Linda Vibeke Kiønig

• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovik, Vladimir (2025). Game Strategies to Engage and Empower Students. International Journal of Games Based Learning. ISSN 2155-6849. 15(1). doi: 10.4018/ijgbl.391304. Fulltekst i vitenarkiv Vis sammendrag

  This study examines whether game-based learning can be used as a promising strategy for fostering students' engagement and motivation. Researchers investigate students' perceptions of the effectiveness of three educational games designed to teach cybersecurity in primary schools: an escape room–style game, a treasure hunt game, and a quiz competition. Although all games cover the same cybersecurity content, they differ in interactivity and mobility. The research explores students' experiences in terms of ease of use, educational value, entertainment, and influence on future learning. Results show positive responses across all games, with no significant gender differences. The escape room game was considered the most challenging yet most favored, suggesting students appreciate immersive and stimulating experiences. Findings support the potential of game-based approaches to enhance student engagement in not only cybersecurity education but across other subjects as well.

• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Wahl, Carl-Henrik & Kiønig, Linda Vibeke (2024). Making Tacit Knowledge Explicit: Disseminating Knowledge in a World Record Attempt. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 25(1), s. 890–894. doi: 10.34190/eckm.25.1.2789. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Stølan, Trygve; Wahl, Carl-Henrik; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2024). Organizing the World's Largest Songwriting Camp: From a KM Perspective. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 25(1), s. 884–889. doi: 10.34190/eckm.25.1.2784. Fulltekst i vitenarkiv
• Vold, Aud Tone; Stølan, Trygve; Haave, Hanne Marit & Kiønig, Linda Vibeke (2024). Relevance of higher education for adults in a work-life – a case study from Norway. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 1(1). doi: 10.34190/eckm.25.1.2702. Fulltekst i vitenarkiv Vis sammendrag

  This case study is conducted in the spring semester of the first year, testing out organizing the mandatory assignments allowing to coordinate the two courses offered: “Project Management” and “Digital work forms in organizations”, and facilitate for the students to utilize their own organization as a basis for the case in the assignment. The study programme of Bachelor in Organization and Management consists of a total of eight courses, each semester offering two courses parallel to each other. The students are adult employees and attend two-day seminars five times per semester. The research for this paper will be qualitative in conducting semi-structured interviews. The aim of the research will be to unveil if this has had an impact on the perception of relevance, and their learning outcome. The results will show how successful this “merger” regarding the assignment between the two different courses, based on how the students perceive the outcome to support the relevance regarding their job situation. Moreover, how they perceive the learning outcome from looking at the same case from the perspective of two different curricula will be interesting and may influence the way one organizes future training in higher education institutions.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2024). Post COVID-19 - Students`Expectations of HyFlex Learning Opportunities. European Conference on e-Learning. ISSN 2048-8637. Vol 23(No 1), s. 402–405. doi: 10.34190/ecel.23.1.3077. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovik, Vladimir; Vold, Aud Tone; Kiønig, Linda Vibeke; Bogdanova, Ana Madevska & Filiposka, Sonja (2024). Using peer-learning and game-based instruction for achieving long-lasting knowledge of cybersecurity in primary schools. IEEE Access. doi: 10.1109/ACCESS.2024.3479921. Fulltekst i vitenarkiv
• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Kiønig, Linda Vibeke (2023). Using video-feedback to support learning outcome and worklife relevance. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 364–368. doi: 10.34190/ecel.22.1.1802. Fulltekst i vitenarkiv Vis sammendrag

  With students having the opportunity of choosing to take part in courses online rather than attend physically, they may lose the personal contact with the lecturers. One way of inducing a personal touch is by providing personalized video-feedback on the students’ assignments to maintain or establish a connection with the students. Video-feedback is tested out in blended learning, and thus far, the results have been positive. The students claim that this is a more personal and direct way of obtaining feedback on their work. The students in this research project are students in the study programme of Knowledge Management at the Business School at the Inland Norway University of Applied Sciences. The courses consist of three full-day seminars per semester, in addition to streaming video of the curriculum. There is also a mandatory assignment that the students need to pass in order to proceed and take their exam. The courses, both in the autumn semester and the spring semester, have been delivered as a hybrid version, meaning that the students have been able to follow the courses, either online or present in a (physical) classroom. The video-feedback on their assignments has been developed from only being feedback on their assignment and issues for improvement, to where in this semester, the focus has been on tying the feedback to the learning objectives of the course. In this paper, the focus has been on the students who have only been able to follow the courses on an online basis. Via in-depth interviews, such as via Zoom with online students, the impact of the video-feedback has been compared for these particular students to the generic students who have also attended in person. Our investigations have revealed that the impact on the online students were positive, as they do find this type of feedback more personal compared to the students who had also been present in the classroom.

• Vold, Aud Tone; Kiønig, Linda Vibeke; Lourens, Ann & Mapaling, Curwyn (2023). Facilitating lifelong learning for mature part-time students: findings from South Africa and Norway. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 369–374. doi: 10.34190/ecel.22.1.1801. Fulltekst i vitenarkiv Vis sammendrag

  When the COVID-19 pandemic spread, governments worldwide ordered most of the population to stay at home. From one day to the other all lecturing in higher education institutions (HEIs) had to be online. For many this resulted in solitude and isolation, something that in turn ad an effect on students’ well-being and academic achievements. The situation was somewhat different for mature part-time students (MPTS). They had struggled with being able to attend classes (at a campus), sometimes feeling alienated and left “on their own”. During the pandemic, they were able to attend more lectures as they were offered online. After the pandemic, most courses were offered as a hybrid version; they could return to campus or follow the courses online. Some students returned to campus, but not as many as one hoped. Hence, the student well-being and the academic achievements did not improve as much as hoped and expected.There have been several discourses regarding “forcing” students back to campus in order to improve the students’ situation and to regain the personal contact with the students. However, for one growing group of students, the MPTS’, the hybridity is what has brought them closer to the campus. For these students, the academic achievements have not deteriorated nor their well-being. In fact, investigations show that the hybrid education enables a life-long education situation.In this paper we present investigations from two universities from two very different parts of the world; The Inland Norway University of Applied Sciences, Norway and Nelson Mandela University, South Africa. Our joint research has focussed on looking at how hybridity can be adapted in order to better facilitate for the MPTS to maintain in a life-ling learning situation supporting academic success and ensuring retention, as this group is now no longer in a home office, but back in a work-life

• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). HyFlex learning as support for lifelong learning. European Conference on e-Learning. ISSN 2048-8637. 22(1), s. 358–363. doi: 10.34190/ecel.22.1.1881. Fulltekst i vitenarkiv Vis sammendrag

  Since the COVID-19 pandemic, the courses in a study programme in Knowledge Management have been offered as a hybrid version, serving students at both a campus and online. The official policy from the universities is that the students are wanted back at the campuses. However, students in a work-life lifelong learning situation do not always have the opportunity of travelling to a campus. Hence, the possibility of taking part digitally in a class with a mix of online and physically present students has been the right solution for many working students. This paper presents results from a survey among students enrolled in four different courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway, where the physical classroom is based in Kongsvinger, and the students are either present at the campus or online simultaneously. The preliminary results show that the students in this lifelong learning situation are depending on this hybridity in order maintain their learning opportunities, as this enables them to stay in an often-demanding work situation, as well as being able to stay as learners at a university. This implies that the hybridity, first boosted by the COVID-19 pandemic, now, independently of the pandemic, is a demand within the segment of lifelong learners, as this will support access to higher education independent of place of residence, family situation or work situation. The students in this segment claim to attend physically if and when they have the opportunity to travel due to the above-mentioned situations. Hence, online only is not always the best option.

• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke; Bogdanova, Ana Madevska & Trajkovik, Vladimir (2023). Game-based learning in computer science education: a scoping literature review. International Journal of STEM Education. 10. doi: 10.1186/s40594-023-00447-2. Fulltekst i vitenarkiv Vis sammendrag

  Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identifed 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in diferent educational levels. The results show that the number of research articles has increased through the years, confrming the importance of implementing a game-based approach in computer science. Diferent kinds of games, using diferent technology, concerning diferent computer science topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computer science education. Analyzed articles mainly implement a game-based approach using learning by playing, and no signifcant focus is given to the efectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming

• Vold, Aud Tone; Kiønig, Linda Vibeke & Slyman, Souad (2023). Utilizing Outdoor Quiz Games in Secondary School: Teachers’ Perceptions of Usefulness. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. 17(1), s. 706–711. Fulltekst i vitenarkiv Vis sammendrag

  Outdoor play is a natural way for children of all ages to do physical activity. The advantages of being outdoor in an educational setting have been elaborated. For instance, the social constellations may change when outdoors as the social structures defined in the classroom setting no longer apply as the pupils may display different skillsets outdoors as to indoors. Using games for learning purposes have been employed for several decades. As far back as in 1904, the Landlord’s Game was used to teach people about real estate and taxation. Since then games have mostly been developed for leisure purposes, but some also for educational purposes. In this paper, we elaborate on the use of a Norwegian developed quiz game called ‘ZippyGO’. Most of the research on ZippyGO have been focusing on students’ perceptions of the use of this quiz game. In this paper, however, we focus on the teachers’ perceptions and use of an outdoor quiz game for educational purposes. In this particular case, four teachers have collaborated on developing questions for the quizzing. We conducted mixed method ways of collecting data, surveys and semi-structured interviews. Our investigations have focused mainly on how the teachers perceive working on developing adequate questions for the quiz and how they perceive pupils may react to using the quiz game. We have also challenged the teachers on their perceptions of games for learning purposes in general and about being outdoor during class.

• Vold, Aud Tone; Slyman, Souad; Bergum, Svein & Kiønig, Linda Vibeke (2023). Entrepreneurs creating entrepreneurs – retailer supporting the forming of micro businesses. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 18(2), s. 899–904. doi: 10.34190/ecie.18.2.1855. Fulltekst i vitenarkiv Vis sammendrag

  Making clothes and developing your own brand of clothes may not be innovative although it is a sign of entrepreneurial behaviour. However, the entrepreneurship does not stop there. For some years now, a young man has been selling a clothing range, as well as collaborating with other brands, in order to help kids and youths coming from the same background as himself, i.e., surrounded by drugs and criminality. His idea is to catch the kids/youths before they start taking drugs, become addicted or commit a crime, and show them that there are other better ways to live their lives. He is working towards several new goals: One of them is to open a school where they not only learn “the ordinary curriculum”, but which also focuses on making a living for themselves and how to stand up for themselves. It is about adapting the schooling and learning to their life situation, rather than the children adapting to school. The earnings are not great (yet), but his eagerness to present the objective of the business has earned him some attention, not only among potential customers, but also with local and other authorities. His passionate and yet humble appearance appeals to customers and authorities. In addition to earning money to fund other youths, he also invests in them setting up micro businesses in order to become independent. In other words, his entrepreneurship skills have helped develop other entrepreneurs. In this paper, we will present the initial findings of our entrepreneur and his entrepreneurial achievements, characteristics and transformative style. We seek to explain the success behind such entrepreneurial activities using social entrepreneur and transformative leadership theories. We have conducted our first initial semi-structured interviews via zoom using interview guides and more research is planned for the next phase of our research.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Bergum, Svein; Wahl, Carl-Henrik; Haave, Hanne Marit & Kiønig, Linda Vibeke (2023). How a small-town enterprise delivers “worldwide” services – a case from the music production industry. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 18(2), s. 1087–1094. doi: 10.34190/ecie.18.2.1869. Fulltekst i vitenarkiv Vis sammendrag

  In Rena, a small town (approx. 2,500 inhabitants) in a small municipality (approx. 5,000 inhabitants), there is a rather small enterprise that has not only had a national impact, but also attracts international attention. The company has specialized in music production and developing singer/songwriters and are running a substantial number of “music camps” that are sessions lasting either a weekend or a week with different themes. With increasingly better equipment accessible to “everyone” and digital platforms with short access to the public, the competition regarding being spotted on the different music apps is high and increasing rapidly. In our paper, we have investigated how this company has made a living out of facilitating for the development of music. We have used qualitative methods, and primarily focussed on in-depth interviews with the employees and participants, as well as observations during sessions. Our results show that not only their business model, but also the structure and facilitation, is vital for developing products that may be published. The structure and facilitation have been developed over some time. During this time, the founder and colleagues have shown exceptional learning abilities, and not only developed as music producers, but also as facilitators. We have found some explanations for this success, not only from theory on innovation and entrepreneurship, but also in theory on Positive Deviance, which we will present in the paper. The combination of these directions has provided a richer understanding of how this small-town company has a worldwide customer database. The innovation capacity of the company has supported the development of the organization as they have been able to utilize their dynamic skills, hired staff with complimentary skills and through a leadership and management style managed to engage the staff by involving and including them in the strategic development of the organization and what they offer their customers. Their ability to attract and develop competency and their professionalism have contributed towards turning potential disadvantages to a part of what they offer the customers as a support and positive means to finish or enhance their products.

• Kiønig, Linda Vibeke; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Trajkovik, Vladimir; Videnovik, Maja & Braun, Robin (2022). Use of IT in Higher Education and Training - Social learning through outdoor quiz game app, 19th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728188836. doi: 10.1109/ITHET50392.2021.9759410. Fulltekst i vitenarkiv Vis sammendrag

  Learning in higher education is no longer by listening to a professor and handing in assignments. At the Inland Norway University of Applied Sciences, the Knowledge Management (KM) study programme has been developed over several years. From introducing Flipped Classroom, the development has been to make the students develop their own assignments based on the issues of KM they are able to unveil at their own workplaces. The practice on this is done by working to develop short cases to solve in the classroom rather than giving lectures. The lectures over the textbook and curriculum are provided by streaming video and podcasts and the students are encouraged to download and watch/listen prior to the seminars. A short introduction is provided at the start of the seminars, but not as elaborated as in the videos and podcasts. The students tend to stay indoors and work. To investigate how breaking up the indoor stay and to continue the learning process during a “break” outside, we have developed quizzes from the curriculum. They have to download an app and in groups solve the quizzes that pop up when they close in on the designated area on the map in the app. In the app, the areas are marked by icons in the shape of berries (blueberry, raspberry, cloudberry, etc.) on a map. They have to go to the area in order for the quiz to appear. The quizzes are up to now developed by the lecturers. The students have during the Covid-19 pandemic been working in solitude and thus lost the important factor of social learning. Attempts to make the students work in group have only to a certain extent been successful. As well as “black screens”, the number of students “fading out” when trying to divide the students into “breakoutrooms”, to support the social learning processes, are too high. Encouraging the students to go outside and work in groups to solve the quizzes allow the student to also discuss other issues than just the curriculum, and to get to know each other outside the classroom. The data are collected our data through in-depth interviews and group interviews with the students. The collected data will show how the students perceive a) to work on the quiz, b) to solve the quiz, c) to work in groups outside the classroom and how this support a) their learning outcome and b) their social learning situation.

• Videnovik, Maja; Dimova, Georgina; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovik, Vladimir (2022). Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology. JMIR Serious Games. 10(3). doi: 10.2196/32095. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to onlineteaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogicalapproaches and integrating different digital tools in the teaching process have become a priority in educational systems. Findinga way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible wayto establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes,is the use of game-based learning activities and gamification of different parts of the educational process.

• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2020). Increasing Quality of Learning Experience using Augmented Reality Educational Games. Multimedia Tools and Applications. ISSN 1380-7501. doi: 10.1007/s11042-020-09046-7. Fulltekst i vitenarkiv Vis sammendrag

  Adequate pedagogical approaches for integration of technology in the learning process create new opportunities for improving the quality of teaching and learning experiences, raising students’ interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students’ energy and enthusiasm for educational purposes. To increase the quality of experience of the learning process, elements of popular games (e.g., mobile games and augmented reality games) should be used in the educational context. This paper proposes methodological guideline that can be used for the integration of games in education. The methodological guideline defines the two steps process of creating educational games starting from students’ attitudes and needs, and then incorporates educational outcomes. As a case-study augmented reality educational games platform was designed to illustrate the possibilities and benefits of the proposed approach.

• Vold, Aud Tone; Kiønig, Linda Vibeke & Løvsletten, Per Anders (2019). Using AR in Higher Education – suggested use in the Real Estate Agency Study Program, 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728124643. doi: 10.1109/ithet46829.2019.8937344. Fulltekst i vitenarkiv Vis sammendrag

  Games, e.g. like Pokémon Go, use Augmented Reality (AR). The functionality that allows one to “see” an object through an application on a mobile phone, can also be used to test out the visual portrayal of e.g. where to put a sauna on a property. It separates itself from Virtual Reality (VR) by being a representation on top of the real world picture. VR portrays a complete virtual reality where all you can see is programmed. Since AR allow the real world to be the basis of the visual image, it provides us with a tool for different uses. Currently one uses AR to organize training for rescue operations at the Inland Norway University of Applied Sciences. Up to four different people can work in the same “world” at the same time with different vehicles; one can drive the police car, one can fly the helicopter, one can drive the ambulance, etc. All of the participants can sit in their own room and watch what the other “players” are doing in the same visual area. This provide the students with unique insight and training regarding e.g. crisis management. However, how can we support the students attending the Real Estate Study Program by using AR? One option is to place a building in an environment in order to “see” it in a particular setting. Can we cater for other needs by utilizing AR? This paper present a pre-study regarding using AR and we will here investigate the different ways AR may support the students in the Real Estate Study Program. We have discussed the use of AR with students and Real Estate Agents that may be our students’ future work places. We have investigated their needs, and have in the paper presented and proposed how AR can be a support in the education in order to support the worklife for our students. We also suggest how data can be collected from the different uses and support Knowledge Management processes in the Real Estate Agencies.

• Videnovik, Maja; Vold, Aud Tone; Kiønig, Linda Vibeke & Trajkovic, Vladimir (2019). Design Thinking Methodology for Increasing Quality of Experience of Augmented Reality Educational Games, 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781728124643. doi: 10.1109/ithet46829.2019.8937385. Fulltekst i vitenarkiv Vis sammendrag

  Integration of technology in education with adequate pedagogical approaches creates new opportunities or improving the quality of teaching and learning experiences, raising students' interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students’ collaboration, energy, and enthusiasm. In order to increase the quality of experience of the learning process, elements of popular games (e.g. mobile games and augmented reality games) should be used in the educational context. This paper describes how design thinking methodology can be used to propose a model for the integration of games in education. The methodology defines the process of creating educational games starting from students’ attitudes and needs and moving towards needed educational outcomes. As an example case study augmented reality prototype game was designed in order to illustrate the possibilities and benefits of the proposed methodology. The achieved results confirm that the proposed methodology ensures a powerful gaming experience and high-quality learning experience.

• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2018). Kahooting and Learning – a study from Macedonia and Norway. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Tøndel, Marte; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Does using real cases when educating health managers enhance relevance and learning outcome? The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 179–183. Fulltekst i vitenarkiv
• Tøndel, Marte; Kiønig, Linda Vibeke; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Students as co-developers of courses in higher education. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 448–453. Fulltekst i vitenarkiv
• Vold, Aud Tone; Løvsletten, Per Anders & Kiønig, Linda Vibeke (2018). Using facebook and a student developed quiz game in higher education. Proceedings of the European Conference on Social Media (ECSM). ISSN 2055-7213. s. 340–345. Fulltekst i vitenarkiv
• Schult, Ingunn; Tøndel, Marte; Kiønig, Linda Vibeke; Holen, Stig & Vold, Aud Tone (2018). Flipping the Classroom for Health Managers. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. s. 396–401. Fulltekst i vitenarkiv
• Løvsletten, Per Anders; Kiønig, Linda Vibeke; Fylking, Asta Cecilia Black & Vold, Aud Tone (2018). How Can Utilizing Social Media and Gamification Enhance Learning Outcome. Proceedings of the European Conference on Social Media (ECSM). ISSN 2055-7213. s. 142–146. Fulltekst i vitenarkiv
• Videnovic, Marina; Kiønig, Linda Vibeke; Vold, Aud Tone & Trajkovik, Vladimir (2018). Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway. I Trussell, H. Joel (Red.), 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538646236. doi: 10.1109/ITHET.2018.8424777. Fulltekst i vitenarkiv
• Vold, Aud Tone; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Venemyr, Geir Ove; Bakken, Bjørn T. & Kiønig, Linda Vibeke [Vis alle 7 forfattere av denne artikkelen] (2018). Flipped Gaming - testing three simulation games. I Trussell, H. Joel (Red.), 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538646236. s. 1–6. doi: 10.1109/ITHET.2018.8424622. Fulltekst i vitenarkiv
• Venemyr, Geir Ove; Bakken, Bjørn T.; Kiønig, Linda Vibeke; Ranglund, Ole Jørgen Stefferud; Holen, Stig & Haave, Hanne Marit [Vis alle 8 forfattere av denne artikkelen] (2017). Flipped gaming for enhanced learning outcome crisis preparedness courses, 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538639689. doi: 10.1109/ithet.2017.8067830. Fulltekst i vitenarkiv Vis sammendrag

  Preparing for crisis and incidents have gained an increased focus, also within the educational system. At The Inland University of Applied Sciences, Campus Rena, in Norway, a Bachelor study is developed to cater for the increased need for educating staff not only in municipalities, but also in private organizations. Regulations and governmental instructions have also created a void between staff that can and know how to handle crisis and staff that need to know how to handle crisis. In addition, the preparedness issue, in order to avoid crisis, has received a lot of attention. The study has until recently been a mix of ordinary classroom education and exercises, both live and table top exercises, both which is costly and time consuming both in planning and execution. Two years ago, some faculty staff and a small group of students started to look into using games for educational purposes. Some of the games were free ware and downloadable from the internet, another game was developed by Bohemia Interactive Simulations (https://bisimulations.com/). Combining using MeTracker (http://www.concordeproject.eu/index.php/results/developments/the-training-tools/1-metracker) for organizing the work during a training process, and the developed game, this has proved to be a powerful tool for learning about how to be prepared for and handle crisis. Even if the initial costs for development and licenses have been somewhat substantial, the tools will provide the students with a unique possibility of simulating crisis in a higher volume than what is possible using live exercises. So far, the faculty staff has developed the scenarios for the students to play. The change from this is now to use a game based environment to play scenarios developed by the students themselves. The students that have tested this is in the third year of their study and the preliminary feedback from the students on this approach has been positive. The paper presents the results from interviews and observations, looking to establish how this approach has supported an enhanced learning outcome. Preliminary results provide support to the ideas of using the students own backgrounds and starting the reflection processes earlier (than in “ordinary” exercises). Also letting the students be actors in their own scenario can contribute towards the learning outcome. This combination of utilizing a game based and computer-based environment, with a physical play sphere, in combination with a prior session with scenario development, can prove to be the next step in utilizing game based learning. The paper also present a theoretical reasoning for utilizing games, and discuss how developing scenarios support reflection processes that will in turn enhance learning outcomes from a course. Kolb’s experiential learning cycle in its original form provide valuable clues towards the processes that needs to be considered, and Donald Schön’s works regarding the “reflective practitioner” contributes to enhance the understanding of how the learning process and how we as faculty staff can support our students in becoming reflective practitioners that are better equipped to prevent and handle crisis.

• Vold, Aud Tone; Bergum, Svein; Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Bakken, Gisle & Kaloudis, Aris [Vis alle 7 forfattere av denne artikkelen] (2017). Student Input – A Case of an Extended Flipped Classroom, 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538639689. doi: 10.1109/ITHET.2017.8067801. Fulltekst i vitenarkiv Vis sammendrag

  The idea from Socrates about the knowledge being a part of the students' knowledge base or ability of combining accessible knowledge forms the backdrop for how the most recent course in Knowledge Management (spring of 2017) was conducted. The course is 7,5 ECTS and the students are primarily adults in a worklife. The course is net and seminar based, with three seminars per semester. During the seminars the concept of Flipped Classroom is used. This means that the students are provided with a recorded lecture in beforehand and only highlights are presented. The rest of the time during the seminar is used to activate the students through tasks and problem solving. However, the tasks are not predefined and prefabricated. The way this course is structured, the students themselves are giving the input to the tasks and assignments. This is based on the idea that the students themselves, coming from a worklife where knowledge management is a part of their every day worklife, should reflect upon their own practice. Also, it is important to share knowledge and by utilizing each students own experiences it is possible to enrich the “database” of cases or tasks for the students to solve and work with in order to incorporate the new theory from the course curriculum. Basing the problem solving on student input provide the lecturer AND the students with a richer knowledge base and case portfolio. This does, however, require some effort from the lecturers side. The input from the students are generally key words and fragments. The session is facilitated by the lecturer, encouraging the students to bring forward own experiences or situations they would like resolved, either real or fiction. The key words and fragments are discussed amongst the students and the lecturer makes notes on a blackboard or on a digital canvas (MS PowerPoint or similar). The students are given a break and the lecturer collects the key words and synthesizes this into a case. Upon the return of the students, they solve the cases in groups and discuss possible solutions and what theory that apply to the different aspects of the case. Then a plenary session is facilitated where a suggested solution is developed. During a one-day seminar three to four cases are developed as a “joint venture” amongst the students and the lecturer. The feedback from the students is very positive. They claim that this way of working strongly contributes to an enhanced learning outcome. Some students also report on utilizing knowledge acquired at these seminars back at their workplace. These are some results from the survey and interviews. This research will be presented in detail in the paper. We will also elaborate on how this way of flipping the classroom can be utilized in different courses and areas.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Kiønig, Linda Vibeke; Venemyr, Geir Ove & Lervik, Monica Johannesen [Vis alle 12 forfattere av denne artikkelen] (2017). Flipped Gaming: The Teachers Role When Using the Students as Content Providers. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 730–735. Fulltekst i vitenarkiv Vis sammendrag

  In order to activate students and make them active contributors in a class, the concept of “Flipped Classroom” has been used at several Universities, also at The Inland University of Applied Sciences Norway. Flipping the classroom and making the students contribute, and being active, has supported the students learning outcome. Generally, when using games for learning, the game scenario is either decided by the lecturer/teacher, or defined by the designers and/or producers of the game used. In this paper we will explore how the teachers/lecturers role changes when the scenarios to be played in the game environment are defined and developed by the students themselves. The methodological approach is mainly qualitative and the data are observations from gaming sessions, minutes from review processes and interviews with faculty staff responsible for the course. The paper will present how the lecturer/teacher changes role from being the center of attention and the provider of knowledge, to a facilitator that both empowe the students and enables the students to contribute towards developing increased understanding and enhanced learning outcome. By enabling the students to contribute in such a way, the support towards the reflection processes described by Donald Schön in his work “The reflective practitioner” from 1991, is being supported in all stages. The reflection before action is when they discuss and agree on scenario, they need to reflect in action upon action, and they need to reflect on action when finished gaming. These reflection processes need to be facilitated in order to support the learning process and when flipping the gaming, this is one of the roles of the facilitator; the lecturer/teacher. The paper will present a project called “Seed corn 2017 – Pedagogical Use of Games in Crisis Management Education”, using a course at The Inland Norway University of Applied Sciences, Campus Rena, Norway, and the results from the Research.

• Vold, Aud Tone; Kiønig, Linda Vibeke; Haave, Hanne Marit; Ranglund, Ole Jørgen Stefferud; Venemyr, Geir Ove & Bakken, Bjørn T. [Vis alle 9 forfattere av denne artikkelen] (2017). How Can User Generated Content in Games Foster Enhanced Learning Outcome. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. 1(1), s. 724–729. Fulltekst i vitenarkiv Vis sammendrag

  Games used for learning purposes, also called «serious games» have been a focus for research for several years. However, the content is either developed by pedagogues or game designers. This paper is investigating if using a «dewanian» take on the content development can enhance the learning outcome. Assuming, like in a Socratic dialogue, that the answers lie within the learners themselves, there is no reason as to why the content, or to be more precise; the scenarios, could be developed by the learners. Given a game environment, like a city, a port, or other geographical representation, what is happening there can be based on the learners input. In this way it is also possible for faculty staff to keep on track with the students perception of relevance to a present or future worklife. At The Inland University of Applied Sciences, Campus Rena, we have tested out making the students come up with scenarios depicting different crisis scenarios. These scenarios are then given to the game master for the game environment and played. The class that has tested this, were divided in two groups. Most of the students, though not all, have a background within crisis management, and all attend the 6th semester of their BA in Crisis Management study. Both groups handed in a scenario to the game master. The game master developed the scenario in the game environment and then the group that «owned» the scenario was playing out different issues. The other group were the responding units. When both groups’ scenarios were played, the groups met for an «after action review». The preliminary results show that this increased the realism in the gaming sessions. The paper will present an in-depth presentation of the course layout, and a complete review of the feedback from the students. The data is mainly qualitative and are based on observations and interviews with the students. Using games this way was indeed a ludic way of learning more about crisis. There were some issues that needed to be addressed, like the communication devices, but the total impression were positive. To be able to contribute with a scenario they had built on their own, they also found to be supportive of their learning process.

• Ranglund, Ole Jørgen Stefferud; Danielsen, Anette; Kiønig, Linda Vibeke & Vold, Aud Tone (2017). Securing Trust, Roles and Communication in E-Advising – Theoretical Inputs. The Electronic Journal of e-Learning (EJEL). 15(3), s. 211–219. Fulltekst i vitenarkiv Vis sammendrag

  Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face‑to‑face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct advising sessions online and using an online medium. The meeting between the student and advisor contains a number of factors; for example: eye contact, tone of voice and facial mimic. Many subtle features establish the relationship between the advisor and student. The student needs to communicate the assignment and to trust the advisor, at the other hand the advisor needs to be reassured that the student understand and trust the feedback. This paper discusses how written advising sessions can be undertaken using an online medium, and still maintain the roles, the trust and secure the communication.

• Vold, Aud Tone; Kiønig, Linda Vibeke & Ranglund, Ole Jørgen Stefferud (2017). Students as Content Producers: How Activating Students can Enrich an Online Course. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. s. 230–237. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Vold, Aud Tone; Kiønig, Linda Vibeke; Bjurstrøm, Erik & Holen, Stig (2016). Using Games to Detect Positive Deviance in Crisis Training. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 547–551. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke; Venemyr, Geir Ove; Wenstad, Morten; Granlien, Petter & Klevhus, Anders [Vis alle 7 forfattere av denne artikkelen] (2016). Training For Crisis Using Games: Testing of Game Based Technology "in The Making". Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 722–728. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen; Ergan, Martina Anna; Vold, Aud Tone; Strand, Mona & Kiønig, Linda Vibeke (2016). The Flipped Virtual Classroom: A Room for Involvement and Engagement. European Conference on e-Learning. ISSN 2048-8637. 2016-January, s. 416–423. Fulltekst i vitenarkiv
• Holen, Stig; Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke & Vold, Aud Tone (2016). KM Strategies Taught for Crisis Preparedness. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. s. 380–386. Fulltekst i vitenarkiv Vis sammendrag

  Knowledge Management (KM) is about capturing, distributing and making sense and use of knowledge, as stated by Davenport (1994).Teaching students about how to capture what data, distributing what data and how to make sense and use which knowledge, has become increasingly important as the organizations, both in the private and public sector, have seen the benefits of KM. One area that has singled itself out in Norway, particularly after the terror strike of 22.July 2011, is the need for being prepared for crisis. Both in municipalities and in organizations, the need for capturing, distributing and making sense and use of knowledge that can contribute to avoiding crisis of any kind has become a significant area of interest. However, it is not only about capturing, distributing and making sense and use of knowledge, we claim. It is also about making students capable of capturing, distributing and making sense and use of the knowledge. We have thus seen the need for enabling by empowering the students and provide them with knowledge on how to be able to conduct KM. The paper will describe how this is undertaken in a course at Hedmark University of Applied Science. The main feature is about providing the students with knowledge on how to discover, analyze and handle cases. It is explained how the students are trained to discover, discuss, analyze and handle different cases plenary in smaller and larger groups. The data the paper is based on are collected by group interviews. The students report on increased Learning outcome and being more qualified to solve, and prevent, issues (like potential crisis) in their own organization. Both researchers and students have used member checking to validate and secure credibility and improve the accuracy of the data.

• Holen, Stig; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Granlien, Petter & Klevhus, Henrik [Vis alle 7 forfattere av denne artikkelen] (2016). Learning Systems Thinking by Using a Commercial Game. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 278–283. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Holen, Stig; Vold, Aud Tone; Venemyr, Geir Ove & Bakken, Bjørn T. [Vis alle 7 forfattere av denne artikkelen] (2016). Using Games for Teaching Crisis Communication in Higher Education and Training. I N, N (Red.), 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET),ITHET 2016, September 8-10, 2016, Istanbul, Turkey. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509007776. doi: 10.1109/ITHET.2016.7760752. Fulltekst i vitenarkiv Vis sammendrag

  Abstract: Terror actions and catastrophes are frequently described in media. As more and more countries experience terror actions and natural disasters, there has been a greater focus on learning how to handle and to manage them. In Norway on the 22nd of July 2011, Anders Behring Breivik placed a bomb in a car that exploded near the Governmental Offices killing 8 persons. He went on to an island where there was a political camp for youths killing another 67. The rescue operations unveiled an unprepared task force. The Gjrv-report provide a massive critique towards the call out services [1]. This kicked off a major work on updating safety routines in all municipalities. The municipalities are now obliged to have a plan for crisis preparedness [2]. This again triggered the need for education within the area of crisis preparedness, crisis training and crisis management. Hedmark University of Applied Science now offers different study programs, including a BA within these areas. It is, however, very expensive to train realistically and the need for different approaches regarding training has been discussed. One of the solutions that the University is currently working on, is the use of games. Game based learning, also called “serious games”, has become an academic genre and using games for learning and training has proven fruitful [3-12]. In the military, games have been used for simulation purposes [13] and spin offs from these have also reached a commercial market [14, 15]. Using games in education opens up a range of opportunities. One of them is within the area of Crisis Communication. Crisis Communication as a curriculum is about how to approach the area of crisis communication, understanding the key concepts and develop skills within the curriculum. Games that support communication between the gamers can for instance contribute towards a greater understanding of communication in a crisis situation. What is needed to communicate and how messages are received, in order to support handling a crisis, are amongst the concrete learning objectives one can attribute towards this type of training. To use games to support the hands on training can thus provide the learners with valuable know how, and support their learning outcome. The learning from this will be beneficial to the organizations they work in as they will have an experience that will aid them in the work on planning for and preparing for crisis in their own organizations.

• Løvsletten, Per Anders; Kiønig, Linda Vibeke & Galtung, Andreas (2016). Meeting the demand of research based education in higher edcation and training — A case from real estate education. I N, N (Red.), 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET),ITHET 2016, September 8-10, 2016, Istanbul, Turkey. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509007776. doi: 10.1109/ITHET.2016.7760749. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Vold, Aud Tone & Braun, Robin (2016). Exploring positive deviance for enhancing learning outcomes in higher education and training. I N, N (Red.), 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET),ITHET 2016, September 8-10, 2016, Istanbul, Turkey. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509007776. doi: 10.1109/ITHET.2016.7760748. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Danielsen, Anette; Kiønig, Linda Vibeke & Vold, Aud Tone (2016). Securing Trust, Roles and Communication in e-Advising. European Conference on e-Learning. ISSN 2048-8637. s. 570–574. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2015). Exploring for possibilities of using "positive deviance" for enhancing crisis training in municipalities. Society for Design and Process Science. ISSN 1090-9389. Fulltekst i vitenarkiv Vis sammendrag

  This study is about using “positive deviance” (Singhal, Buscell, & Lindberg, 2010) regarding more effective crisis training in municipalities. We claim that by using the municipalities own “best practices” and although finding the problem definition, stress the importance of focusing on the solutions found within the municipality, and amplifying these success practices. This paper will explore the theoretical possibilities that lie in the use of “positive deviance” and present some examples from Norwegian municipalities, where this could have been implemented. The paper will also propose and present a pre-study regarding crisis training in a Norwegian municipality, using “positive deviance” as method for enhanced crisis training

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• Vold, Aud Tone & Kiønig, Linda Vibeke (2023). HyFlex learning as support for lifelong learning. Fulltekst i vitenarkiv
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• Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Kiønig, Linda Vibeke & Vold, Aud Tone (2021). Higher education opportunities to contribute to HRM that supports sustainability, democratic attitudes and inclusion - development through student involvement. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke & Løvsletten, Per Anders (2019). Using AR in Higher Education – suggested use in the Real Estate Agency Study Program. Fulltekst i vitenarkiv
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• Vold, Aud Tone; Kiønig, Linda Vibeke; Videnovik, Maja & Trajkovic, Vladimir (2018). Learning From Games – a Teacher Perspective -a study Macedonia and Norway. Fulltekst i vitenarkiv
• Videnovik, Maja; Trajkovic, Vladimir; Kiønig, Linda Vibeke & Vold, Aud Tone (2018). Kahooting and Learning – a study from Macedonia and Norway. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2018). Does Using Real Cases when Educating Health Managers Enhance Relevance and Learning Outcome? Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2018). Use of Simulations and Games Based Educational Tools. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke; Trajkovic, Vladimir & Videnovik, Maja (2018). Gaming and Learning - a Case Study from Macedonia and Norway based on a Macedonian Developed Framework. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2017). Student Input – A Case of Extended Flipped Classroom. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2017). How Can User Generated Content in Games Foster Enhanced Learning Outcome. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2017). Flipped Gaming: The Teachers Role When Using the Students as Content Providers. Fulltekst i vitenarkiv
• Vold, Aud Tone & Kiønig, Linda Vibeke (2017). Flipped Gaming for Enhanced Learning Outcome in the Crisis Preparedness Courses. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Danielsen, Anette & Vold, Aud Tone (2017). Remediating learning – utilizing the online medium for oneline Learning. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Vold, Aud Tone & Braun, Robin (2016). The Effect of Focusing on Poisitive Deviance in Higher Education. Fulltekst i vitenarkiv
• Løvsletten, Per Anders; Kiønig, Linda Vibeke & Galtung, Andreas (2016). Meeting the demand of research based education in higher edcation and training — A case from real estate education. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Vold, Tone & Braun, Robin (2016). Exploring positive deviance for enhancing learning outcomes in higher education and training. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke; Venemyr, Geir Ove; Wenstad, Morten; Granlien, Petter & Klevhus, Anders [Vis alle 7 forfattere av denne artikkelen] (2016). Training For Crisis Using Games: Testing of Game Based Technology "in The Making". Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke & Holen, Stig (2016). Knowledge Management (KM) and Positive Deviance (PD); How to Utilize PD for KM Purposes. Fulltekst i vitenarkiv
• Kiønig, Linda Vibeke; Løvsletten, Per Anders; Galtung, Andreas & Vold, Aud Tone (2016). Meeting the Demands of Research Based Education in Higher Education and Training. Fulltekst i vitenarkiv

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