References
- Abrahamsson, C., Malmberg, C., & Pendrill, A.-M. (2019). En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen. NorDiNa, 15(2), 128–144. DOI: 10.5617/nordina.5614
- Asad, K., Tibi, M., & Raiyn, J. (2016). Primary School Pupils’ Attitudes toward Learning Programming through Visual Interactive Environments. World Journal of Education, 6(5). DOI: 10.5430/wje.v6n5p20
- Bergdahl, N., Fors, U., Hernwall, P., & Knutsson, O. (2018). The Use of Learning Technologies and Student Engagement in Learning Activities. Nordic Journal of Digital Literacy, 13(02), 113–130. DOI: 10.18261/issn.1891-943x-2018-02-04
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
- Casey, J. K., Gill, P., Pennington. L., & Mireles, S. V. (2018). Lines, roamers, and squares: Oh my! Using floor robots to enhance Hispanic students’ understanding of programming. Education Information Technology, 23, 1531–1546. DOI: 10.1007/s10639-017-9677-z
- Cerratto-Pargman, T., Järvelä, S. M., & Milrad, M. (2012). Designing Nordic technology-enhanced learning. The Internet and Higher Education, 15(4), 227–230. DOI: 10.1016/j.iheduc.2012.05.001
- Chang, C.-K., Yang, Y-A., & Tsai, Y.-T. (2017). Exploring the engagement effects of visual programming language for data structure courses. Education for Information, 33, 187–200. DOI: 10.3233/EFI-170108
- Cochran, K. F., Reinsvold, L. A., & Hess, C. A. (2017). Giving Students the Power to Engage with Learning. Research in Science Education, 47, 1379–1401. DOI: 10.1007/s11165-016-9555-5
- European Data Protection Supervisor. (2020). Data protection.
https://edps.europa.eu/data-protection/notre-r%C3%B4le-en-tant-que-contr%C3%B4leur/international-organisations_en retrieved 7 April 2020 - Falcão, T. P., Barbosa, R. S., & Gomes, T. S. (2017). An Analysis of Interaction Design in Children’s Games Based on Computational Thinking. International Journal on Computational Thinking, 1(1). DOI: 10.14210/ijcthink.v1.n1.p16
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74, 59–119. DOI: 10.3102/00346543074001059
- Fredricks, J. A., & McColskey, W. (2012).
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Pupil Self-report Instruments . In: S. Christenson, A. Reschly, & C. Wylie (eds.), Handbook of Research on Pupil Engagement. Springer. DOI: 10.1007/978-1-4614-2018-7_37 - Godhe, A. (2019). Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula. Media and Communication, 7(2), 25–35. DOI: 10.17645/mac.v7i2.1888
- Gunnarson, M. (2019).
Att utforska praktisk kunskap med deltagande observation . In: M. Gunnarson (ed.), Att utforska praktisk kunskap: Undersökande, prövande och avtäckande metoder, (225–260). Södertörns högskola. - Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. DOI: 10.24059/olj.v23i2.1481
- Hymers, D., & Newton, G. (2019). Investigating student engagement in first-year biology education: A comparison of major and non-major perception of engagement across different active learning activities. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). DOI: 10.5206/cjsotl-rcacea.2019.1.7993
- Isiaq, S. O., & Jamil, Md. G. (2018). Enhancing student engagement through simulation in programming sessions. The International Journal of Information and Learning Technology, 35(2), 105–117. DOI: 10.1108/IJILT-09-2017-0091
- Jewitt, C. (2017). The Routledge Handbook of Multimodal Analysis. Second edition.
- Kjällander, S. (2011).
Designs for Learning in an Extended Digital Environment: Case Studies of Social Interaction in the Social Science Classroom . [Dissertation, Stockholm University]. - Kong, S.-C., Chiu, M. M., & Lai, M. (2018). A study of primary school students’ interest, collaboration attitude and programming empowerment in computational thinking education. Computers & Education, 127, 178–189. DOI: 10.1016/j.compedu.2018.08.026
- Kress, G. (2015). Semiotic work: Applied Linguistics and a social semiotic account of Multimodality. AILA Review, 28. DOI: 10.1075/aila.28.03kre
- Kress, G., & Selander, S. (2012). Multimodal design, learning and cultures of recognition. Internet and Higher Education, 15, 265–268. DOI: 10.1016/j.iheduc.2011.12.003
- Larsson, S. (2005). Om kvalitet i kvalitativa studier. Nordisk Pedagogik, 25(1), 16–35. DOI: 10.18261/ISSN1891-5949-2005-01-03
- Leijon, M., & Lindstrand, F. (2012). Socialsemiotik och design för lärande. Två multimodala teorier om lärande, representation och teckenskapande. Pedagogisk forskning i Sverige, 17(3–4), 171–192.
- Levinsen, K. T., & Sørensen, B. H. (2019). Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers. Designs for Learning, 11(1), 30–39. DOI: 10.16993/dfl.111
- Lindberg, R., & Laine, T. (2018). Formative evaluation of an adaptive game for engaging learners of programming concepts in K-12. International Journal of Serious Games, 5(2), 3–24. DOI: 10.17083/ijsg.v5i2.220
- Loseke, D. R. (2017). Methodological Thinking. Basic principles of social research design. Second edition. SAGE Publications, Inc.
- Mannila, L. (2017). Att undervisa i programmering i skolan. Varför, vad och hur? Studentlitteratur.
- Melander Bowden, H. (2019). Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement. Learning, Media and Technology, 44(2), 124–143. DOI: 10.1080/17439884.2018.1563106
- Olofsson, A. D., Lindberg, O. J., & Fransson, G. (2018). Students’ voices about information and communication technology in upper secondary schools. The International Journal of Information and Learning Technology, 35(2), 82–92. DOI: 10.1108/IJILT-09-2017-0088
- Regeringskansliet [Government Offices]. (2017).
Stärkt digital kompetens i skolans styrdokument . Promemoria 2017-03-09. Stockholm. - Shim, J., Kwon, D., & Lee, W. (2017). The Effects of a Robot Game Environment on Computer Programming Education for Elementary School Students. IEEE Transaction on Education, 60(2), 164–172. DOI: 10.1109/TE.2016.2622227
- Selander, S. (2017). Didaktiken efter Vygotskij. Design för lärande. Liber.
- Selander, S., & Kress, G. (2017). Design för lärande – ett multimodalt perspektiv. Andra upplagan. Studentlitteratur.
- Selander, S., & Rostvall, A.-L. (2010).
Design och meningsskapande – en inledning . In A-L, Rostvall, & S. Selander (eds.), Design för lärande. Norstedts. - Siddiq, F. (2018). A Comparison Between Digital Competence in Two Nordic Countries’ National Curricula and an International Framework: Inspecting their Readiness for 21st Century Education. Seminar.net, 14(2), 144–159. Retrieved from
https://journals.hioa.no/index.php/seminar/article/view/2977 - Skolverket. (2017). Få syn på digitaliseringen på grundskolenivå–Ett kommentarmaterial till läroplanerna för förskoleklass, fritidshem och grundskoleutbildning [Noticing digitalisation at compulsory education level—Commentary to curricula for preschool class, school-age educare and compulsory education]. Retrieved from
https://www.skolverket.se/publikationer?id=3783 - Svenska science centers. (n.d.). Vi gör skillnad. Retrieved from
https://fssc.se/gor-skillnad/ - Twining, P., Heller, R. S., Nussbaum, M., & Tsai, C.-C. (2017). Some guidance on conducting and reporting qualitative studies. Computers & Education, 106, A1–A9. DOI: 10.1016/j.compedu.2016.12.002
- Vetenskapsrådet [Swedish research council]. (2017). Good research practice. Vetenskapsrådet.
DOI: https://doi.org/10.16993/dfl.168 | Journal eISSN: 2001-7480
Language: English
Page range: 35 - 43
Submitted on: Sep 30, 2020
Accepted on: Jun 24, 2021
Published on: Sep 13, 2021
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2021 Maria Sparf, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.
