is PhD in Cognitive Science and is a researcher at the Department of Cognitive Science at Lund University. Ternblad defended her thesis in December 2024, mainly comprising different aspects of how virtual and physical interaction and feedback engagement may affect learning and knowledge building. Ternblad has also been engaged in studies covering reading interventions, self-regulated learning, ‘gaming-the-system’-aspects of educational software, and information- and data literacy. Her main focus is on younger students, 6-12 years old.
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 ..."
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