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SoL@LUCS: Publications

Publications: 2026

Tärning, B. (2026). Vad händer i hjärnan när vi läser och vilken betydelse har formatet för läsningen. In T. Alatalo (Ed.), Läsundervisningens grunder (4th ed., pp. 19–38). Gleerups.
Restricted access  Book (Gleerups)

Tärning, B. (2026). Lästräning bygger om hjärnan. Skolporten, 2026(1), 26–29.
Restricted access  Magazine article (Skolporten)

Morell-Ruiz, M., Ternblad, E.-M., Tärning, B., Holmer, S., Haake, M., & Gulz. A. (2025). Decision dynamics in early numerical estimation: Evidence from the Dual-NLET and drift diffusion modeling. Journal of Intelligence, 14(3), Article 35. https://doi.org/10.3390/jintelligence14030035
Open access  Journal paper (MDPI)

Gulz, A. (2026). Våra unga behöver utbildning och stöd för att erövra det skrivna språket. Barnläkaren, 2026(1), 12–13.
Free access  Magazine article (Barnläkaren)

Publications: 2025

Holmer, S., Zander, D., Waye, J., Jakobsson, K., Ternblad, E.-M. (2025). The influence of previous knowledge on lab performance in virtual reality or real-life: A pilot study [Conference poster presentation]. In L. Gómez-Chova, C. González-Martínez, & J. Lees (Eds.) Proceedings of ICERI2025: The 18th annual international conference of education, research and innovation (pp. 3529–3536). IATED. https://doi.org/10.21125/iceri.2025.1098
Restricted access  Conferance paper (IATED Digital Library)

Holmer, S., Ternblad, E.-M., & Tärning, B. (2025). Assessing students' learning “in the wild” [Conference poster presentation]. In L. Gómez-Chova, C. González-Martínez, & J. Lees (Eds.) Proceedings of ICERI2025: The 18th annual international conference of education, research and innovation (pp. 3537–3543). IATED. https://doi.org/10.21125/iceri.2025.1100
Restricted access  Conferance paper (IATED Digital Library)

Tärning, B., Shurafa Forsberg, L., & Ternblad, E.-M. (2025). To protect students' focus: Challenges and possibilities of digital tools in the classroom [Conference presentation]. In L. Gómez-Chova, C. González-Martínez, & J. Lees (Eds.) Proceedings of ICERI2025: The 18th annual international conference of education, research and innovation (pp. 3569–3578). IATED. https://doi.org/10.21125/iceri.2025.1104
Restricted access  Conferance paper (IATED Digital Library)

Ternblad, E.-M., Paulsson, E., Holmer, S., & Tärning, B. (2025). Reading aloud for five-year-olds in an enriched fairy-tale environment – exploring the effects on attention, engagement, and memory [Conference presentation]. In L. Gómez-Chova, C. González-Martínez, & J. Lees (Eds.) Proceedings of ICERI2025: The 18th annual international conference of education, research and innovation (pp. 3579–3586). IATED. https://doi.org/10.21125/iceri.2025.1105
Restricted access  Conferance paper (IATED Digital Library)

Holmer, S., Haake, M., Gulz, A., Nicklasson, E., & Tärning, B. (2025). Overriding feelings of difficulty: The influence of contextualization of data literacy problems. In L. Gómez-Chova, C. González-Martínez, & J. Lees (Eds.) Proceedings of ICERI2025: The 18th annual international conference of education, research and innovation (pp. 3587–3595). IATED. https://doi.org/10.21125/iceri.2025.1106
Restricted access  Conferance paper (IATED Digital Library)

Gulz, A., & Haake, M. (2025). Tidig läs- och skrivutveckling på kognitionsvetenskaplig grund. Svenska Dyslexiföreningen, (3).
Free access  Article (Svenska Dyslexiföreningen)

Sjödén, B., Gulz, A., & Haake. M. (2025). Barns läsande och digitala resurser. In S. Otterberg Engdahl (Ed.), Barnet och boken: Perspektiv på ungas läsning (pp. 141–160). Bokförlaget Stolpe.
Restricted access  Book (Bokförlaget Stolpe)

Ternblad, E.-M., Ruiz, M. M., & Holmer, S. (2025). Virtual versus physical number line training for 6-year-olds: Similar learning outcomes, different pathways. Education Sciences, 15(10), Article 1350. https://doi.org/10.3390/educsci15101350
Open access  Journal paper (MDPI)

Haake, M., & Gulz, A. (2025). En granskning av Skolforskningsinstitutets systematiska forskningssammanställning ”Främja skrivkunskaper i de allra tidigaste skolåren”. LUCS Minor, 22.
Free access  Report (LUCS)

Tärning, B., Tjøstheim, T. A., Mirström, M., & Johansson, B. (2025). Expressing robot emotion using eye colors, pupil sizes, eye direction and head postures. International Journal of Social Robotics. (E-pub ahead of print, April. 12, 2025.) https://doi.org/10.1007/s12369-025-01236-3
Open access  Journal paper (Springer Nature Link)

Carlie, J., Sahlén, B., Waechter, S., Gulz, A., Johansson, R., Brännström, J., & Andersson, K. (2025). An exploratory study of teachers' supportive communication during interactive book reading in the classroom. Language & Education. (E-pub ahead of print, Jan. 3, 2025.) https://doi.org/10.1080/09500782.2024.2447262
Open access  Journal paper (Taylor & Francis Online)

Publications: 2024

Ternblad, E.-M. (2024). What happens if we put it on-screen? Exploring students' perception of and interaction with representations, feedback, and characters in virtual learning environments. [Doctoral thesis, Lund University].
Free access  Thesis (LUCRIS)

Gulz, A., & Haake, M. (2024). Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden. Learning and Individual Differences, 113, Article 102488. https://doi.org/10.1016/j.lindif.2024.102488
Open access  Journal paper (ScienceDirect)

Haake, M., & Gulz, A. (2024). Det oumbärliga klassrummet – en framställning på kognitionsvetenskaplig grund. Natur & Kultur. https://doi.org/10.3389/fpsyg.2024.1345906
Restricted access  Book (Natur & Kultur)

Nirme, J., Gulz, A., Haake, M., & Gullberg, M. (2024). Early or synchronized gestures facilitate speech recall — a study based on motion capture data. Frontiers in Psychology, 15, Article 1345906. https://doi.org/10.3389/fpsyg.2024.1345906
Open access  Journal paper (Frontiers)

Tärning, B., Gulz, A., & Nirme, J. (2024). Bridging the Headset: Engagement, Collaboration and Learning In and Around Virtual Reality. Presence, 33, 367-388. https://doi.org/10.1162/pres_a_00420
Free access  Journal paper (MIT Press Direct)

Publications: 2023

Tärning, B., Ternblad, E.-M., Gulz, A., & Haake, M. (2023). A tale about facts and opinions: The impact of a drama intervention on middle-school students' information literacy. Interaction Design and Architecture(s), 57, 65–81. https://doi.org/10.55612/s-5002-057-004
Free access  Journal paper (IxD&A)

Johansson, B., Gulz, A., Haake, M., Wallergård, M., Nirme, J., Ternblad, E.-M., & Tärning, B. (Eds.). (2021). Intelligent, socially oriented technology VI: Projects by teams of master level students in cognitive science and engineering [Anthology]. Lund University Cognitive Studies, (185).
Free Access  Anthology (LUCS)

Ternblad, E. M., Bagra, S., Gulz, A., Haake, M., & Tärning, B. (2023). Are pairs more attentive towards feedback than individuals? A glance into feedback neglect for middle-school students using an educational game in history. In C. Damsa, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 115-122). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2023.184792
Free access  Conference paper (ISLS)

Brännström, K. J., Rudner, M., Carlie, J., Andersson, K., Johansson, R., Gulz, A., & Sahlén, B. (2023). The influence of language background on dichotic listening in primary school children. Perspectives of the ASHA Special Interest Groups, 8(2), 298–307. https://doi.org/10.1044/2022_PERSP-22-00199
Open access  Journal paper (ASHAWire)

Ternblad, E.-M., & Tärning, B. (2023, April 1). Läsa eller lyssna? Vad händer i vår hjärna när vi läser?. SITS: Svensk Intresseförening för Tal och Språk. https://sits.nu/lasa-eller-lyssna-vad-hander-i-var-hjarna-nar-vi-laser/
Free access  Web publication (SITS)

Publications: 2022

Ternblad, E.-M., Haake, M., & Tärning, B. (2022). I will help you, but will you help me? How the perception of a teachable agent may influence performance. In S. Iyer, J.-L. Shih, W. Chen, & M. N. MD Khambari (Eds.), Proceedings of the 30th International Conference on Computers in Education: Vol. I (pp. 63–72). APSCE. https://icce2022.apsce.net/proceedings/volume1/
Open access  Conference paper (ETG)

Ternblad, E.-M., Gulz, A., & Tärning, B. (2022). ‘I know that I clicked but not if I read’: An exploratory study comparing data traces and self-reports on feedback engagement. In S. Iyer, J.-L. Shih, W. Chen, & M. N. MD Khambari (Eds.), Proceedings of the 30th International Conference on Computers in Education: Vol. I (pp. 73–82). APSCE. https://icce2022.apsce.net/proceedings/volume1/
Open access  Conference paper (ETG)

Ternblad, E.-M. (2022). Understanding areas of parallelograms through virtual geometrical representations: A pilot study. In S. Iyer, J.-L. Shih, W. Chen, & M. N. MD Khambari (Eds.), Proceedings of the 30th International Conference on Computers in Education: Vol. I (pp. 206–209). APSCE. https://icce2022.apsce.net/proceedings/volume1/
Open access  Conference poster paper (ETG)

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, E.-M., 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. https://doi.org/10.1162/pres_a_00342
Restricted access  Journal paper (MIT Press)

Publications: 2021

Gulz, A., & Haake, M. (2021). Betydelsen av kritiskkonstruktiv återkoppling för elevers lärande – ett learning science-perspektiv. In T. Nygren (Ed.), Vetenskapsteori och forskningsmetoder i utbildningsvetenskap (pp. 226–295). Natur & Kultur.
Restricted Access  Book chapter (Natur & Kultur)

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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1044/2021_JSLHR-20-00611
Restricted 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. https://doi.org/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. https://doi.org/10.1080/10508406.2020.1770092
Open Access  Journal paper (Taylor & Francis Online)

Ternblad, E.-M., & 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. https://doi.org/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. https://doi.org/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. https://doi.org/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].
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. https://doi.org/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. A. (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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1007/978-3-319-93843-1_39
Restricted Access  Conference paper (Springer Link)

Ternblad, E.-M., 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. https://doi.org/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. https://doi.org/10.1007/978-3-319-93846-2_44
Restricted Access  Conference poster-paper (Springer Link)   |   Conference poster (ETG)

Ternblad, E.-M., & 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].
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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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

Sjödén, B. (2015). What makes good educational software? [Doctoral thesis, Lund University].
Restricted Access  Thesis (LUCS)

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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1007/978-3-642-33197-8_16
Restricted Access  Conference paper (Springer Link)

Publications: 2011

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Publications: 2010

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Publications: 2009

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Publications: 2008

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Publications: 2007

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Publications: 2006

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Publications: 2005

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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. https://doi.org/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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