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Mozelius, Peter, Docent
Publications (10 of 25) Show all publications
Humble, N. & Mozelius, P. (2023). Making programming part of teachers' everyday life - Programming affordances and constraints for K-12 mathematics and technology. The international journal of information and learning technology, 40(1), 98-112
Open this publication in new window or tab >>Making programming part of teachers' everyday life - Programming affordances and constraints for K-12 mathematics and technology
2023 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 40, no 1, p. 98-112Article in journal (Refereed) Published
Abstract [en]

Purpose The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.

Place, publisher, year, edition, pages
ald, 2023
Keywords
Programming, Lesson planning, Affordances, K-12 education, Mathematics, Technology
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-40799 (URN)10.1108/IJILT-03-2022-0069 (DOI)000868107400001 ()2-s2.0-85140127257 (Scopus ID)
Available from: 2022-10-27 Created: 2023-01-18Bibliographically approved
Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis: Doctoral Students' Perceptions of Similarities and Differences. Electronic Journal of Business Research Methods, 20(3), 89-98
Open this publication in new window or tab >>Content Analysis or Thematic Analysis: Doctoral Students' Perceptions of Similarities and Differences
2022 (English)In: Electronic Journal of Business Research Methods, E-ISSN 1477-7029, Vol. 20, no 3, p. 89-98Article in journal (Refereed) Published
Abstract [en]

This paper is a review of content analysis or thematic analysis which is further explored though the lens of impressions of doctoral students who attended a presentation on the subject.The long tradition of quantitative research still dominates many university courses on research methodology and data analysis. During the 20th century the field of qualitative research has had a growing need for new analysis methods that accommodate qualitative data and two frequently used methods are content analysis and thematic analysis. They have several things in common and sometimes, they have been understood by researchers to be interchangeably. It has been argued by some researchers that conventional content analysis has really the same functional approach to analysing data as an inductive thematic analysis. This study reports on two webinars on qualitative analysis involving doctoral students and facilitated by the authors. The webinars presented, discussed content analysis and thematic analysis, and gathered participants’ reflections on these methods using a Padlet (padlet.com). The aim of the study was to analyse and describe doctoral students' perceptions of content analysis and thematic analysis. The data collected has been analysed using conventional content analysis applying an abductive coding approach. The study identifies several perceived similarities and differences between the two methods, but also opportunities and challenges for applying them. Findings highlight that the two methods are perceived to be applicable to different types of research. Furthermore, they offer similar challenges to the researcher including their potential for bias and could be considered a choice between an intuitive and a practical approach to analysis. Many of the identified perceptions can be related to previous literature on content analysis and thematic analysis. However, other perceptions seems to indicates a need for more thorough and nuanced discussions on methods for qualitative analysis. The study suggest that more efforts should be made to support doctoral students in attaining a nuanced understanding of qualitative methods for analysis. 

Place, publisher, year, edition, pages
ACPIL, 2022
Keywords
Content analysis, Nuanced understanding, Qualitative analysis, Qualitative research, Thematic analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-40795 (URN)10.34190/ejbrm.20.3.2920 (DOI)2-s2.0-85142246022 (Scopus ID)
Available from: 2022-11-30 Created: 2023-01-18 Last updated: 2024-01-16Bibliographically approved
Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis: Similarities, Differences and Applications in Qualitative Research. In: Dr. Manuel Au-Yong-Oliveira (Ed.), Proceedings of the 21st European Conference on Research Methodology for Business and Management Studies ECRM 2022: A Conference Hosted By University of Aveiro Portugal 2-3 June 2022. Paper presented at 21st European Conference on Research Methodology for Business and Management Studies ECRM, Aveiro, Portugal, 2022 (pp. 76-81). Reading, UK: Academic Conferences and Publishing International Limited
Open this publication in new window or tab >>Content Analysis or Thematic Analysis: Similarities, Differences and Applications in Qualitative Research
2022 (English)In: Proceedings of the 21st European Conference on Research Methodology for Business and Management Studies ECRM 2022: A Conference Hosted By University of Aveiro Portugal 2-3 June 2022 / [ed] Dr. Manuel Au-Yong-Oliveira, Reading, UK: Academic Conferences and Publishing International Limited , 2022, p. 76-81Conference paper, Published paper (Refereed)
Abstract [en]

Research has a long tradition of quantitative research which still dominates many university courses on research methods. Qualitative research is a younger phenomenon that was established in research after the second world war. An emerging research field that needed new analysis methods tailored for qualitative data. Two of the most frequently used approaches in qualitative data analysis are content analysis and thematic analysis. In several aspects content analysis and thematic analysis both share a common approach to analytically examine qualitative data, and the fact that they have been used interchangeably has made it difficult for the more unexperienced researchers to distinguish and choose between them. The aim of this study is to examine doctoral students’ perceptions of qualitative analysis with content analysis and thematicanalysis. The study had a qualitative approach with data collected from two webinars on qualitative data analysis, where a total of 76 doctoral students participated. Data consists of participant reflections in a Padlet on content analysis and thematic analysis at the two webinars. Webinar participants have given their consent to use their reflections in the Padlet for research. Content analysis with an abductive coding approach was used to analyse the collected data and formulate categories that answer the study’s aim and research question. Results show both perceived similarities and differences between content analysis and thematic analysis. Both are perceived to have a similar process in the coding of data, although content analysishas a wider selection of coding approaches and thematic analysis support deeper immersion. Content analysis is also perceived as more practical and straightforward, while thematic analysis is perceived as more intuitive and faster to learn. Both content analysis and thematic analysis are perceived to have individual opportunities and challenges that make them appropriate for different types of research. Findings presented in this study can be used by researchers at any level to explore similarities and differences between content analysis and thematic analysis, and where to apply them in research.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2022
Series
European Conference on Research Methodology for Business and Management Studies, ISSN 2049-0968, E-ISSN 2049-0976 ; 21
Keywords
Content analysis, Thematic analysis, Qualitative analysis, Qualitative research, Coding
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hig:diva-40796 (URN)2-s2.0-85143306518 (Scopus ID)978-1-914587-36-8 (ISBN)978-1-914587-37-5 (ISBN)
Conference
21st European Conference on Research Methodology for Business and Management Studies ECRM, Aveiro, Portugal, 2022
Note

Virtual presentation via Zoom

Available from: 2023-01-18 Created: 2023-01-18 Last updated: 2023-01-18Bibliographically approved
Mozelius, P., Humble, N., Sällvin, L., Öberg, L.-M., Pechuel, R. & Fernández-Manjón, B. (2022). How to get the girls gaming: A literature study on inclusive design. In: Conceição Costa (Ed.), Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022): . Paper presented at European Conference on Games Based Learning (ECGBL 2022), Lusófona University, Lisbon, Portugal, 6-7 October 2022 (pp. 396-402). Reading, UK: Academic Conferences and Publishing International Limited
Open this publication in new window or tab >>How to get the girls gaming: A literature study on inclusive design
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2022 (English)In: Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022) / [ed] Conceição Costa, Reading, UK: Academic Conferences and Publishing International Limited , 2022, p. 396-402Conference paper, Published paper (Refereed)
Abstract [en]

Gaming is a ubiquitous activity today where many children spend considerable amounts of time playing various games. Serious games have also become a mainstream educational tool in a wide variety of school subjects. Despite this, many games still have a design that mainly appeals to boys where girls are less frequent players. The aim of this study was to gather requirements for a design of serious games where girls should not feel excluded. The research question to answer was: "Which design concepts are important if girls should be engaged in serious gaming?". Furthermore, the results from this study could be useful for future implementations of educational games. This study strives to address the research gap in the field of inclusive game design, and to gather important requirements for games where girls and boys want to play together. This study was carried out as a scoping literature review to map literature in the field of game design to identify key concepts that can attract the younger girl audience. Scoping literature reviews offer a method of mapping key concepts in a research field to identifying the main sources and types of evidence available. A central aim of a scoping literature review is to synthesise research results to a specific target group as a foundation for future research. For this study, the future research will consist of implementing the found design factors in an educational game on computer science. Findings indicate that there are specific game design concepts that girls find appealing. Important main themes to consider are Creativity and customisation, Character diversity, Collaborative interaction, and Exploration without violence. However, there seems to be several challenges related to the concept of designing specific girl games. The conclusion from this study is rather to choose a more inclusive game design where girls and boys would like to play together. A concept for game design that could be described as having a low threshold, wide walls and a high ceiling. The recommendation for a girl inclusive design is to carefully consider factors such as narration, backstory, social interaction, game graphics, sound design, and personalisation.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2022
Keywords
Game design, Inclusive design, Games and girls, Game-based learning, Scoping review
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:hig:diva-40817 (URN)10.34190/ecgbl.16.1.658 (DOI)2-s2.0-85141184563 (Scopus ID)978-1-914587-51-1 (ISBN)978-1-914587-52-8 (ISBN)
Conference
European Conference on Games Based Learning (ECGBL 2022), Lusófona University, Lisbon, Portugal, 6-7 October 2022
Projects
Erasmus+ Gaming4Coding
Available from: 2022-10-09 Created: 2023-01-18 Last updated: 2023-01-18Bibliographically approved
Mozelius, P. & Humble, N. (2022). Programming in K-12 Mathematics – A two-step rocket. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), 16th International Technology, Education and Development Conference: . Paper presented at INTED 2022, 16th annual International Technology, Education and Development Conference, Valencia, Spain, [DIGITAL], March 7-8, 2022. (pp. 2389-2397). Valencia: IATED Academy
Open this publication in new window or tab >>Programming in K-12 Mathematics – A two-step rocket
2022 (English)In: 16th International Technology, Education and Development Conference / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2022, p. 2389-2397Conference paper, Published paper (Refereed)
Abstract [en]

The introduction of programming in K-12 education is an ongoing process in many countries. In the Swedish context computer programming should be introduced as a new educational tool in K-12 mathematics. Several studies have reported on a successful teacher training, less studies can be found about the second step of the rocket: implementing programming in the daily teaching activities. Computer programming is a powerful tool, but probably not for all topics in K-12 mathematics. The research question for this study was:  "What are the teacher ideas for mathematical topics where programming can be a value adding part of the lesson planning?".

 Data has been collected from lesson plans submitted to an assignment in two instances of a course on computer programming for K-12 teachers. The submitted answers have been inductively analysed, where found patterns and sub-themes were grouped into themes with a probability to answer the research question. The used method was the six-step process for thematical analyses that has been outlined by (Braun & Clarke, 2006).  

Findings indicate that programming has a potential to be a reinforcing component in several mathematical topics. Some examples where programming can add value in more specific topics are numeric analysis, geometry, number series and statistics, but there were also lesson plans for using programming in more general problem solving in arithmetic and algebra. Furthermore, there were several creative lesson plans for how to use programming graphics to visualise different mathematical concepts. Finally, to secure a successful flight for the described two-step, the recommendation is to provide more programming courses for K-12 teachers.

Place, publisher, year, edition, pages
Valencia: IATED Academy, 2022
Keywords
Programming education, Mathematics, Teacher training, Professional development, Lesson planning
National Category
Information Systems
Identifiers
urn:nbn:se:hig:diva-40816 (URN)978-84-09-37758-9 (ISBN)
Conference
INTED 2022, 16th annual International Technology, Education and Development Conference, Valencia, Spain, [DIGITAL], March 7-8, 2022.
Available from: 2022-03-15 Created: 2023-01-18 Last updated: 2023-01-18Bibliographically approved
Humble, N. & Mozelius, P. (2022). Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling. In: Conceição Costa (Ed.), Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022): . Paper presented at European Conference on Games Based Learning (ECGBL 2022), Lusófona University, Lisbon, Portugal, 6-7 October, 2022 (pp. 280-287). Reading, UK: Academic Conferences and Publishing International Limited
Open this publication in new window or tab >>Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling
2022 (English)In: Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022) / [ed] Conceição Costa, Reading, UK: Academic Conferences and Publishing International Limited , 2022, p. 280-287Conference paper, Published paper (Refereed)
Abstract [en]

Programming education at university level has often been identified as problematic learning. At the same time, prognosis for future labour market is increased need for professionals with programming and related skills. To meet demands of future society, K-12 schools around the world have integrated programming in the curriculum. However, research show challenges for integrating programming in K-12 education. Challenges include students’ and teachers’ struggle with learning and teaching programming, lack of time to properly incorporate programming in existing teaching and learning, and insufficient support for teachers. This study addresses these challenges by designing, developing, and evaluating an educational game on programming that combines the idea of game-based learning with digital escape rooms. In the game, the player develops knowledge about programming concepts to escape 10 rooms. The study’s main research question was: What are K-12 students’ perceptions of the game and what do they considered to be important design factors for a digital escape room game on computer programming? A design science approach was used for designing, developing, and evaluating a web-based escape room game on programming. This was conducted in a five-step process: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. The game was tested and evaluated by 32 K-12 students with a questionnaire during the autumn semester of 2021 and spring semester of 2022. Collected data were then analysed and grouped into categories to answerthe study’s aim and research question. Findings of the study show several suggestions for further development and important design factors to consider when developing a digital escape room game. The next steps of research are to combine these findings with evaluations from teachers, and to incorporate this in an updated version of the game.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2022
Keywords
Escape rooms, Game development, Game-based learning, Programming education, K-12 education
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:hig:diva-40800 (URN)10.34190/ecgbl.16.1.603 (DOI)2-s2.0-85141169663 (Scopus ID)978-1-914587-51-1 (ISBN)978-1-914587-52-8 (ISBN)
Conference
European Conference on Games Based Learning (ECGBL 2022), Lusófona University, Lisbon, Portugal, 6-7 October, 2022
Available from: 2022-10-09 Created: 2023-01-18Bibliographically approved
Jandrić, P., Martinez, A. F., Reitz, C., Jackson, L., Grauslund, D., Hayes, D., . . . Hayes, S. (2022). Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education, 4(3), 877-1015
Open this publication in new window or tab >>Teaching in the Age of Covid-19—The New Normal
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2022 (English)In: Postdigital Science and Education, ISSN 2524-4868, Vol. 4, no 3, p. 877-1015Article in journal (Other academic) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-40813 (URN)10.1007/s42438-022-00332-1 (DOI)2-s2.0-85138174394 (Scopus ID)
Available from: 2022-10-04 Created: 2023-01-18Bibliographically approved
Humble, N. & Mozelius, P. (2022). The threat, hype, and promise of artificial intelligence in education. Discover Artificial Intelligence, 2(1), Article ID 22.
Open this publication in new window or tab >>The threat, hype, and promise of artificial intelligence in education
2022 (English)In: Discover Artificial Intelligence, E-ISSN 2731-0809, Vol. 2, no 1, article id 22Article in journal (Refereed) Published
Abstract [en]

The idea of building intelligent machines has been around for centuries, with a new wave of promising artifcial intelligence (AI) in the twenty-frst century. Artifcial Intelligence in Education (AIED) is a younger phenomenon that has created hype and promises, but also been seen as a threat by critical voices. There have been rich discussions on over-optimism and hype in contemporary AI research. Less has been written about the hyped expectations on AIED and its potential to transform current education. There is huge potential for efciency and cost reduction, but there is also aspects of quality education and the teacher role. The aim of the study is to identify potential aspects of threat, hype and promise in artifcial intelligence for education. A scoping literature review was conducted to gather relevant state-of-the art research in the feld of AIED. Main keywords used in the literature search were: artifcial intelligence, artifcial intelligence in education, AI, AIED, teacher perspective, education, and teacher. Data were analysed with the SWOT-framework as theoretical lens for a thematic analysis. The study identifes a wide variety of strengths, weaknesses, opportunities, and threats for artifcial intelligence in education. Findings suggest that there are several important questions to discuss and address in future research, such as: What should the role of the teacher be in education with AI? How does AI align with pedagogical goals and beliefs? And how to handle the potential leak and misuse of user data when AIED systems are developed by for-proft organisations?

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Artifcial intelligence in education, AIED, AI, Teacher perspective, SWOT analysis
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:hig:diva-40803 (URN)10.1007/s44163-022-00039-z (DOI)
Funder
Mid Sweden University
Available from: 2022-11-11 Created: 2023-01-18Bibliographically approved
Humble, N. & Mozelius, P. (2021). Computational Moral Support in Crisis Management: The Idea of Facilitating Decision Making. In: NEEDS 2021 - the fifth edition of the Northern European Conference on Emergency and Disaster Studies: hosted by Mid Sweden University and organized by the Risk and Crisis Research Centre 21-23 September 2021.. Paper presented at the Northern European Conference on Emergency and Disaster Studies (NEEDS 2021), Östersund, Sweden, September 21-23, 2021..
Open this publication in new window or tab >>Computational Moral Support in Crisis Management: The Idea of Facilitating Decision Making
2021 (English)In: NEEDS 2021 - the fifth edition of the Northern European Conference on Emergency and Disaster Studies: hosted by Mid Sweden University and organized by the Risk and Crisis Research Centre 21-23 September 2021., 2021Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Humans are normally good at logic reasoning and taking appropriate decisions. But in situations of crisis this is not always the case. Moral aspects are an important part of crisis management, which can be difficult to manage in complex and stressful situations. Several studies indicate that humans under stress better should be facilitated by decisions making system. (Robert & Lajtha, 2002; Keramitsoglou et al., 2004) 

This study presents a model that is based on the ethical theory of consequentialism. Consequentialism states that moral decisions can be calculated by the actions expected outcomes (Kymlicka, 2002:13;Sinnott-Armstrong, 2003; Mill, 2007:457). However, a known issue with consequentialism is how to deal with prediction in complex situations (Singer, 1982; Norcross 1990; Simons 1999; Lenman 2000;Hansson, 2007). The calculations in the model are inspired by Hookers (2000:32) suggestions of how potential long term, short term, positive and negative outcomes should weigh against each other. 

The suggested model should be flexible enough to be used in both real crisis situations and crisis management exercises. However, before testing the model in real life crisis situations there is a need for further evaluation in table top exercises. These table top exercises should preferably include the concept of scripted collaboration. A specialisation of scripted collaboration is to present conflicts of interests to the participants, something that resembles moral dilemmas in philosophy. 

Keywords: Computational moral support, Crisis management ethics, Consequentialism, Decision support system, Moral dilemmas 

References

Hansson, S. O. (2007). Philosophical problems in cost–benefit analysis. Economics & Philosophy, 23(2), 163-183.

Hooker, B. (2000). Ideal code, real world: A rule-consequentialist theory of morality. Oxford University Press. 

Keramitsoglou, I., Kiranoudis, C. T., Sarimvels, H., & Sifakis, N. (2004). A multidisciplinary decision support system for forest fire crisis management. Environmental management, 33(2), 212-225.

Kymlicka, W. (2002). Contemporary Political Philosophy: An Introduction. Second Edition. Oxford University Press.

Lenman, J. (2000). Consequentialism and cluelessness. Philosophy & public affairs, 29(4), 342-370.

Mill, J. S. (2007). Utilitarianism. In: Shafer-Landau, R. (Ed.). (2007). Ethical theory: an anthology. Blackwell Publishing Ltd. 

Norcross, A. 1990. Consequentialism and the unforeseen future. Analysis 50:253–56.

Robert, B., & Lajtha, C. (2002). A new approach to crisis management. Journal of contingencies and crisis management, 10(4), 181-191.

Simons, K.W. 1999. Negligence. In Responsibility, ed. E.F. Paul, F. D. Miller Jr, and J. Paul, 52–93. Cambridge University Press. 

Singer, M. (1982). Incoherence, inconsistency, and moral theory: more on actual consequence utilitarianism. The Southern Journal of Philosophy, 20(3), 375-391.

Sinnott-Armstrong, W. (2003). Consequentialism.

Keywords
Computational moral support, Crisis management ethics, Consequentialism, Decision support system, Moral dilemmas
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:hig:diva-40793 (URN)
Conference
the Northern European Conference on Emergency and Disaster Studies (NEEDS 2021), Östersund, Sweden, September 21-23, 2021.
Available from: 2021-11-04 Created: 2023-01-18Bibliographically approved
Humble, N. & Mozelius, P. (2021). Computerised Consequentialism to Support Moral Reasoning and Decision Making in Crisis Management. In: Florinda Matos (Ed.), Proceedings of the 3rd European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2021: A Virtual Conference Hosted By ISCTE Business School, Instituto Universitário de Lisboa, Portugal18 -19 November 2021. Paper presented at European Conference on the Impact of Artificial Intelligence and Robotics (ECIAIR 2021), [DIGITAL], November 18-19, 2021.. Reading (UK)
Open this publication in new window or tab >>Computerised Consequentialism to Support Moral Reasoning and Decision Making in Crisis Management
2021 (English)In: Proceedings of the 3rd European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2021: A Virtual Conference Hosted By ISCTE Business School, Instituto Universitário de Lisboa, Portugal18 -19 November 2021 / [ed] Florinda Matos, Reading (UK), 2021Conference paper, Published paper (Refereed)
Abstract [en]

Under normal conditions, humans are good at logic reasoning and taking appropriate decisions, but crisis management is not conducted under normal conditions. In complex and stressful situations, the moral aspects of crisis management could be hard to sort out, with decision makers stuck in moral dilemmas. Research has recommended that the detailed emergency handling manuals should be complemented with decision making support systems. This paper presents and discusses a model for an intelligent decision support system (IDSS), based on the ethical theory of consequentialism. Consequentialism posits that moral decisions can be calculated by the expected outcomes from presumptive actions. On the other hand, consequentialism has been criticised for deficiencies in the prediction of complex situations. Calculations in the suggested model are inspired by Hooker's Rule-consequentialist theory of morality. A theory with the fundamental idea that potential long-term and short-term outcomes should be weighed against each other. Furthermore, the positive and negative outcomes from presumptive actions should be estimated and weighed against each other. The suggested model should be flexible enough to be used in both real crisis situations and crisis management exercises. However, before testing the model in real life crisis situations there is a need for thorough evaluations in virtual crisis management exercises. As a complement, these virtual crisis exercises should preferably also include scripted collaboration. The most interesting specialisation of scripted collaboration are the conflict scripts, enabling the idea of scripting exercise conflicts that resemble moral dilemmas in philosophy.

Place, publisher, year, edition, pages
Reading (UK): , 2021
Keywords
computerised consequentialism, decision support system, artificial intelligence, crisis management, conflict scripts, moral dilemmas
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:hig:diva-40794 (URN)000838033200008 ()2-s2.0-85143755399 (Scopus ID)978-1-914587-22-1 (ISBN)978-1-914587-23-8 (ISBN)
Conference
European Conference on the Impact of Artificial Intelligence and Robotics (ECIAIR 2021), [DIGITAL], November 18-19, 2021.
Available from: 2023-01-18 Created: 2023-01-18 Last updated: 2023-05-10Bibliographically approved
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