Stockholms universitet

Andreas JemstedtUniversitetslektor

Om mig

The goal of my research is to investigate what is efficient learning and how we help students achieve it. To achieve this goal, I have focused on self-regulated learning and metacognition, which are essential for managing the learning process. My work evaluates how students plan, monitor, and adjust their learning with the goal of improving educational experiences in traditional and online settings.

Another area of interest is the integration of technology in education. I study how digital tools and artificial intelligence can enhance the learning experience and ensure that they support, rather than hinder, the educational process.

I am constantly refining my research methods and statistical approaches to ensure that my findings are not only reliable and replicable but also contribute to the development of more effective educational practices. Ultimately, my research aims to provide practical, evidence-based recommendations for improving the teaching and learning experience.

Current Research Projects

  1. Effect of Sleep Loss on Metacognitive Abilities: This project employs rigorous quantitative methodologies to assess how sleep deprivation impacts cognitive self-awareness and decision-making.
  2. Improving Self-Regulated Learning: The aim of the project is to explore learning strategies to enhance students' learning and autonomy.

 

Teaching

My teaching responsibilities primarily revolve around presentations and workshops about improving digital learning practices and AI in higher education.

 

Publications

  1. Jemstedt, A. (2024). Enhancing learning with a two-page study manual. Learning and Instruction, 90, 101852. https://doi.org/10.1016/j.learninstruc.2023.101852
  2. Bälter, O., Jemstedt, A., Abraham, F. J., Osowski, C. P., Mugisha, R., & Bälter, K. (2023). Effect of Personalized Email-Based Reminders on Participants’ Timeliness in an Online Education Program: Randomized Controlled Trial. JMIR Formative Research, 7(1), e43977. https://doi.org/10.2196/43977
  3. Arvidsson, K., & Jemstedt, A. (2022). The Perceived Importance of Language Skills in Europe—The Case of Swedish Migrants in France. Languages, 7(4), Article 4. https://doi.org/10.3390/languages7040290
  4. Forsberg Lundell, F., Arvidsson, K., & Jemstedt, A. (2022). The importance of psychological and social factors in adult SLA: The case of productive collocation knowledge in L2 Swedish of L1 French long-term residents. Studies in Second Language Acquisition, 1–13. https://doi.org/10.1017/S0272263122000419
  5. Forsberg Lundell, F., Arvidsson, K., & Jemstedt, A. (2022). What factors predict perceived nativelikeness in long-term L2 users? Second Language Research, 1–26. https://doi.org/10.1177/02676583221091396
  6. Kubik, V., Jemstedt, A., Eshratabadi, H. M., Schwartz, B. L., & Jönsson, F. U. (2022). The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring. Metacognition and Learning, 17(2), 375–398. https://doi.org/10.1007/s11409-021-09288-2
  7. Schwartz B.L., Jemstedt A. (2021). The Role of Fluency and Dysfluency in Metacognitive Experiences. In: Moraitou D., Metallidou P. (eds) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi-org.ezp.sub.su.se/10.1007/978-3-030-51673-4_2
  8. Jemstedt, A., Schwartz, B. L., and Jönsson, F. U. (2018). Ease-of-learning judgments are based on both processing fluency and beliefs. Memory, 26(6), 807–815. https://doi.org/10.1080/09658211.2017.1410849
  9. Jemstedt, A., Kubik, V., and Jönsson, F. U. (2017). What moderates the accuracy of ease of learning judgments? Metacognition and Learning, 12(3), 337–355. https://doi-org.ezp.sub.su.se/10.1007/s11409-017-9172-3

Forskningsprojekt