• Humanvetenskap inom MDI
• Vetenskaplig metodik och kommunikation inom data- och systemvetenskap 
• Empirical Research Methodology for Computer and Systems Sciences
• Supervision at Ba and Ma level

Research and research projects

The research interest concerns areas such as children's conditions in technology-dense environments, technology-supported learning and opportunities for school development, preferably with support in norm-critical theory. Considers it particularly important to highlight children's perspectives in research.

Completed:

FoBoS National research school in visual pedagogy and craft pedagogy [2020 ff]

The national research school in visual pedagogy and craft pedagogy aims to develop the knowledge area of visual, virtual and material culture as well as action-based knowledge. A collaboration between HDK/Valand (College of Design and Arts and Crafts), Konstfack (Department of Visual and Crafts Pedagogy) and Stockholm University (Department of Humanities and Social Sciences Didactics and Department of Computer and System Science). Six licentiates work in the research school.

https://fobos.gu.se/

Teacher movement patterns [2022]

Teachers' movement patterns were run in project form during 2022. The project aimed to produce a concrete and scalable example of how the Internet of Things (IoT) can be used to develop the school's core business, namely teaching and learning.

During the project, technology, methods and instructions were developed to facilitate the collection and analysis of the teacher's movement data in connection with classroom teaching. The intention of the work has been that the results should be a means to support the development of teachers' teaching skills and thereby provide better conditions for the individual student's learning. Need-centered and in close collaboration with the school's staff, we further developed IoT solutions in a way that facilitates use, implementation and scale-up.

The project was a continuation of IoT Hub School.

Co-author of, among other things, Final report: Pedagogical benefit of movement data and visualization/Slutrapport: Pedagogisk nytta av rörelsedata och visualisering.

https://iothub.se/ + https://iothub.se/lararesrorelse/

IoT Hub School [2018-2021]

In order to create good conditions for and develop the work with the use of IoT in school, the applied research project IoT hub school is carried out, a unique collaboration between RISE, nine school principals, Stockholms Universitet and two technology partners.

IoT Hub School is funded within the strategic innovation program for the Internet of Things (IoT Sverige), a joint venture by Vinnova, Formas and Energimyndigheten. The project has a total budget of 25 million, of which 12 million is financed by Vinnova and the rest is financed by participating partners. The project is for three years and the end date is September 31, 2021.

Co-author of, among other things, the reports IoT in school
State-of-the-art regarding teaching and learning 2019/IoT i skolan
State-of-the-art kring undervisning och lärande 2019 and IoT Report 3
Teacher's movement patterns/IoT Rapport 3
Lärares rörelsemönster.

https://iothub.se/

Children and the Digital Economy (BoDE) [2016-2018]

Research project "Children and digital economy" was financed by the Savings Banks Business Institute (2016-2018). Since then, we have continued to work with the overall theme of the project through collaborations with, above all, teachers in Lidingö city and Södertälje municipality. The focus is how children learn about personal finances in the digital context in which they themselves are a part. Design-based research where the children's perspective has been central.

In addition to reports and design proposals, has so far resulted in two articles:

Hernwall, Patrik & Söderberg, Inga-Lill (2019) "Students' understanding of basic personal finance principles - implications for teaching in HKK", Forskning om undervisning och lärande, vol 7, no 2, pp111-136. [”Elevers förståelse av grundläggande privatekonomiska principer – implikationer för undervisning i HKK”]
Hernwall, Patrik, & Söderberg, Inga-Lill (2020). ”Teaching about Personal Finance in HCS: Suggestions from a Design-Based Research Approach”, Designs for Learning, 12(1), pp 29-44.

https://barnochekonomi.blogs.dsv.su.se/

[lorem]

Björck, C. & Hernwall, P. (red.) (2026) Bild & slöjd. Möten med materiell, visuell och virtuell kunskap. Konstfack Collection. [link]

Hernwall, P., & Ramberg, R. (2025). Visualisation of movement patterns supporting teacher reflection-qualitative analysis of educational benefits of IoT in the classroom. Internet of Things, 101743.

Hernwall, P., Ramberg, R., & Björck, C. (2025). Automated Visualisations of Classroom Interactions as Support for Professional Development. IntechOpen.

De Alwis, S., & Hernwall, P. (2024). A review of methodological choices relating to work-life boundary research. Managing global transitions, 22(4).

Hernwall, P., & Söderberg, I. L. (2023). Barns förståelse av pengar och ekonomi–tematisk analys av intervjuer med barn i åldrarna 8–9 år. Barn–forskning om barn og barndom i Norden, 41(4).

De Alwis, S., Hernwall, P., & Adikaram, A. S. (2022). “It is ok to be interrupted; it is my job”–perceptions on technology-mediated work-life boundary experiences; a sociomaterial analysis. Qualitative Research in Organizations and Management: An International Journal, 17(5), 108-134.

Hernwall, P., Käck, A., & Stymne, J. (2022). Norms, appropriation, and social affordances in studying in emergency remote teaching: A meta-analysis of student experiences. Högre utbildning, 12(3), 47-60.

Insulander, E., Hernwall, P., Åkerfeldt, A., & Öhman, E. (2022). Assessment in transformation: Teachers’ perceived opportunities and challenges in the assessment of multimodal texts. Educare, (1), 132-153.

Hernwall, P., & Söderberg, I. L. (2020). Teaching about Personal Finance in HCS--Suggestions from a Design-Based Research Approach. Designs for Learning, 12(1), 29-44.

Hernwall, P., & Söderberg, I. L. (2019). Elevers förståelse av grundläggande privatekonomiska principer–implikationer för undervisning i HKK. Forskning om undervisning och lärande, 7(2), 111-136.

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(2), 113-130.

Hernwall, P. (2016). ‘We have to be professional’–Swedish preschool teachers’ conceptualisation of digital media. Nordic journal of digital literacy, 11(1), 5-23.

Abiala, K., & Hernwall, P. (2013). Tweens negotiating identity online–Swedish girls' and boys' reflections on online experiences. Journal of Youth Studies, 16(8), 951-969.

Abiala, K., & Hernwall, P. (2013). Tweens konstruerar identitet online-flickors och pojkars erfarenheter av sociala medier. Pedagogisk forskning i Sverige, 18(1-2), 10-35.

Hernwall, P., & Siibak, A. (2012). The making of online identity: The use of creative method to support young people in their reflection of age and gender. In CATaC 2012, June 18-20, Aarhus, Denmark (pp. 38-50). School of Information Technology, Murdoch University.

Siibak, A., Forsman, M., & Hernwall, P. (2012). Employing creative research methods with tweens in Estonia and Sweden: reflections on a case study of identity construction on social networking sites. Journal of technology in human services, 30(3-4), 250-261.

Hernwall, P., & Lindkvist, A. (2011). ” Två timmar är lagom”: Unga som medforskare till deras egen medievärld. Locus, (1).

Hernwall, P., & Siibak, A. (2011). Writing Identity: gendered values and user content creation in SNS interaction among Estonian and Swedish tweens. Global Studies of Childhood, 1(4), 365-376.

Siibak, A., & Hernwall, P. (2011). ‘Looking like my favourite Barbie’–Online Gender Construction of Tween Girls in Estonia and in Sweden. Studies of Transition States and Societies, 3(2).

Arvola, M., & Hernwall, P. (2008). Interaction design, pedagogical practice, and emancipation. Nordic Journal of Digital Literacy, 3(2), 63-77.

Hernwall, P. (2006). Multicultural pupils and digital technology–reflections on the implementation of ICT in multiethnic schools. Nordic Journal of Digital Literacy, 1(2), 126-136.