Person
magnus.haakelucs.luse |
2018-03-19
Forskare
- Kognitionsvetenskap
- Filosofiska institutionen
Kontaktinformation
E-post magnus.haakelucs.luse
Rum LUX:B469
Besöksadress
Helgonavägen 3, Lund
Postadress
Box 192, 221 00 Lund
Internpost hämtställe 30
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
Min profil i Lunds universitets forskningsportal
- "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 en berättares temporala koordinering av gester och tal för en lyssnare/betraktare
- 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
- 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
- Valblindhet/Choice Blindness: Tillit och förtroende i Virtual Reality
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.
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 (27 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.
- Gulz, A., Londos, L. & Haake, M. (2020). Preschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – : an Experimental Study. International Journal of Artificial Intelligence in Education. International AIED Society.
- Nirme, J., Sahlén, B., Lyberg Åhlander, V., Brännström, J. & Haake, M. (2020). Audio-visual speech comprehension in noise with real and virtual speakers. Speech Communication, 116, 44-55. Elsevier.
- Tärning, B., Lee, Y. J., Andersson, R., Månsson, K., Gulz, A. & Haake, M. (2020). Assessing the black box of feedback neglect in a digital educational game for elementary school. Journal of the Learning Sciences. Routledge.
- Nirme, J., Haake, M., Gulz, A. & Gullberg, M. (2019). Motion capture-based animated characters for the study of speech-gesture integration. Behavior Research Methods. Springer.
- Nirme, J., Haake, M., Lyberg Åhlander, V., Brännström, J. & Sahlén, B. (2019). A virtual speaker in noisy classroom conditions : supporting or disrupting children’s listening comprehension?. Logopedics Phoniatrics Vocology, 44, 79-86. Taylor & Francis.
- 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.
- 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.
- 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., 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.
- 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.) 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., 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.) 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. I Bickmore, T., Marsella, S. & Sidner, C. (Red.) 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. I Goodman, S., Booth, S. & Kirkup, G. (Red.) 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. I Perez-Marin, D. & Pascual-Nieto, I. (Red.) Conversational Agents and Natural Language Interaction: Techniques and Effective Practices. IGI Global.
- Gulz, A. & Haake, M. (2009). Virtuella rollmodeller och androgynitetens potential. I Linderoth, J. (Red.) Individ, teknik och lärande (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.
- 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), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings, 10948 LNAI, 241-245. Springer.
- 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), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings, 10947 LNAI, 532-544. Springer.
- 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. I Penstein Rosé, C., Martínez-Maldonado, R., Hoppe, U. H., Luckin, R., Mavrikis, M., Porayska-Pomsta, K., McLaren, B. & du Boulay, B. (Red.) Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Artificial Intelligence in Education : 19th International Conference, AIED 2018, Proceedings (pp. 557-569), 10947 LNAI. Springer.
- 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.) Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1169-1174). Cognitive Science Society, Inc.
- 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.) Gesture and Speech in Interaction - 4th edition (GESPIN 4) (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. Lecture Notes in Computer Science, 9112, 612-615. Springer.
- Lingonblad, M., Londos, L., Nilsson, A., Boman, E., Nirme, J. & Haake, M. (2015). Virtual Blindness - A Choice Blindness Experiment with a Virtual Experimenter. Intelligent Virtual Agents, 9238, 442-451. 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, Artificial Intelligence in Education (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.) 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. I Yacef, K. & Lane, C. (Red.) 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.
- 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.) 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. I Biswas, G. & Bull, S. (Red.) 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. I Kopp, S., Marsella, S., Thorisson, K. & Vilhjalmsson, H. (Red.) 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. I Bull, S. & Biswas, G. (Red.) AIED 2011, LNAI 6738 (pp. 247-255). Springer.
- Silvervarg, A., Haake, M., Pareto, L., Strandberg, T. & Gulz, A. (2011). ”The Brick Game” demonstration. I Bull, S. & Biswas, G. (Red.) 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.
- Tärning, B., Haake, M. & Gulz, A. (2011). Off-task Engagement in a Teachable Agent based Math Game. I Hirashima, T. (Red.) Proceedings of the 19th International Conference on Computers in Education (ICCE-2011). Asia-Pacific Society for Computers in Education.
- 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 misaSecond Educational Conference for Swedish engineering programmes at university level, Lund 2-3 dec 2009sing].
- 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., Ahlnér, F. & Haake, M. (2007). Visual femininity and masculinity in synthetic characters and patterns of affect. I Paiva, A., Prada, R. & Picard, R. (Red.) 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. I Méndez-Vilas, A., Solano Martín, A., Mesa González, J. & Mesa González, J. (Red.) [Host publication title missing] (pp. 1848-1852), 3. Formatex Research Center.
- Gulz, A. & Haake, M. (2006). Virtual pedagogical agents: Naturalism vs. stylization. I Gratch, J., Young, M., Aylett, R., Ballin, D. & Olivier, P. (Red.) 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. I Knight, J. (Red.) 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).
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. Svenska Dagbladet, Brännpunkt. Svenska Dagbladet.
- Gulz, A., Haake, M., Balkenius, C. & Johansson, B. (2012). Samarbete ger lyckat resultat. Sydsvenska dagbladet. Sydsvenska Dagbladet.
Handledning vid Lunds universitet (2 st)
- Nirme, J. (2020). Understanding virtual speakers. Lund University Cognitive Studies, 177. Lund University (Media-Tryck). Doktorsavhandling.
- 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). Doktorsavhandling.
Forskare
- Kognitionsvetenskap
- Filosofiska institutionen
Kontaktinformation
E-post magnus.haakelucs.luse
Rum LUX:B469
Besöksadress
Helgonavägen 3, Lund
Postadress
Box 192, 221 00 Lund
Internpost hämtställe 30