UtskriftPerson
Docent
Sedan årsskiftet 2011/12 forskare på avd. för Kognitionsvetenskap (LUCS) på Lunds universitet. Innan dess doktorand och forskare på inst. för Designvetenskaper, Lunds universitet sedan år 2000.
Se mer på: http://www.lucs.lu.se/etg/
Bakgrund:
- Konstnärlig/grafisk utbildning, Sverige & USA.
- Civilingenjörsexamen i teknisk fysik, Lunds universitet.
- Doktorsexamen i designvetenskaper, Lunds universitet.
- Utlandsvistelser: University of California, San Diego (UCSD).
Forskning
Pågående projekt
- Betydelsen av en berättares temporala koordinering av gester och tal för en lyssnare/betraktare
- Stödja elevers produktiva val när lärandet är svårt och utmanande
- The influence of non-verbal and environmental factors on sentence comprehension in children
- Thinking in Time: Cognition, Communication and Learning
- Utforskande och stödjande av metakognitiva förmågor hos 3-5åringar via ett digitalt lärspel
Avslutade projekt
- "Pandan vill veta hur man gör och jag ska visa honom/henne" - Vad vi lär av små barns förmåga att vara lärare
- Att se och prata matematik i spel
- Att utmana genusstereotyper via virtuella pedagogiska agenter
- Betydelsen av kognitiv variation för design av pedagogisk multimedia
- Den magiska trädgården
- Förbättrade diagnoser för barn med kommunikativa svårigheter - Digitala TROG-2
- Han bryr sig inte om hur många äpplen där är (forskningsledare)
- Inflytandet av en presentatörs/föreläsares dialekt, kön och professionella roll på en betraktare och lyssnare
- K2D2: Kunskap & Kompetens - Digitala Dialoger
- Valblindhet/Choice Blindness: Tillit och förtroende i Virtual Reality
Om forskningen
Forskningsområden: Kognitionsvetenskap, Learning Sciences, Educational Technology, Social- och Beteendepsykologi, Interaktionsdesign, Grafisk Design. (Learning Sciences och Educational Technology är båda stora och etablerade forskningfält internationellt – men har ingen direkt motsvarighet i Sverige.)
Specifika forskningsintressen: (1) Teknikstött lärande – endast om det tillför ett mervärde. (2) Lärandet i klassrummet – eleverna, lärarna och materialen de arbetar med.
Publikationer
Böcker (2 st)
- Haake, M. (2009). Embodied Pedagogical Agents: From Visual Impact to Pedagogical Implications. Institutionen för designvetenskaper, Lunds Tekniska Högskola, Lunds universitet. Doktorsavhandling.
- Haake, M. (2006). Virtual Pedagogical Agents - Beyond the Constraints of the Computational Approach. Ergonomics and Aerosol Technology, Department of Design Sciences, Lund University. Licentiatavhandling.
Redaktörskap (2 st)
- 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..
Artiklar (22 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.
- Brännström, J., Kastberg, T., von Lochow, H., Haake, M., Sahlén, B. & Lyberg-Åhlander, V. (2018). The influence of voice quality on sentence processing and recall performance in school-age children with normal hearing. Speech, Language and Hearing, 21, 1-9. Taylor & Francis.
- Nirme, J., Haake, M., Lyberg Åhlander, V., Brännström, J. & Sahlén, B. (2018). A virtual speaker in noisy classroom conditions : supporting or disrupting children’s listening comprehension?. Logopedics Phoniatrics Vocology, 1-8. Taylor & Francis.
- Sahlén, B., Haake, M., von Lochow, H., Holm, L., Kastberg, T., Brännström, J. & Lyberg-Åhlander, V. (2018). Is children’s listening effort in background noise influenced by the speaker’s voice quality?. Logopedics Phoniatrics Vocology, 43, 47-55. Taylor & Francis.
- Tärning, B., Silvervarg, A., Gulz, A. & Haake, M. (2018). Instructing a Teachable Agent with Low or High Self-Efficacy – Does Similarity Attract?. International Journal of Artificial Intelligence in Education, 19. International AIED Society.
- Brännström, J., Holm, L., Lyberg Åhlander, V., Haake, M., Kastberg, T. & Sahlén, B. (2015). Children's subective ratings and opinions of typical and dysphonic voice after performing a language comrehension task in background noise. Journal of Voice, 29, 624-630. Elsevier.
- Brännström, J., Holm, L., Lyberg Åhlander, V., Haake, M., Kastberg, T. & Sahlén, B. (2015). Children's Subjective Ratings and Opinions of Typical and Dysphonic Voice After Performing a Language Comprehension Task in Background Noise. Journal of Voice, 29, 624-630. Elsevier.
- 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.
- Lyberg Åhlander, V., Haake, M., Brännström, J., Schötz, S. & Sahlén, B. (2015). Does the speaker's voice quality influence children's performance on a language comprehension test?. International Journal of Speech-Language Pathology, 17, 63-73. Taylor & Francis.
- Lyberg Åhlander, V., Holm, L., Kastberg, T., Haake, M., Brännström, J. & Sahlén, B. (2015). Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?. International Journal of Speech-Language Pathology, 17, 577-588. Taylor & Francis.
- 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., 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.
Bokkapitel (7 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.
- 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., 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.
Konferensbidrag (37 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. AERA 2011 Conference.
- Gulz, A., Haake, M., Hansson, K., Sahlén, B. & Willstedt-Svensson, U. (accepted/in press). Digitaliserad Trog-2 med manipulerad talhastighet.
- Månsson, K. & Haake, M. (2018). Teaching without learning : Is it OK With weak AI?. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10948 LNAI, 241-245. Springer Verlag.
- 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.
- 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.) (pp. 1169-1174). Cognitive Science Society.
- Anikin, A., Nirme, J., Alomari, S., Bonnevier, J. & Haake, M. (2015). Compensation for a large gesture-speech asynchrony in instructional videos. I Ferré, G. & Tutton, M. (Red.) (pp. 19-23).
- 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.
- Lingonblad, M., Londos, L., Nilsson, A., Boman, E., Nirme, J. & Haake, M. (2015). Virtual Blindness - A Choice Blindness Experiment with a Virtual Experimenter. 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 (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. I Conati, C., Heffernan, N., Mitrovic, A. & Verdejo, M. F. (Red.) Artificial Intelligence in Education 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings. LNAI/LNCS (pp. 670-673), 9122. Springer.
- Haake, M. & Gulz, A. (2014). Examplifying a novel generation of educational software.
- Lyberg Åhlander, V., Haake, M., Brännström, J., Schötz, S. & Sahlén, B. (2014). How does the teacher's voice and background noise in the classroom affect children's comprehension and learning.
- 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.) (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.) (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.
- Lyberg Åhlander, V., Haake, M., Brännström, J., Schötz, S., Johansson, M. & Sahlén, B. (2012). Spelar logopedens röst roll för barns språkförståelse.
- 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.) (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.) (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.) (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. I Bull, S. & Biswas, G. (Red.) (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.
- 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..
- 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.
- 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., Ahlnér, F. & Haake, M. (2007). Visual femininity and masculinity in synthetic characters and patterns of affect. I Paiva, A., Prada, R. & Picard, R. (Red.) (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. I Méndez-Vilas, A., Solano Martín, A., Mesa González, J. & Mesa González, J. (Red.) (pp. 1848-1852), 3. Formatex.
- Gulz, A. & Haake, M. (2006). Virtual pedagogical agents: Naturalism vs. stylization. I Gratch, J., Young, M., Aylett, R., Ballin, D. & Olivier, P. (Red.) (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.
Working papers (4 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.
Tidningsartiklar (2 st)
- Gulz, A. & Haake, M. (2014). Digitalisera de nationella proven. Brännpunkt, Svenska Dagbladet.
- Gulz, A., Haake, M., Balkenius, C. & Johansson, B. (2012). Samarbete ger lyckat resultat. Sydsvenska dagbladet. Sydsvenska Dagbladet.
Handledning vid Lunds universitet (1 st)
Utskrift 2018-12-16 av https://www.fil.lu.se/institutionen/personal/person/MagnusHaake/
