Niklas Humble

Publications

Articles in journals
Chapters in books
Conference papers
Doctoral theses, comprehensive summaries
Other

Articles in journals

Humble, N. (2023). A conceptual model of what programming affords secondary school courses in mathematics and technology. Education and Information Technologies,  

Humble, N. & Mozelius, P. (2023). Grades 7–12 teachers' perception of computational thinking for mathematics and technology. Frontiers in Education, vol. 8  

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, vol. 40: 1, pp. 98-112.  

Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis : Doctoral Students' Perceptions of Similarities and Differences. Electronic Journal of Business Research Methods, vol. 20: 3, pp. 89-98.  

Humble, N. (2022). Teacher observations of programming affordances for K-12 mathematics and technology. Education and Information Technologies, vol. 27: 4, pp. 4887-4904.    

Jandrić, P. , Martinez, A. F. , Reitz, C. , Jackson, L. , Grauslund, D. , Hayes, D. , Lukoko, H. O. , Hogan, M. & et al. (2022). Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education, vol. 4: 3, pp. 877-1015.  

Humble, N. & Mozelius, P. (2022). The threat, hype, and promise of artificial intelligence in education. Discover Artificial Intelligence, vol. 2: 1  

Jandrić, P. , Hayes, D. , Levinson, P. , Christensen, L. L. , Lukoko, H. O. , Kihwele, J. E. , Brown, J. B. , Reitz, C. & et al. (2021). Teaching in the Age of Covid-19—1 Year Later. Postdigital Science and Education, : 3, pp. 1073-1223.    

Humble, N. , Mozelius, P. & Sällvin, L. (2020). Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings. The international journal of information and learning technology, vol. 37: 5, pp. 309-321.    

Jandrić, P. , Hayes, D. , Truelove, I. , Levinson, P. , Mayo, P. , Ryberg, T. , Monzó, L. D. , Allen, Q. & et al. (2020). Teaching in the Age of Covid-19. Postdigital Science and Education, vol. 2: 3, pp. 1069-1230.  

Hrastinski, S. , Olofsson, A. D. , Arkenback, C. , Ekström, S. , Ericsson, E. , Fransson, G. , Jaldemark, J. , Ryberg, T. & et al. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education, vol. 1: 2, pp. 427-445.    

Chapters in books

Humble, N. , Mozelius, P. & Sällvin, L. (2021). Olika programmeringsverktyg och lärares fortbildning : Hinder och möjligheter. In Programmering i skolmatematiken : möjligheter och utmaningar. Lund : Studentlitteratur AB. pp. 143-155.

Humble, N. , Mozelius, P. & Sällvin, L. (2020). The Introduction of Programming in K-12 Technology and Mathematics : Teacher choice of programming tools and their perceptions of challenges and opportunities. In Education Applications & Developments V : Advances in Education and Educational Trends. Portugal : inScience Press (Advances in Education and Educational Trends Series). pp. 117-126.  

Conference papers

Sällvin, L. , Mozelius, P. & Humble, N. (2023). 3 Games 4 Coding – Do girls feel welcome?. Paper presented at the The 17th annual International Conference of Education, Research and Innovation, INTED 2023

Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis : Similarities, Differences and Applications in Qualitative Research. 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. Reading, UK : (European Conference on Research Methodology for Business and Management Studies). pp. 76--81.  

Mozelius, P. & Humble, N. (2022). Design Factors for an Educational Game where Girls and Boys Play Together to Learn Fundamental Programming. In 11th EAI International Conference: ArtsIT, Interactivity & Game Creation. (ArtsIT Conference Proceedings)

Mozelius, P. , Humble, N. , Sällvin, L. , Öberg, L. , Pechuel, R. & Fernández-Manjón, B. (2022). How to get the girls Gaming : A Literature Study on Inclusive Design. In Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022). Reading, UK : . pp. 396--402.  

Mozelius, P. & Humble, N. (2022). Programming in K-12 Mathematics – A two-step rocket. In 16th International Technology, Education and Development Conference. Valencia : . pp. 2389--2397.

Humble, N. & Mozelius, P. (2022). Refurbishing the Educational Escape Room for Programming : Lowering the Threshold and Raising the Ceiling. In Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022). Reading, UK : . pp. 280--287.  

Bergman, S. & Humble, N. (2022). Sentiment Analysis for Emotional Navigation in Written Communication : What Support do Autistic People Need?. In European Conference on the Impact of AI and Robotics (ECIAIR 2022).. pp. 6--11.  

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..

Humble, N. & Mozelius, P. (2021). Computerised Consequentialism to Support Moral Reasoning and Decision Making in Crisis Management. 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. Reading (UK) :    

Humble, N. & Mozelius, P. (2021). Enhancing Pedagogy to Andragogy in the Redesign of Teacher Training Courses on Programming. In Proceedings of the 20th European Conference on e-Learning (ECEL 2021) : A Virtual Conference Supported by University of Applied Sciences HTW Berlin, Germany. Reading, UK : . pp. 210--217.    

Humble, N. (2021). The Development of Computational Thinking Concepts in Course Participants’ Programming Solutions. In Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021),  Stockholm, Sweden, August 23, 2021.. Stockholm, Sweden : (CEUR)  

Humble, N. (2021). The use of Programming Tools in Teaching and Learning Material by K-12 Teachers. In Proceedings of the 20th European Conference on e-Learning (ECEL 2021) : A Virtual Conference Supported by University of Applied Sciences HTW Berlin, Germany. Reading, UK : . pp. 574--582.    

Humble, N. , Mozelius, P. & Sällvin, L. (2021). You can't Escape Learning, but Maybe you can get out of the room! : Game-based Learning for Programming Education. In Proceedings of the 15th European Conference on Game Based Learning : A Virtual Conference hosted by The University of Brighton, UK, 23-24 September 2021. Reading : (European Conference on Game Based Learning (ECGBL 2021)). pp. 359--367.    

Humble, N. (2020). DEVELOPING A WEB APPLICATION FOR AUTO-GENERATING GRAMMAR TESTS. In EDULEARN20 Proceedings, Virtual conference. Valencia (SPAIN) : (International Conference on Education and New Learning Technologies). pp. 7196--7201.  

Mozelius, P. & Humble, N. (2020). Lessons learnt from teacher professional development in programming. In Proceeedings of the 14th International Technology, Education and Development Conference. Valencia, Spain : . pp. 3903--3908.

Humble, N. (2020). USING TEXTUAL PROGRAMMING TOOLS TO DEVELOP COMPUTATIONAL THINKING SKILLS IN K-12 EDUCATION. In EDULEARN20 Proceedings, Virtual conference. (International Conference on Education and New Learning Technologies). pp. 7188--7195.  

Humble, N. & Mozelius, P. (2019). Artificial Intelligence in Education - a Promise, a Threat or a Hype?. In Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019. England : . pp. 149--156.    

Humble, N. (2019). Developing Computational Thinking Skills In K-12 Education Through Block Programming Tools. In 12th International Conference of Education, Research and Innovation, Seville (Spain), 11-13 November 2019. Valencia (SPAIN) : . pp. 4865--4873.

Humble, N. & Mozelius, P. (2019). Learning Analytics For Programming Education: Obstacles And Opportunities. In 12th International Conference of Education, Research and Innovation, Seville (Spain), 11-13 November 2019. Valencia (SPAIN) : . pp. 6159--6166.

Humble, N. , Mozelius, P. & Sällvin, L. (2019). On the Role of Unplugged Programming in K-12 Education. In Proceedings of the 18th European Conference on e-Learning, ECEL. Reading, UK : . pp. 224--230.    

Humble, N. , Mozelius, P. & Sällvin, L. (2019). Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics. In Education and new developments (END2019). Porto, Portugal : (Education and new developments). pp. 431--435.  

Humble, N. & Mozelius, P. (2019). Teacher Perception Of Obstacles And Opportunities In The Integration Of Programming In K-12 Settings. In EDULEARN19 Proceedings. Palma (Spain) : (EDULEARN19 Proceedings). pp. 350--356.  

Humble, N. & Mozelius, P. (2019). Teacher-supported AI or AI-supported teachers?. In Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019. England : . pp. 157--164.    

Doctoral theses, comprehensive summaries

Humble, N. (2023). Programming in grade 7-9 : Action possibilities and constraints from the perspective of mathematics and technology teachers. Dis. (Comprehensive summary) Sundsvall : Mid Sweden University, 2023 (Mid Sweden University doctoral thesis : 382)  

Other

Humble, N. , Sällvin, L. & Mozelius, P. (2019). Programmering i matte och teknik. Stockholm : Lärarförbundet. (Pedagogiska magasinet).