ETG: Publications

Publications: 2022

Morell Ruiz, M., Haake, M., & Gulz, A. (2022, June 16–17). What do our eyes say about our estimation strategies? In H. Banaee, & E. Billing (Eds.), Proceedings of the 17th SweCog Conference (pp. 10–12). Örebro, Sweden.
Open Access  Poster abstract (SweCog)   |   Free Access  Poster (LUCS)

Tärning, B., Ternblad, EM., Haake, M., Gulz, A., & Nirme, J. (2022). Lessons learned from a study on distractions in virtual learning environments: Reliability, ecological validity and an elusive social component. PRESENCE: Virtual and Augmented Reality, 28, 65–85. DOI: 10.1162/pres_a_00342
Closed Access  Journal paper (MIT Press)

Publications: 2021

Gulz, A., & Haake, M. (2021). No child left behind, nor singled out: Is it possible to combine adaptive instruction and inclusive pedagogy in early math software? SN Social Sciences, 1, Article 203. DOI: 10.1007/s43545-021-00205-7
Open Access  Journal paper (Springer)

Gulz, A., Kjällander, S., Yildirimdemir, D., & Haake, M. (2021, August 23–27). DigiTaktik: A digital tool for learning and formative feedback in the context of early math. In Pauklac, E. (Chair), Interdisciplinary collaborations to improve early learning via evidence-based preschool curricula [Symposium]. The 19th Biennial EARLI Conference for Research on Learning and Instruction, EARLI 2021 – ONLINE.

Silvervarg, A., Wolf, R., Blair, K.P., Haake, M., & Gulz, A. (2021). How teachable agents influence students’ responses to critical constructive feedback. Journal of Research on Technology in Education, 53(1), 67–88. DOI: 10.1080/15391523.2020.1784812
Open Access  Journal paper (Taylor & Francis Online)

Brännström, J., Rudner, M., Carlie, J., Sahlén, B., Gulz, A., Andersson, K., & Johansson, R. (2021). Listening effort and fatigue in native and non-native primary school children. Journal of Experimental Child Psychology, 210, Article 105203. DOI: 10.1016/j.jecp.2021.105203
Open Access  Journal paper (Elsevier)

Carlie, J., Sahlén, B., Nirme, J., Andersson, K., Rudner, M., Johansson, R., Gulz, A., & Brännström, J. (2021). Development of an auditory passage comprehension task for swedish primary school children of cultural and linguistic diversity. Journal of Speech, Language, and Hearing Research, 64(10), 3883–3893. DOI: 10.1044/2021_JSLHR-20-00611
Closed Access  Journal paper (ASHAWire)

Halder, A., Nordin, A., Miller, M., Kuklane, K., Nirme, J., & Gao, C. (2021). Effects of leg fatigue due to exhaustive stair climbing on gait biomechanics while walking up a 10° incline – Implications for evacuation and work safety. Fire Safety Journal, 123, Article 103342. DOI: 10.1016/j.firesaf.2021.103342
Open Access  Journal paper (Elsevier)

Johansson, B., Gulz, A., Haake, M., Wallergård, M., Alce, G., Niehorster, D., Nirme, J., Ternblad, E.M., & Tärning, B. (Eds.). (2021). Intelligent, socially oriented technology V: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, 180.
Free Access  Anthology (LUCS)

Publications: 2020

Gulz, A. (2020, October 21). Das unverzichtbare Klassenzimmer. Falter HEUREKA, 2020(3), 14–15.
Free Access  Article (Falter)   |   Free Access  Article (ETG) [Swedish translation]

Tärning, B., Joo Lee, Y., 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, 29(4–5), 511–549. DOI: 10.1080/10508406.2020.1770092
Open Access  Journal paper (Taylor & Francis Online)

Ternblad, EM., & Tärning, B. (2020). Far from success – far from feedback acceptance? The influence of game performance on young students’ willingness to accept critical constructive feedback during play. In I. Bittencourt, M. Cukurova, K. Muldner, R. Luckin, & E. Millán (Eds.), Lecture notes in computer science: Vol. 12163. Artificial Intelligence in Education (pp. 537-548). Springer. DOI: 10.1007/978-3-030-52237-7_43
Open Access  Conference paper (Springer Link)

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, 30, 38–73. DOI: 10.1007/s40593-020-00193-4
Open Access  Journal paper (SpringerLink)

Tärning, B., Haake, M., & Gulz, A. (2020). Feedback – mere end bare input og output. Unge Pædagoger, 2, 100–1XX. URL: u-p.dk/vare/2020-nr-2/
Restricted Access  Article (Unge Pædagoger)

Nirme, J., Haake, M., Gulz, A., & Gullberg, M. (2020). Motion capture-based animated characters for the study of speech-gesture integration. Behavior Research Methods, 52, 1339–1354. DOI: 10.3758/s13428-019-01319-w
Open Access  Journal paper (SpringerLink)

Gulz., A., Kjällander, S., Frankenberg, S., & Haake, M. (2020). Early math in a preschool context: Spontaneous extension of the digital into the physical. IxD&A – Interaction Design and Architecture(s) Journal, 44, 129–154. URL: www.mifav.uniroma2.it/inevent/events/idea2010/doc/44_7.pdf
Free Access  Journal paper (IxD&A)

Nirme, J. (2020). Understanding virtual speakers [Doctoral thesis, Lund University]. Lund University Cognitive Studies, 177.
Free Access  Thesis (LUCS)

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. DOI: 10.1016/j.specom.2019.11.005
Restricted Access  Journal paper (Elsevier)

Nirme, J., Fredriksson, O., Haake, M., & Gulz, A. (2020). Exploring students’ approach to factual texts in different presentation media. Lund University Cognitive Studies, 176
Free Access  Paper (LUCS)

Publications: 2019

Tärning, B., & Tjøstheim, T. (2019). Gender differences in allocation of attention and read time in an educational history game. In N. Oka, & T. Koda (Eds.), Proceedings of the 7th International Conference on Human-Agent Interaction (pp. 229–231). ACM. DOI: 10.1145/3349537.3352774
Restricted Access  Conference poster-paper (ACM Digital Library)

Tärning, B., & Silvervarg, A. (2019). “I didn’t understand, I’m really not very smart” – how design of a digital tutee’s self-efficacy affects conversation and student behavior in a digital math game. Education Sciences, 9(3), 197. DOI: 10.3390/educsci9030197
Open Access  Journal paper (MDPI)

Wallergård, M., Haake, M., Balkenius, C., & Gulz, A. (Eds.). (2019). Intelligent, socially oriented technology IV: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, 175.
Free Access  Anthology (LUCS)

Gulz, A., & Haake, M. (2019). Kan förskolebarn lära sig själva genom att undervisa en digital figur? In S. Kjällgren & B. Riddersporre (Eds.), Digitalisering i förskolan på vetenskaplig grund (pp. 158–176). Natur & Kultur. ISBN: 9789127824331
Restricted Access  Book (Natur & Kultur)

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, 44(2), 79–86. DOI: 10.1080/14015439.2018.1455894
Open Access  Journal paper (Taylor & Francis Online)

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(1), 89–121. DOI: 10.1007/s40593-018-0167-2
Open Access  Journal paper (Springer Link)

Publications: 2018

Rudner, M., Lyberg-Åhlander, V., Brännström, J., Nirme, J., Pichora-Fuller, M.K., & Sahlén, B. (2018). Listening comprehension and listening effort in the primary school classroom. Frontiers in Psychology, 9, Article 1193. DOI: 10.3389/fpsyg.2018.01193
Open Access  Journal paper (Frontiers)

Silvervarg, A., & Månsson, K. (2018). How do you introduce an agent? The effect of introduction type on how a teachable agent is experienced by students. In A. Bogdanovych, D. Richards, & S. Simoff (Eds.), Proceedings of the 18th International Conference on Intelligent Virtual Agents (pp. 29–34). ACM. DOI: 10.1145/3267851.3267861
Restricted Access  Conference short-paper (ACM Digital Library)

Tärning, B., Sjödén, B., Gulz, A., & Haake, M. (2019). Young children’s experience and preference of feedback – Sense and Sensibility. IxD&A - Interaction Design and Architecture(s) Journal, 37, 206–230.
Free Access  Journal paper (IxD&A)

Tärning, B. (2018). Review of feedback in digital applications – does the feedback they provide support learning? Journal of Information Technology Education: Research, 17, 247–283. DOI: 10.28945/4104
Free Access  Journal paper (Informing Science Institute)

Silvervarg, A., Haake, M., & Gulz, A. (2018). Perseverance is crucial for learning. "OK! But can I take a break?" In C. Penstein Rosé et al. (Eds.), Lecture notes in computer science: Vol. 10947. Artificial Intelligence in Education (pp. 532–544). Springer. DOI: 10.1007/978-3-319-93843-1_39
Restricted Access  Conference paper (Springer Link)

Ternblad, EM., Haake, M., Anderberg, E., & Gulz, A. (2018). Do pre-schoolers 'game the system'? A case study of children's intelligent (mis)use of a teachable agent-based play-&-learn game in mathematics. In C. Penstein Rosé et al. (Eds.), Lecture notes in computer science: Vol. 10947. Artificial Intelligence in Education (pp. 557–569). Springer. DOI: 10.1007/978-3-319-93843-1_41
Restricted Access  Conference paper (Springer Link)

Månsson, K., & Haake, M. (2018). Teaching without learning: Is it OK with weak AI? In C. Penstein Rosé et al. (Eds.), Lecture notes in computer science: Vol. 10947. Artificial Intelligence in Education (pp. 241–245). Springer. DOI: 10.1007/978-3-319-93846-2_44
Restricted Access  Conference poster-paper (Springer Link)   |   Conference poster (ETG)

Ternblad, EM., & Gulz, A. (2018). Visualizing knowledge in the era of instructional software and gamification. Challenges in design, method and practical use. In J. Kay, & R. Luckin (Eds.), Proceedings of the 13th International Conference of the Learning Sciences (pp. 1463–1464). ISLS. URL: https://repository.isls.org/bitstream/1/680/1/344.pdf
Free Access  Conference poster-paper (ISLS)   |   Conference poster (ETG)

Tärning, B. (2018). Design of teachable agents and feedback in educational software: Focusing on low-performing students and students with low self-efficacy [Doctoral thesis, Lund University]. Lund University Cognitive Studies, 171.
Free Access  Thesis (LUCS)

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), 1–9. DOI: 10.1080/2050571X.2017.1309787
Restricted Access  Journal paper (Taylor & Francis Online)

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(2), 47–55. DOI: 10.1080/14015439.2017.1324914
Restricted Access  Journal paper (Taylor & Francis Online)

Publications: 2017

Thellman, S., Silvervarg, A., & Ziemke, T. (2017). Folk-psychological interpretation of human vs. humanoid robot behavior: Exploring the intentional stance toward robots. Frontiers in Psychology, 8:1962. DOI: 10.3389/fpsyg.2017.01962
Open Access  Journal paper (Frontiers)

Nirme, J., & Garde, H. (2017, June). Computational camera placement optimization improves motion capture data quality [Paper presentation]. The International Conference on Multimodal Communication: Developing New Theories and Methods (ICMC2017), Osnabrück, Germany.
Free Access  Conference abstract (ETG)

Månsson, K., Haake, M., & Gulz, A. (2017). Perceived intelligence and protégé effect in a techable agent software [Poster presentation]. The 13th SweCog Conference (SweCog 2017), Skövde, Sweden.
Free Access  Conference poster-paper (ETG)   |   Free Access  Conference poster (ETG)

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? In J. Beskow, C. Peters, G. Castellano, C. O'Sullivan, I. Leite, & S. Kopp (Eds.), Lecture notes in computer science: Vol. 10498. Intelligent Virtual Agents (pp. 243-246). Springer. DOI: 10.1007/978-3-319-67401-8_31
Restricted Access  Conference short-paper (Springer Link)

Balkenius, C., Gulz, A., Haake, M., & Wallergård, M. (Eds.). (2017). Intelligent, socially oriented technology III: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, 168.
Free Access  Anthology (LUCS)

Thellman, S., Silvervarg, A., & Ziemke, T. (2017). Lay causal explanations of human vs. humanoid behavior. In J. Beskow, C. Peters, G. Castellano, C. O'Sullivan, I. Leite, & S. Kopp (Eds.), Lecture notes in computer science: Vol. 10498. Intelligent Virtual Agents (pp. 433-436). Springer. DOI: 10.1007/978-3-319-67401-8_53
Restricted Access  Conference short-paper (Springer Link)

Sjödén, B., Lind, M., & Silvervarg, A. (2017). Can a teachable agent influence how students respond to competition in an educational game? In E. André, R. Baker, X. Hu, M. Mercedes, T. Rodrigo, & B. du Boulay (Eds.), Lecture notes in computer science: Vol. 10331. Artificial Intelligence in Education (pp. 347-358). Springer. DOI: 10.1007/978-3-319-61425-0_29
Restricted Access  Conference paper (Springer Link)

Tärning, B., Gulz, A., & Haake, M. (2017). Supporting low-performing students by manipulating self-efficacy in digital tutees. In G. Gunzelmann, A. Howes, T. Tenbrink, & E.J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1169-1174). CSS.
Free Access  Conference paper (CSS)

Publications: 2016

Axelsson, A., Andersson, R., & Gulz, A. (2016). Scaffolding executive function capabilities via play-&-learn software for preschoolers. Journal of Educational Psychology, 108(7), 969-981. DOI: 10.1037/edu0000099
Restricted Access  Journal paper (APA PsycNet)

Thellman, S., Silvervarg, A., Gulz, A., & Ziemke, T. (2016). Physical vs. virtual agent embodiment and effects on social interaction. In D. Traum, W. Swartout, P. Khooshabeh, S. Kopp, S. Scherer, A. Leuski (Eds.), Lecture notes in computer science: Vol. 10011. Intelligent Virtual Agents (pp. 412-415). Springer. DOI: 10.1007/978-3-319-47665-0_44
Restricted Access  Conference short-paper (Springer Link)

Silvervarg, A. (2016). How students perceive the gender and personality of a visually androgynous agent. In D. Traum, W. Swartout, P. Khooshabeh, S. Kopp, S. Scherer, A. Leuski (Eds.), Lecture notes in computer science: Vol. 10011. Intelligent Virtual Agents (pp. 420-423). Springer. DOI: 10.1007/978-3-319-47665-0_46
Restricted Access  Conference short-paper (Springer Link)

Nirme, J. (2016. July). Recall and perceived naturalness of asynchronous speech and gesture [Paper presentation]. The 7th Conference of the International Society for Gesture Studies (ISGS 2016), Paris, France.
Free Access  Conference abstract (ISGS)

Kirkegaard, C. (2016). Adding challenge to a teachable agent in a virtual learning environment [Licentiate Thesis, Linköping University]. Linköping University Electronic Press.
Free Access  Licentiate thesis (ETG) [preprint]

Publications: 2015

Husain, L., Haake, M., & Gulz, A. (2015). Supporting early math – rationales and requirements for high quality software. Journal of Computers in Mathematics and Science Teaching, 34(4), 409-429. URL: https://www.learntechlib.org/p/149820
Restricted Access  Journal paper (LearnTechLib)

Haake, M., Axelsson, A., Clausen-Bruun, M., & Gulz, A. (2015). Scaffolding mentalizing via a play-&-learn game for preschoolers. Computers & Education, 90, 13-23. DOI: 10.1016/j.compedu.2015.09.003
Restricted Access  Journal paper (Elsevier)

Anikin, A., Nirme, J., Alomari, S., Bonnevier, J., & Haake, M. (2015). Compensation for a large gesture-speech asynchrony in instructional videos. In F. Gaëlle & M. Tutton (Eds.), Gesture and Speech in Interaction – 4th edition (GESPIN 4) (pp. 19–23). URL: https://hal.archives-ouvertes.fr/hal-01195646
Free Access  Conference paper (HAL)

Lingonblad, M., Londos, L., Nilsson, A., Boman, E., Nirme, J., & Haake, M. (2015). Virtual blindness – a choice blindness experiment with a virtual experimenter. In WP. Brinkman, J. Broekens, & D. Heylen (Eds.), Lecture notes in computer science: Vol. 9238. Intelligent Virtual Agents (pp. 442-451). Springer. DOI: 10.1007/978-3-319-21996-7_47
Restricted Access  Conference paper (Springer Link)

Sjödén, B., & Gulz, A. (2015). From learning companions to testing companions: Experience with a teachable agent motivates students’ performance on summative tests. In C. Conati, N. Heffernan, A. Mitrovic, & M.F. Verdejo (Eds.), Lecture notes in computer science: Vol. 9112. Artificial Intelligence in Education (pp. 459-469). Springer. DOI: 10.1007/978-3-319-19773-9_46
Restricted Access  Conference paper (Springer Link)

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. In C. Conati, N. Heffernan, A. Mitrovic, & M.F. Verdejo (Eds.), Lecture notes in computer science: Vol. 9112. Artificial Intelligence in Education (pp. 612-615). Springer. DOI: 10.1007/978-3-319-19773-9_74
Restricted Access  Conference poster-paper (Springer Link)   |   Free Access  Conference poster (ETG)

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 C. Conati, N. Heffernan, A. Mitrovic, & M.F. Verdejo (Eds.), Lecture notes in computer science: Vol. 9112. Artificial Intelligence in Education (pp. 670-673). Springer. DOI: 10.1007/978-3-319-19773-9_88
Restricted Access  Conference paper (Springer Link)   |   Free Access  Conference poster (ETG)

Londos, L. (2015, June). Measuring preschoolers’ noticing of an unexpected event in Magical Garden with a teachable agent using eye-tracking [Poster presentation]. The 2nd Swedish Cognitive Science Society National Conference (SweCog 2015), Skövde, Sweden.
Free Access  Conference poster-abstract (ETG)   |   Free Access  Conference poster (ETG)

Balkenius, C., Gulz, A., Haake, M., & Wallergård, M. (Eds.). (2015). Intelligent, socially oriented technology II: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, 162.
Free Access  Anthology (LUCS)

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(6), 577-588. DOI: 10.3109/17549507.2015.1024172
Restricted Access  Journal paper (Taylor &: Francis Online)

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(5), 624–630. DOI: 10.1016/j.jvoice.2014.11.003
Restricted Access  Journal paper (TVF)

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(1), 63-73. DOI: 10.3109/17549507.2014.898098
Restricted Access  Journal paper (Taylor & Francis Online)

Publications: 2014

Lyberg-Åhlander, V., Haake, M., Brännström, J., Schötz, S., & Sahlen, B. (2014, June 11–13). How does the teacher’s voice and background noise in the classroom affect children’s comprehension and learning [Paper presentation]. The 15th International Clinical Phonetics and Linguistics Association (ICPLA) Conference, Stockholm, Sweden.

Haake, M., & Gulz, A. (2015, November 19–21). Magical Garden – exemplifying a novel generation of educational software [Poster presentation]. The 3rd Conference on Culture Brain Learning (CBL 2014), Lund, Sweden.
Free Access  Conference poster (ETG)

Sjödén, B., & Tärning, B. (2014, September 11–12). Appsolute Padagogy. Reviewing digital functionality of Swedish iPad apps for early math and literacy skills [Poster presentation]. The 1st Swedish Cognitive Science Society National Conference (SweCog 2014), Lund, Sweden.
Free Access  Conference poster (ETG)

Silvervarg, A., Kirkegaard, C., Nirme, J., Haake, M., & Gulz, A. (2014). Steps towards a challenging teachable agent. In T. Bickmore, S. Marsella, & C. Sidner (Eds.), Lecture notes in computer science: Vol. 8637. Intelligent Virtual Agents (pp. 410–419). Springer. DOI: 10.1007/978-3-319-09767-1_52
Restricted Access  Conference paper (Springer Link)

Kirkegaard, C., Tärning, B., Haake, M., Gulz, A., & Silvervarg, A. (2014). Ascribed gender and characteristics of a visually androgynous teachable Aaent. In T. Bickmore, S. Marsella, & C. Sidner (Eds.), Lecture notes in computer science: Vol. 8637. Intelligent Virtual Agents (pp. 232–235). Springer. DOI: 10.1007/978-3-319-09767-1_29
Restricted Access  Conference poster-paper (Springer Link)   |   Free Access  Conference poster (ETG)

Gulz, A., & Haake, M. (2014). Forskning och utveckling om digitala läromedel för att gynna lärande och lärare. In A. Persson & R. Johansson (Eds.), Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang – utbildningsvetenskaplig forskning vid Lunds universitet (pp. 45-64). Lund University/Media-Tryck.
Free Access  Book chapter (ETG)   |   Book (Lund University Publications)

Sjödén, B. (2014). Vad är ett bra digitalt läromedel? In A. Persson & R. Johansson (Eds.), Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang – utbildningsvetenskaplig forskning vid Lunds universitet (pp. 79–94). Lund University & Media-Tryck.
Free Access  Book chapter (ETG)   |   Book (Lund University Publications)

Kirkegaard, C., Gulz, A., & Silvervarg, A. (2014). Introducing a challenging teachable agent. In P. Zaphiris, & A. Ioannou (Eds.), Lecture notes in computer science: Vol. 8523. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences (pp. 53-62). Springer. DOI: 10.1007/978-3-319-07482-5_6
Open Access  Conference paper (Springer Link)

Haake, M., Hansson, K., Gulz, A., Schötz, S., & Sahlén, B. (2014). 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, 16(2), 181–190. DOI: 10.3109/17549507.2013.845690
Restricted Access  Journal paper (Taylor & Francis Online)

Gulz, A., & Haake, M. (2014, January 2). Inför digitala nationella prov. Svenska Dagbladet.
Restricted Access  Newspaper article (SvD)   |   Free Access  Newspaper article (ETG)   |   Free Access   Extra (ETG)

Publications: 2013

Sjödén, B. (2013, December 14). Tekniken kan minska kunskapsglappet. Hufvudstadsbladet.
Open Access  Newspaper article + debate (ETG)

Clausen-Bruun, M., Ek, T., & Haake, M. (2013, Augusti 29 31). Size certainly matters – at least if you are a gesticulating digital character: The impact of gesture amplitude on addressees’ information uptake [Poster presentation]. The 13th International Conferencea on Intelligent Virtual Agents (IVA'13), Edinburgh, UK.
Free Access  Conference poster (ETG)

Silvervarg, A., & Jönsson, A. (2013). Iterative Development and Evaluation of a Social Conversational Agent. In R. Mitkov & J. C. Park (Eds.), Proceedings of the 6th International Joint Conference on Natural Language Processing (IJCNLP 2013) (pp. 1223–1229). URL: https://aclanthology.org/I13-1174.pdf
Free Access  Conference paper (ACL)

Kim, Y., Silvervarg, A., Haake, M., & Gulz, A. (2013). The effect of visual gender of an embodied agent: A cross-cultural comparison [Paper presentation]. The 2013 Annual Meeting of the American Educational Research Association (AERA 2013), San Francisco, CA, United States.
Free Access  Conference paper-draft (ETG)

Gulz, A. (2013, March). Lärandet i den svarta boxen. Axess, 2.
Restricted Access  Magazine article (AXESS)   |   Free Access  Magazine article (ETG)

Axelsson, A., Anderberg, E., & Haake, M. (2013). Can preschoolers profit from a teachable agent based play-and-learn game in mathematics? In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Lecture notes in computer science: Vol. 7926. Artificial Intelligence in Education (pp. 289–298). Springer. DOI: 10.1007/978-3-642-39112-5_30
Restricted Access  Conference paper (Springer Link)

Balkenius, C., Gulz, A., Haake, M., & Wallergård, M. (Eds.). (2013). Intelligent, socially oriented technology I: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, 154.
Free Access  Anthology (LUCS)

Silvervarg, A., Haake, M., & Gulz, A. (2013). Educational potentials in visually androgynous pedagogical agents. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Lecture notes in computer science: Vol. 7926. Artificial Intelligence in Education (pp. 599–602). Springer. DOI: 10.1007/978-3-642-39112-5_68
Restricted Access  Conference poster-paper (Springer Link)   |   Free Access  Conference poster (Missing)

Publications: 2012

Lyberg-Åhlander, V., Haake, M., Brännström, J., Schötz, S., & Sahlén, B. (2012). Spelar logopedens röst roll för barns språkförståelse [Paper presentation]. The 5th National Conference in Logopedics, Jönköping, Sweden.

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(5), 723–751. DOI: 10.1007/s11423-012-9246-5
Restricted Access  Journal paper (Springer Link)

Silvervarg, A., Raukola, K., Haake, M., & Gulz, A. (2012). The effect of visual gender on abuse in conversation with ECAs. In Y. Nakano, M. Neff, A. Paiva, & M. Walker (Eds.), Lecture notes in computer science: Vol. 7502. Intelligent Virtual Agents (pp. 153–160). Springer. DOI: 10.1007/978-3-642-33197-8_16
Restricted Access  Conference paper (Springer Link)

Publications: 2011

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Publications: 2004

Gulz, A. (2004). Benefits of virtual characters in computer based learning environments: Claims and evidence. International Journal of Artificial Intelligence in Education, 14(3‑4), 313–334.
Free Access  Journal paper (HAL)   |   Free Access  Journal paper (ETG)

Gulz, A. (2004, Spring). Virtuella virtuoser ökar motivationen. Axess, 1, 6–7.

Publications: 2003

Gulz, A. (2003). Thinking styles and socially enriched learning material: Differential effects on motivation and memory performance. Lund University Cognitive Studies, 102.
Free Access  Paper (LUCS)

Publications: 2002

Gulz, A. (2002). Spatially oriented and person oriented thinking – implications for user interface design. Education and Information Technologies, 7(1), 67–80. DOI: 10.1023/A:1015366725781
Restricted Access  Journal paper (Springer Link)   |   Free Access  Journal paper (ETG)

Gulz, A. (2001/2002). IT i skolan – mer yta än innehåll. Moderna Tider, 134/135.

Publications: 2001

Gulz, A. (2001, December 12). Den elektroniska ångvälten. Sydsvenska Dagbladet Snällposten.

Gulz, A. (2001, March 19). Skolan är ingen filial till nöjesbranschen. Sydsvenska Dagbladet Snällposten.

Publications: 2000

Gulz, A. (2000, November 8). Matematikmultimedia – visuell seger och verbal förlust? Computer Sweden.

Gulz, A. (2000, December 20). Universitetsfortbildarens snäva perspektiv. Sydsvenska Dagbladet Snällposten.

Gulz, A. (2000, December 1). Lurendrejeri och bluff i kunskapsjakten. Sydsvenska Dagbladet Snällposten.

Publications: 1999

Gulz, A. (1999). Hur homogent är det mänskliga tänkandet? In A. Wallin (Ed.), Spinning ideas – electronic essays dedicated to Peter Gärdenfors on his fiftieth birthday. LUCS, Lund University.
Free Access  Essay (LUCS)

Gulz, A. (1999). Does one size fit all? – Kognitiv variation och IT. Human IT, 2, 61–73.
Free Access  Journal paper (Human IT / ETG)

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