Filosofiska institutionen

Humanistiska och teologiska fakulteterna | Lunds universitet


Jag är professor i kognitionsvetenskap och leder The Educational Technology Group.

Läs mer om min grupps forskning på:



Redaktörskap (2 st)
Artiklar (20 st)
  • 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.
Bokkapitel (12 st)
  • Gulz, A. & Haake, M. (accepted/in press). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. I Persson, A. & Johansson, R. (Red.) Forskarperspektiv på kunskap, utbildning och skola – utbildningsvetenskaplig forskning vid Lund universitet.
  • Genot, E. & Gulz, A. (2016). The interrogative model of inquiry and inquiry learning. I Can, B. (Red.) (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.) (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.) (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.) (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.) (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. I Linderoth, J. (Red.) (pp. 139-164), Lärande och IT ; 5. Carlsson Bokförlag.
  • Gulz, A. & Mellström, U. (2009). Gränsöverskridande IT-roller. I Folke-Fichtelius, M. (Red.) (pp. 153-168). Carlsson Bokförlag.
  • Gulz, A., Linderoth, J. & Åkerfeldt, A. (2009). Datorspelets mening och potential. I Folke-Fichtelius, M. (Red.) (pp. 139-150). Carlsson Bokförlag.
  • Gulz, A. (2008). Researching Virtual Environments and Virtual Characters. I Gärdenfors, P. & Wallin, A. (Red.) (pp. 13-31). Bokförlaget Nya Doxa.
Konferensbidrag (33 st)
Rapporter (1 st)
Working papers (6 st)
Artiklar i facktidskrifter och populärpress (1 st)
Tidningsartiklar (5 st)
Handledning vid Lunds universitet (2 st)
  • 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.

Forskningsportalen (Lunds universitet)

Agneta Gulz

Filosofiska institutionen

Institutionen för utbildningsvetenskap


E-post agneta.gulzlucs.luse

Telefon 046–222 32 69

Rum LUX:B454

Besöksadress Helgonavägen 3, Lund

Box 192, 221 00 Lund (professor)
Box 117, 221 00 Lund (handledare)

Internpost hämtställe 30