My teaching area is Interaction Design, where I teach on both bachelor and master level.

My research area is Interaction Design for Technology Enhanced Learning, for example Mobile Learning and Computer-Supported Collaborative Learning. My theoretical interests are Socio-Cultural Perspectives on Learning and Evaluation of Technology Support for Group Work.

A selection from Stockholm University publication database

• Norms, appropriation, and social affordances in studying in emergency remote teaching: a meta-analysis of student experiences

  2022. Patrik Hernwall, Annika Käck, Johan Stymne. Högre Utbildning 12 (3), 47-60

  Article

  In March 2020, all Swedish university education went online practically overnight due to the COVID-19 pandemic. This study focuses on how university students experienced emergency remote education in the fall of 2020. This article is framed by a sociocultural perspective of learning and the tools present in such learning contexts. This article provides a thematic meta-analysis of 53 student group reports based on 247 interviews with third-year university students. The findings suggest three themes of particular interest, regarding what areas the students themselves found important or challenging: awareness of what it means to be a student, technology reframing communication, and need for explicit guidance. The findings are discussed in relation to norms, appropriation, self-regulation and tutoring presence as important factors to consider in emergency remote teaching.

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• Outdoor learning with mobile technology: A systematic review

  2020. Johan Stymne. IADIS International Journal on WWW/Internet 18 (1), 76-106

  Article

  In outdoor learning with mobile technology, students use mobile technology for learning in an outdoor setting, for example in a park or a garden. To understand how mobile technology has been used in outdoor learning, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas of mobile learning, such as language learning or computer education have been published in scientific journals and at conferences. So far, however, no systematic review has focused on outdoor learning with mobile technology. To guide the review the following research questions were posed: “Which are the educational subjects and educational levels in outdoor learning with mobile technology?” and “What types of technologies for positioning or navigation, augmentation, and methods for data collection and annotation are used in outdoor learning with mobile technology?”. In total 87 articles, published between 2004 and 2019 were included in this review. Conclusions were that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes were the most common methods for data collection in outdoor learning with mobile technology. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.

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• Tools for Designing Mobile Interaction with the Physical Environment in Outdoor Lessons

  2013. Johan Eliasson.

  Thesis (Doc)

  Mobile technologies are increasingly being used to support students in outdoor learning activities. For instance, in a growing number of research projects, smartphones and positioning technologies are being used to support students in exploring the natural environment. However, previous research has identified challenges with the introduction of mobile technology into outdoor lessons. One fundamental challenge is that interaction with mobile technology in outdoor lessons may distract students from interacting with the physical environment. In this thesis this challenge is approached from the perspective of human-computer interaction, guided by the following research question: How can we design, evaluate, and reflect on mobile technology for interacting with the physical environment in outdoor lessons? The thesis presents four design cases on outdoor geometry and biology lessons, which act as probes for developing conceptual design tools. The design cases were developed through a concept-driven design approach and evaluated on field tests with primary school students. Future workshop and Interaction analysis were the main methods used. The results of the field tests suggest that mobile technology needs to be designed to orientate students in their interaction with the physical environment. In line with the concept-driven design approach, the thesis proposes three design tools. The design tools proposed are: Design guidelines that are specific enough for guiding the design of mobile technology for outdoor lessons, a Design model for designing and evaluating mobile technology for outdoor lessons, and Design concepts for reflecting on the placement of mobile technology in outdoor lessons. The design tools are proposed as tools for researchers and designers to take the challenge of distraction into account in designing mobile technology for outdoor lessons.

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• Using smartphones and QR codes for supporting students in exploring tree species

  2013. Johan Eliasson (et al.). Scaling up Learning for Sustained Impact, 436-441

  Conference

  Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

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Show all publications by Johan Stymne at Stockholm University