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Pareto, L., Ekström, S. & Serholt, S. (2022). Children's learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles.. Frontiers in Robotics and AI, 9, Article ID 875704.
Åpne denne publikasjonen i ny fane eller vindu >>Children's learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles.
2022 (engelsk)Inngår i: Frontiers in Robotics and AI, E-ISSN 2296-9144, Vol. 9, artikkel-id 875704Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a promising approach for tutor learning. This study compares robots and humans by examining children's learning-by-teaching with a social robot and younger children, respectively. The study comprised a small-scale field experiment in a Swedish primary school, following a within-subject design. Ten sixth-grade students (age 12-13) assigned as tutors conducted two 30 min peer tutoring sessions each, one with a robot tutee and one with a third-grade student (age 9-10) as the tutee. The tutoring task consisted of teaching the tutee to play a two-player educational game designed to promote conceptual understanding and mathematical thinking. The tutoring sessions were video recorded, and verbal actions were transcribed and extended with crucial game actions and user gestures, to explore differences in interaction patterns between the two conditions. An extension to the classical initiation-response-feedback framework for classroom interactions, the IRFCE tutoring framework, was modified and used as an analytic lens. Actors, tutoring actions, and teaching interactions were examined and coded as they unfolded in the respective child-robot and child-child interactions during the sessions. Significant differences between the robot tutee and child tutee conditions regarding action frequencies and characteristics were found, concerning tutee initiatives, tutee questions, tutor explanations, tutee involvement, and evaluation feedback. We have identified ample opportunities for the tutor to learn from teaching in both conditions, for different reasons. The child tutee condition provided opportunities to engage in explanations to the tutee, experience smooth collaboration, and gain motivation through social responsibility for the younger child. The robot tutee condition provided opportunities to answer challenging questions from the tutee, receive plenty of feedback, and communicate using mathematical language. Hence, both conditions provide good learning opportunities for a tutor, but in different ways.

sted, utgiver, år, opplag, sider
Frontiers Media S.A., 2022
Emneord
child–robot interaction, comparative study, learning-by-teaching, mathematics game, peer tutoring, robot tutee, robot versus human, video analysis
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19421 (URN)10.3389/frobt.2022.875704 (DOI)000885048100001 ()36388256 (PubMedID)2-s2.0-85142005734 (Scopus ID)
Merknad

This work was partially supported by the Marcus and Amalia Wallenberg Foundation through the project START (Student Tutorand Robot Tutee) MAW 2016.0117 and partially by the Swedish Research Council through the national research school GRADE (GRAduate school for Digital technologies in Education), grant 2017-03687. The authors are solely responsible for the content ofthis publication. It does not represent the opinion of the funders, andthe Wallenberg Foundation and Swedish Research Council are not responsible for any use that might be made of data appearing therein.

This is an open-access articledistributed under the terms of the Creative Commons Attribution License(CC BY).

Tilgjengelig fra: 2022-12-22 Laget: 2022-12-22 Sist oppdatert: 2022-12-22
Ekström, S. & Pareto, L. (2022). The dual role of humanoid robots in education: As didactic tools and social actors. Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Åpne denne publikasjonen i ny fane eller vindu >>The dual role of humanoid robots in education: As didactic tools and social actors
2022 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The idea of using social robots for teaching and learning has become increasingly prevalent and robots are assigned various roles in different educational settings. However, there are still few authentic studies conducted over time. Our study explores teachers’ perceptions of a learning activity in which a child plays a digital mathematics game together with a humanoid robot. The activity is based on the idea of learning-by-teaching where the robot is designed to act as a tutee while the child is assigned the role of a tutor. The question is how teachers perceive and talk about the robot in this collaborative child-robot learning activity? The study is based on data produced during a 2-years long co-design process involving teachers and students. Initially, the teachers reflected on the general concept of the learning activity, later in the process they participated in authentic game-play sessions in a classroom. All teachers’ statements were transcribed and thematically coded, then categorized into two different perspectives on the robot: as a social actor or didactic tool. Activity theory was used as an analytical lens to analyze these different views. Findings show that the teachers discussed the activity’s purpose, relation to curriculum, child-robot collaboration, and social norms. The study shows that teachers had, and frequently switched between, both robot-perspectives during all topics, and their perception changed during the process. The dual perspectives contribute to the understanding of social robots for teaching and learning, and to future development of educational robot design.

sted, utgiver, år, opplag, sider
Springer, 2022
Emneord
Humanoid robots; Social robots; Education; Teachers; Activity theory
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-18672 (URN)10.1007/s10639-022-11132-2 (DOI)000805713900001 ()2-s2.0-85131324006 (Scopus ID)
Merknad

This work was supported partly by the Marcus and Amalia Wallenberg Foundation through the project START (Student Tutor and Robot Tutee), and partly by the Swedish Research Council through the national graduate school GRADE (Graduate School for digital technologies in education)

Tilgjengelig fra: 2022-06-29 Laget: 2022-06-29 Sist oppdatert: 2024-04-08
Pareto, L. & Willermark, S. (2022). Tracing expansive learning in computer-supported collaborative teaching. Learning, Culture and Social Interaction, 33, Article ID 100617.
Åpne denne publikasjonen i ny fane eller vindu >>Tracing expansive learning in computer-supported collaborative teaching
2022 (engelsk)Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 33, artikkel-id 100617Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term, fundamental expansive learning is challenging to study due to the amount of data and the duration of object formation over several years. Researchers call for methods for systematic analysis of expansive learning. This paper presents an approach to systematically trace expansive learning in teaching practice. The approach was developed during a three-year school development project in an elementary school context. The participatory project engaged 66 teachers and 32 researchers from Norway, Sweden, and Denmark aiming to develop innovative computer-supported collaborative teaching for a virtual Nordic classroom. The project was arranged in small inter-organizational teams that iteratively created, implemented, and evaluated novel ways of conducting computer-supported collaborative teaching. The project was immensely challenging with conflicts of interests and systemic contradictions between the inter-organizational collaborating teams, but when resolved cultivated the change in practice. To trace the formation of the teaching practice, we used an integrated approach combining the theory of expansive learning with a teaching practice framework, TPACK in situ, which helped us handle complexity and systematize the object formation, as well as examine the type of learning the teachers acquired.

sted, utgiver, år, opplag, sider
Elsevier, 2022
Emneord
Expansive learning; Activity theory; Integrated approach; TPACK in situ; Teaching practices; Teaching as design; Didactic design
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-18432 (URN)10.1016/j.lcsi.2022.100617 (DOI)000792550200005 ()2-s2.0-85125789920 (Scopus ID)
Tilgjengelig fra: 2022-05-30 Laget: 2022-05-30 Sist oppdatert: 2022-05-30
Rangraz, M. & Pareto, L. (2021). Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff. International Journal of Lifelong Education, 40(1), 5-22
Åpne denne publikasjonen i ny fane eller vindu >>Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff
2021 (engelsk)Inngår i: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 40, nr 1, s. 5-22Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Small manufacturing plants nowadays need to consider Industry 4.0 to stay competitive in the market. Among the challenges regarding the transformation towards Industry 4.0 are requirements to re-skill the staff for the new work environment. The staff have to either adapt to the workplace transformation brought by digitalisation, automation and robotics or face layoffs. This paper reports on a transformation process towards Industry 4.0 which was conducted in a small manufacturing enterprise where automated assembly line, industrial robots, codes and algorithms have replaced the previous manual set-up. In order to extend the learning models from educational to workplace settings, we investigated how a small manufacturing plant tackles the challenge of transformation towards Industry 4.0 with existing staff. We examined the transformation process through non-participant observations and 17 interviews during the initiation phase, and before, during, and after the new robotic system was launched. Based on the empirical study, we propose (a) a transformation method with respect to the workplace and adult learning scholarship and (b) a taxonomy of work-integrated learning activities to support the learning needed to manage transformations towards industry 4.0.

sted, utgiver, år, opplag, sider
Routledge, 2021
Emneord
Industry 4.0; competence; work-integrated learning; automation
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16236 (URN)10.1080/02601370.2020.1867249 (DOI)000603809900001 ()2-s2.0-85098558074 (Scopus ID)
Tilgjengelig fra: 2021-01-20 Laget: 2021-01-20 Sist oppdatert: 2023-06-04
Ekström, S. & Pareto, L. (2020). New Teacher Roles With Social Robots as Actors in the Classroom. In: INTED 2020: 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020, International Association for Technology, Education and Development, 2020. Paper presented at 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020, International Association for Technology, Education and Development, 2020 (pp. 6636-6644). International Association for Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>New Teacher Roles With Social Robots as Actors in the Classroom
2020 (engelsk)Inngår i: INTED 2020: 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020, International Association for Technology, Education and Development, 2020, International Association for Technology, Education and Development, 2020, s. 6636-6644Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

Robots are entering the classrooms and provide new opportunities for education. Educational robots can either be used for programming, or as new types of social actors where these robots are designed to play different roles such as teachers, tutors, peers or tutees. However, new social actors affect the scene for learning by altering the social dynamics in the classroom, which in turn affects the roles of the other actors. In this study we explore the role of teachers in robot-enhanced classrooms, and ask the question: What new teacher roles emerge when robots enter the classroom as social actors? In this study we explore a setting where a student plays an educational mathematics game together with a humanoid robot on an interactive whiteboard, guided and supported by teachers and peers from the class. Four classes of school children in 2nd and 41h grade participated and played for about 5 minutes each. The game playing sessions were video-recorded, and 32 sessions were randomly selected, transcribed, coded and thematically analyzed using Interaction Analysis. Situations in which the teacher acted were analyzed to investigate when and why the teacher intervened and what types of support that was provided to the student. Results show that the teacher took several roles during the sessions. Traditional roles include moderator organizing the learning and managing social interactions as well as educator supporting the student’s learning by scaffolding mathematical problems and game-playing strategies. In addition, the teacher had to act technical facilitator handling problems and challenges with using the robot, and the role as interaction mentor guiding and supporting the student to manage the social interaction with the robot. The latter two roles are challenging and unfamiliar to most teachers. We conclude that using robots as social actors in education introduce new, challenging teacher roles requiring substantial and specific digital competence.

sted, utgiver, år, opplag, sider
International Association for Technology, Education and Development, 2020
Emneord
educational robot; humanoid robot; teacher role; social actor; education; classroom study
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16991 (URN)978-84-09-17939-8 (ISBN)
Konferanse
14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020, International Association for Technology, Education and Development, 2020
Tilgjengelig fra: 2021-10-01 Laget: 2021-10-01 Sist oppdatert: 2023-02-27bibliografisk kontrollert
Serholt, S., Pareto, L., Ekström, S. & Ljungblad, S. (2020). Trouble and Repair in Child-Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom. Frontiers in Robotics and AI, 7, Article ID 46.
Åpne denne publikasjonen i ny fane eller vindu >>Trouble and Repair in Child-Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom
2020 (engelsk)Inngår i: Frontiers in Robotics and AI, E-ISSN 2296-9144, Vol. 7, artikkel-id 46Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

 View references (31)Today, robots are studied and expected to be used in a range of social roles within classrooms. Yet, due to a number of limitations in social robots, robot interactions should be expected to occasionally suffer from troublesome situations and breakdowns. In this paper, we explore this issue by studying how children handle interaction trouble with a robot tutee in a classroom setting. The findings have implications not only for the design of robots, but also for evaluating their benefit in, and for, educational contexts. In this study, we conducted video analysis of children's group interactions with a robot tutee in a classroom setting, in order to explore the nature of these troubles in the wild. Within each group, children took turns acting as the primary interaction partner for the robot within the context of a mathematics game. Specifically, we examined what types of situations constitute trouble in these child–robot interactions, the strategies that individual children employ to cope with this trouble, as well as the strategies employed by other actors witnessing the trouble. By means of Interaction Analysis, we studied the video recordings of nine group interaction sessions (n = 33 children) in primary school grades 2 and 4. We found that sources of trouble related to the robot's social norm violations, which could be either active or passive. In terms of strategies, the children either persisted in their attempts at interacting with the robot by adapting their behavior in different ways, distanced themselves from the robot, or sought the help of present adults (i.e., a researcher in a teacher role, or an experimenter) or their peers (i.e., the child's classmates in each group). In terms of the witnessing actors, they addressed the trouble by providing guidance directed at the child interacting with the robot, or by intervening in the interaction. These findings reveal the unspoken rules by which children orient toward social robots, the complexities of child–robot interaction in the wild, and provide insights on children's perspectives and expectations of social robots in classroom contexts. © Copyright © 2020 Serholt, Pareto, Ekström and Ljungblad

HSV kategori
Identifikatorer
urn:nbn:se:hv:diva-15169 (URN)10.3389/frobt.2020.00046 (DOI)000529907500001 ()2-s2.0-85083889881 (Scopus ID)
Forskningsfinansiär
Marianne and Marcus Wallenberg Foundation
Tilgjengelig fra: 2020-06-02 Laget: 2020-06-02 Sist oppdatert: 2023-02-27
Willermark, S. & Pareto, L. (2020). Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching. Computer Supported Cooperative Work: The Journal of Collaborative Computing and Work Practices, 29(6), 743-767
Åpne denne publikasjonen i ny fane eller vindu >>Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching
2020 (engelsk)Inngår i: Computer Supported Cooperative Work: The Journal of Collaborative Computing and Work Practices, ISSN 0925-9724, E-ISSN 1573-7551, Vol. 29, nr 6, s. 743-767Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In the project, teachers and researchers from three Nordic countries, Norway, Sweden and Denmark, collaborated to develop novel, on-line teaching models for a Nordic Virtual Classroom. The virtual classroom refers to an educational setting where teaching and learning activities are conducted collaboratively in cross-national teams "in the cloud" by means of information technology. During the project, teachers were challenged in their current teaching practices and the project resulted in collaborative learning and transformation of work practice. In this paper, we explore underlying reasons for such transformation to occur by unpacking how and why boundaries can play a role in computer-supported collaborative teaching and stimulate a transformation towards digitalized teaching practices. The paper contributes with an explanation of how the composition of boundaries of a technological, organizational, and cultural nature operates and constitutes a resource for learning and principles for how boundaries can be used for such purpose.

sted, utgiver, år, opplag, sider
Springer, 2020
Emneord
Boundaries, Digitalization, Teaching practices, Virtual classroom, Work practices
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; TEKNIK, Datateknik
Identifikatorer
urn:nbn:se:hv:diva-15692 (URN)10.1007/s10606-020-09378-w (DOI)000538209700001 ()2-s2.0-85086104906 (Scopus ID)
Forskningsfinansiär
Interreg Öresund-Kattegat-Skagerrak
Tilgjengelig fra: 2020-08-17 Laget: 2020-08-17 Sist oppdatert: 2023-08-24bibliografisk kontrollert
Pareto, L., Ekström, S., Barendregt, W., Serholt, S. & Kiesewetter, S. (2019). Augmenting Game-Based Learning With a Robot Tutee. In: Proceedings of the European conference on games-based learning: . Paper presented at European Conference on Games Based Learning Oct 2019 (pp. 560-568). Reading: Academic Publishing International
Åpne denne publikasjonen i ny fane eller vindu >>Augmenting Game-Based Learning With a Robot Tutee
Vise andre…
2019 (engelsk)Inngår i: Proceedings of the European conference on games-based learning, Reading: Academic Publishing International, 2019, s. 560-568Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper presents the initial design of an educational setup where a humanoid robot is used as a game companionto a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, therobot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second postworkshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed

sted, utgiver, år, opplag, sider
Reading: Academic Publishing International, 2019
Serie
European Conference on Games Based Learning, ISSN 2049-0992
Emneord
robot tutee, teachable agent, educational game, game-based learning, co-design
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-14744 (URN)10.34190/GBL.19.138 (DOI)2-s2.0-85075297592 (Scopus ID)
Konferanse
European Conference on Games Based Learning Oct 2019
Tilgjengelig fra: 2019-12-06 Laget: 2019-12-06 Sist oppdatert: 2020-01-17bibliografisk kontrollert
Rangraz, M. & Pareto, L. (2019). Robotics and quality: A sociomaterial analysis of assembly line. Paper presented at Conference of 5th International Workshop on Socio-Technical Perspective in IS Development, STPIS 2019 ; Conference Date: 10 June 2019. CEUR Workshop Proceedings, 2398, 123-136
Åpne denne publikasjonen i ny fane eller vindu >>Robotics and quality: A sociomaterial analysis of assembly line
2019 (engelsk)Inngår i: CEUR Workshop Proceedings, E-ISSN 1613-0073, Vol. 2398, s. 123-136Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Automation of manufacturing industry has been on agenda for nearly five decades now. Today, the affordability and efficiency of automated solutions make them increasingly relevant to Small and Medium-size Enterprises (SMEs). Their continued survival depends on the quality of the end product and as much as any SME might intend to increase its business potential, it can’t afford to lose quality by the time it turns to automated solutions. Here, we focus on an assembly line soon to leave its manual processes to automation. It is a case from a manufacturing plant, and we ask what happens to quality once the automation solutions are in place? Exploiting the five notions of Sociomateriality, we explore the changes in the socio-technical configurations of the workplace each of which, we discuss, are consequential for quality. We show while quality is an ultimate business goal for any SME; it is first and foremost a practical problem at the shop-floor. We discuss how quality originates from socio material configurations and distinguish the process-quality from product-quality while attending to working-life quality. We address the challenge of translating the quality which once was in hands, tools, and the relationship among them, to the quality of exact calculations of automated solutions. ©Copyright held by the author(s).

Emneord
Assembly; Assembly machines; Image quality; Manufacture; Plants (botany); Robots, Automated solutions; Automation solutions; Manufacturing industries; Manufacturing plant; Material configurations; Practical problems; Small and medium-size enterprise (SMEs); Socio materialities, Automation
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-14485 (URN)2-s2.0-85069505949 (Scopus ID)
Konferanse
Conference of 5th International Workshop on Socio-Technical Perspective in IS Development, STPIS 2019 ; Conference Date: 10 June 2019
Tilgjengelig fra: 2019-10-02 Laget: 2019-10-02 Sist oppdatert: 2023-06-02bibliografisk kontrollert
Ljungdahl Eriksson, M., Pareto, L. & Atienza, R. (2019). The Sound Bubble: An Aesthetic Additive Design Approach to Actively Enhance Acoustic Office Environments. In: Proceedings of 13th conference on Sound and Music Computing, Hamburg 2016: . Paper presented at 13th conference on Sound and Music Computing (pp. 253-260). Hamburg: Zentrum für Mikrotonale Musik und Multimediale Komposition (ZM4), Hochschule für Musik und Theater
Åpne denne publikasjonen i ny fane eller vindu >>The Sound Bubble: An Aesthetic Additive Design Approach to Actively Enhance Acoustic Office Environments
2019 (engelsk)Inngår i: Proceedings of 13th conference on Sound and Music Computing, Hamburg 2016, Hamburg: Zentrum für Mikrotonale Musik und Multimediale Komposition (ZM4), Hochschule für Musik und Theater , 2019, s. 253-260Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Moving towards more open and collaborative workplaces has been an emerging trend in the last decades. This change has led to workers sharing a common open space, with seating’s based on current activity, so called activity-based offices. Consequently, it becomes difficult to design sonic environments that cater to different needs in the same space. In this study we explored the possibility of adding site-specific but location-adaptive sound environments to enhance the experience of an activity-based office workplace. For this purpose, we developed the concept of the “sound bubble,” a micro-space in which the user is embedded by a semi-transparent sound environment. The purpose of the bubble is to help the user ignore irrelevant and disturbing noise while working in an open landscape. The sound bubble supports the user to stay in “everyday listening” mode, i.e., not focusing on anything particular in the surrounding environment while being able to keep a link with it. The sound bubble was evaluated by a total of 43 test subjects participating in an experience-based test, conducting their usual work tasks in an office landscape. Our results show that the sound bubble can enhance auditory work conditions for individual work requiring concentration.

sted, utgiver, år, opplag, sider
Hamburg: Zentrum für Mikrotonale Musik und Multimediale Komposition (ZM4), Hochschule für Musik und Theater, 2019
Serie
The proceedings of SMC, ISSN 2518-3672
Emneord
Acoustic design, sound design, sonic interactive design, sonic micro-milieu, sound bubble, site-specific designed ambience.
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-10223 (URN)2-s2.0-85074923931 (Scopus ID)978-3-00-053700-4 (ISBN)
Konferanse
13th conference on Sound and Music Computing
Prosjekter
Design av ljudmiljö i kontorslandskap
Forskningsfinansiär
AFA Insurance
Tilgjengelig fra: 2016-12-06 Laget: 2016-12-06 Sist oppdatert: 2020-01-17bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-5996-7668