is Ph.D. in Cognitive Science and reseracher at Lund University Cognitive Science. Tärning is a member of the Educational Technology group. Tärning defended her thesis about teachable agents and feedback in 2018 and has since then continued to conduct research on teachable agents as well as learning instruction by means of Virtual Reality and, more recently, in the domain of data- and information literacy in 11-13 year olds.
last update: November -0001
Articles published on IXD&A:
• ‘A tale about facts and opinions: The impact of a drama intervention on middle-school students´ information literacy’, N. 57, 2023, pp. 65 – 81, abstract, download, (https://doi.org/10.55612/s-5002-057-004), Google Scholar
"Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence ..."
"Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence ..."
• ‘Young Children’s Experience and Preference of Feedback – Sense and Sensibility’, N. 37, 2018, pp. 206 – 230, abstract, download, (https://doi.org/10.55612/s-5002-037-000), Google Scholar
"This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. 45 8-12-years-old from three Swedish school c..."
"This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. 45 8-12-years-old from three Swedish school c..."
Back to the authors list page