Editorships (2)

• 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. (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 (33)

• 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.
• 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.) 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. Springer.
• Haake, M. & Gulz, A. (2014). Examplifying a novel generation of educational software.
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• 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.
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• Lindström, P. & Gulz, A. (2008). Catching Eureka on the Fly. Stanford University.
• Gulz, A. & Haake, M. (2007). Digitala miljöer och androgynitetens potential.
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• 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.
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• 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.
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• Gulz, A. & Haake, M. (2005). Aesthetic stereotypes and virtual pedagogical agents. International Conference on ICT, Media & Learning (IML 2005).
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• Gulz, A. & Haake, M. (2005). Social and visual style in virtual pedagogical agents.
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Reports (1)

• 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.
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• Gulz, A. (2005). Benefits of character enhancement of electronic learning environments – a cognitive style perspective.

Articles in specialist publications and popular press (1)

• Gulz, A. (2013). Lärandet i den svarta boxen. Axess. Axess Publishing AB.
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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.
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• Gulz, A. (2011). Intervju i Temanummer om Lärande. Lund Universitet Meddelar, 23-25.

Supervision at Lund University (2)

• 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.