is Ph.D. in Cognitive Science and researcher at Lund University Cognitive Science. Tärning is a member of the Science of Learning group at Lucs (https://www.lucs.lu.se/research/sol-at-lucs/home/). 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, in the domain of data- and information literacy in 11-13 year olds. Her more recent research interests are early reading and writing instructions.
last update: May 2026
Articles published on IXD&A:
• ‘Mediating an understanding of areas of parallelograms: Exploring Middle-School Students’ Learning from Virtual or Physical Representations’, N. 68, 2026, pp. 326 – 361, abstract, download, (https://doi.org/10.55612/s-5002-068-011), Google Scholar
"The use of digital learning environments has exploded during recent years, transforming learning at its core. At the same time, we know little about how this transformation affects younger students, s..."
"The use of digital learning environments has exploded during recent years, transforming learning at its core. At the same time, we know little about how this transformation affects younger students, s..."
• ‘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..."
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