent - Design Challenges and Methodological Approaches. IGI Global.
- Gulz, A. & Haake, M. (2009). Virtuella rollmodeller och androgynitetens potential. In Linderoth, J. (Ed.) (pp. 139-164), Lärande och IT ; 5. Carlsson Bokförlag.
- Gulz, A. & Mellström, U. (2009). Gränsöverskridande IT-roller. In Folke-Fichtelius, M. (Ed.) (pp. 153-168). Carlsson Bokförlag.
- Gulz, A., Linderoth, J. & Åkerfeldt, A. (2009). Datorspelets mening och potential. In Folke-Fichtelius, M. (Ed.) (pp. 139-150). Carlsson Bokförlag.
- Gulz, A. (2008). Researching Virtual Environments and Virtual Characters. In Gärdenfors, P. & Wallin, A. (Eds.) (pp. 13-31). Bokförlaget Nya Doxa.
Conference contributions (39)
- 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. 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.
- 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, 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. In Penstein Rosé, C., Martínez-Maldonado, R., Hoppe, U. H., Luckin, R., Mavrikis, M., Porayska-Pomsta, K., McLaren, B. & du Boulay, B. (Eds.) Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (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), 10498 LNAI, 243-246. Springer.
- Tärning, B., Haake, M. & Gulz, A. (2017). Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees. In Gunzelmann, G., Howes, A., Tenbrink, T. & Davelaar, E. (Eds.) (pp. 1169-1174). Cognitive Science Society.
- Thellman, S., Silvervarg, A., Gulz, A. & Ziemke, T. (2016). Physical vs. virtual agent embodiment and effects on social interaction. In Traum, D. (Ed.) Lecture notes in computer science, LNSC (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. 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.
- Sjödén, B. & Gulz, A. (2015). From Learning Companions to Testing Companions Experience with a Teachable Agent Motivates Students' Performance on Summative Tests. 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.) (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.) (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.) (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.) (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.) (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. 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.) (pp. 247-255). Springer.
- Silvervarg, A., Haake, M., Pareto, L., Strandberg, T. & Gulz, A. (2011). ”The Brick Game” demonstration. Springer.
- Sjödén, B., Silvervarg, A., Haake, M. & Gulz, A. (2011). Extending an Educational Math Game with a Pedagogical Conversational Agent: Facing Design Challenges. 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.) (pp. 337-344). Springer.
- Tärning, B., Haake, M. & Gulz, A. (2011). Off-task Engagement in a Teachable Agent based Math Game. 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.
- 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. 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. 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. Stanford University.
- Gulz, A. & Haake, M. (2007). Digitala miljöer och androgynitetens potential.
- Gulz, A. & Haake, M. (2007). ICT, learning and the potential of androgynity. 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.) (pp. 654-665), 4738/2007. Springer.
- Gulz, A., Tärning, B. & Haake, M. (2007). Challenging gender stereotypes using virtual pedagogical characters. 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.) (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.) (pp. 455-455), 4133/2006. Springer.
- Haake, M. & Gulz, A. (2006). Visual realism and virtual pedagogical agents.
- 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.
Reports (3)
- Wallin, J., Hafsteinsdottir, E., Samuelsson, J., Bergman, E., Helenius, O., Gulz, A. & Jahnke, A. (2017). Digitala lärresurser I matematikundervisningen. Delrapport förskola. Skolforskningsinstitutets systematiska översikter, 2017:02. 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, 2017:02.
- Gulz, A. (2008). Rollmodeller & förebilder - om potentialen i digitala miljöer. Antologi för ledarutvecklingsprogrammet AKKA2 Lunds universitet 2006-2007.
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 (4)
- Bosseldal, I. (2019). Vart tog behaviorismen vägen? : Social responsivitet mellan barn och vuxen, hund och människa. Lund University, Faculty of Social Sciences. Dissertation.
- 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 Oct. 18, 2019 of https://www.fil.lu.se/en/department/staff/person/AgnetaGulz/
