Agneta Gulz
Biographic Data
| ID | 9636163 |
|---|---|
| NAME | Agneta Gulz |
| GIVEN NAMES | Agneta |
| FAMILY NAME | Gulz |
| SIGNATURE | GULZ A |
| AFFILIATIONS | Lund University |
| ORCID | 0000-0003-3691-8756 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Decision Dynamics in Early Numerical Estimation
The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They also completed a novel two-alternative forced-choice version of the Number Line Estimation Task (dual-NLET), which…
An exploratory study of teachers’ supportive communication during interactive book reading in the classroom
This study examines teachers’ use of evidence-based language learning techniques in the classroom and possible impact on student engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Observation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior…
No child left behind, nor singled out
The article addresses the challenge of combining adaptive and inclusive instruction in early math software, that is, to provide different kinds of support and challenges to different individuals in response to their different needs—yet avoid exposing children (whether far behind or far ahead) as being different. Arguments for adaption as well as inclusion are discussed, and an evaluative user study is conducted in which 42 3- to 6-year-old presch…
How teachable agents influence students’ responses to critical constructive feedback
Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’…
Assessing the black box of feedback neglect in a digital educational game for elementary school
Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing.Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progre…
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Assessing the black box of feedback neglect in a digital educational game for elementary school
Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing.Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progre…
No child left behind, nor singled out
The article addresses the challenge of combining adaptive and inclusive instruction in early math software, that is, to provide different kinds of support and challenges to different individuals in response to their different needs—yet avoid exposing children (whether far behind or far ahead) as being different. Arguments for adaption as well as inclusion are discussed, and an evaluative user study is conducted in which 42 3- to 6-year-old presch…
How teachable agents influence students’ responses to critical constructive feedback
Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’…
An exploratory study of teachers’ supportive communication during interactive book reading in the classroom
This study examines teachers’ use of evidence-based language learning techniques in the classroom and possible impact on student engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Observation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior…
Decision Dynamics in Early Numerical Estimation
The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They also completed a novel two-alternative forced-choice version of the Number Line Estimation Task (dual-NLET), which…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Multimedia (2 works) · Neglect (2 works) · Online Learning and Analytics (2 works) · Pedagogy (2 works) · Reading and Literacy Development (2 works)