Niklas Humble

Publikationer

Artiklar i tidskrifter
Doktorsavhandlingar, sammanläggningar
Kapitel i böcker, del av antologier
Konferensbidrag
Rapporter
Övrigt

Artiklar i tidskrifter

Humble, N. (2025). Higher Education AI Policies : A Document Analysis of University Guidelines. European Journal of Education, vol. 60: 3  

Humble, N. , Boustedt, J. , Holmgren, H. , Milutinovic, G. , Seipel, S. & Östberg, A. (2024). Cheaters or AI-Enhanced Learners : Consequences of ChatGPT for Programming Education. Electronic Journal of e-Learning, vol. 22: 2, ss. 16-29.  

Brodén, K. , Johansson, J. , Bergkvist, L. , Humble, N. & Mozelius, P. (2024). Design Principles for a Higher Education Course Focusing on Lifelong Learning. The Electronic Journal of e-Learning (EJEL), vol. 22: 7, ss. 31-39.    

Humble, N. (2024). Risk management strategy for generative AI in computing education : How to handle the strengths, weaknesses, opportunities, and threats?. International Journal of Educational Technology in Higher Education, vol. 21: 1  

Humble, N. (2023). A conceptual model of what programming affords secondary school courses in mathematics and technology. Education and Information Technologies, vol. 28: 8, ss. 10183-10208.  

Mozelius, P. & Humble, N. (2023). Educational Game Design for Girls and Boys : Towards an Inclusive Conceptual Model for Learning Programming. EAI Endorsed Transactions on Creative Technologies, vol. 10  

Humble, N. (2023). Future paths for GIS in K-12 education : A review of possibilities and constraints. European Journal of Geography, vol. 14: 3, ss. 79-88.  

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, ss. 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, ss. 89-98.  

Humble, N. (2022). Teacher observations of programming affordances for K-12 mathematics and technology. Education and Information Technologies, vol. 27: 4, ss. 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, ss. 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, ss. 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, ss. 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, ss. 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, ss. 427-445.    

Doktorsavhandlingar

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

Kapitel i böcker, del av antologier

Mozelius, P. , Fernándes Manjón, B. , Pechuel, R. , Humble, N. , Sällvin, L. , Reis-Andersson, J. & Kreuzberg, T. (2025). Desenvolvimento de um jogo educativo divertido sobre programação fundamental de programacao : Projeto para inclusao e-learning analytics. I Educação no século XXI : Perspectivas Contemporâneas sobre Ensino-Aprendizagem. Brazil : Editora Artemis. S. 181-193.    

Humble, N. , Mozelius, P. & Sällvin, L. (2021). Olika programmeringsverktyg och lärares fortbildning : Hinder och möjligheter. I Programmering i skolmatematiken : möjligheter och utmaningar. Lund : Studentlitteratur AB. S. 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. I Education Applications & Developments V : Advances in Education and Educational Trends. Portugal : inScience Press (Advances in Education and Educational Trends Series). S. 117-126.  

Konferensbidrag

Cajander, Å. , Bergqvist, A. , Clear, T. , Daniels, M. , Humble, N. , Lárusdóttir, M. , Normark, M. & Ouhbi, S. (2025). AI and Work Engagement : A Study of IT Professionals Through the Lens of Self-Determination Theory. I Human Work Interaction Design. Sustainable Workplaces by Design : IFIP WG 13.6 and WG 13.5 Joint Working Conference, HWID 2024, Milan, Italy, September 5–6, 2024, Revised Selected Papers. Cham : (IFIP Advances in Information and Communication Technology). S. 143--157.  

Clear, T. , Cajander, Å. , Clear, A. , McDermott, R. , Daniels, M. , Divitini, M. , Forshaw, M. , Humble, N. & et al. (2025). AI Integration in the IT Professional Workplace : A Scoping Review and Interview Study with Implications for Education and Professional Competencies. I ITiCSE 2024.. S. 34--67.  

Humble, N. (2025). AI Policies at Swedish Universities : What are the Guidelines for Higher Education?. I 3rd Symposium on AI Opportunities and Challenges (SAIOC 2025) : The march of AI as a facilitator of change.

Humble, N. , Cajander, Å. , Daniels, M. , Nordén, L. & Ouhbi, S. (2025). Generative AI in the Professional IT Landscape and its Implications for Higher Education. I Teknisk-naturvetenskapliga fakultetens universitetspedagogiska konferens (TUK 2025).

Humble, N. & Cajander, Å. (2025). Rethinking Generative AI in Human-Computer Interaction : Review of Affordances, Constraints, and Implications. I Proceedings of the 2nd International Conference on Education Research (ICER 2025). (International Conference on Education Research). S. 50--58.  

Clear, T. , Cajander, Å. , Clear, A. , Mcdermott, R. , Bergqvist, A. , Daniels, M. , Divitini, M. , Forshaw, M. & et al. (2024). A Plan for a Joint Study into the Impacts of AI on Professional Competencies of IT Professionals and Implications for Computing Students. I Proceedings of the 2024 on Innovation and Technology in Computer Science Education.. S. 757--758.  

Humble, N. (2024). AI Supported Game Development : Exploring Opportunities and Challenges. Paper presented at the 2nd Symposium on AI Opportunities and Challenges (SAIOC): An avalanche of AI to radically change Society, 18 June, 2024, Online

Calvo-Morata, A. , Humble, N. , Mozelius, P. , Pechuel, R. & Fernández-Manjón, B. (2024). Games for coding to attract new students to STEM. I 2024 IEEE Global Engineering Education Conference (EDUCON).    

Humble, N. & Mozelius, P. (2024). Generative Artificial Intelligence and the Impact on Sustainability. I Proceedings of the 4th International Conference on AI Research, ICAIR 2024. Reading, UK : . S. 175--182.    

Sällvin, L. , Mozelius, P. , Humble, N. , Calvo-Morata, A. , Fernández-Manjón, B. , Pechuel, R. & Kreuzberg, T. (2024). On Design of Inclusive and Enjoyable Educational Games : The Gaming4Coding Concept. I INTED2024 Proceedings. Valencia, Spain : (INTED2024 Proceedings)  

Mozelius, P. & Humble, N. (2024). On the Use of Generative AI for Literature Reviews : an Exploration of Tools and Techniques. I 23^rd European Conference on Research Methodology for Business and Management Studies : ECRM 2024. Porto : . S. 161--168.    

Humble, N. (2024). Play my thesis : Opportunities and Limitations of Building Serious Games with AI. I Proceedings of the 4th International Conference on AI Research, ICAIR 2024. (Proceedings of the International Conference on AI Research, ICAIR). S. 165--174.  

Humble, N. & Mozelius, P. (2024). The Impact of Artificial Intelligence on Cognitive Load in Computing Education. I Proceedings of the 19th SweCog Conference. (Skövde University Studies in Informatics). S. 23--26.

Sällvin, L. , Mozelius, P. & Humble, N. (2023). 3 Games 4 Coding – Do girls feel welcome?. I INTED2023 Proceedings. (INTED Proceedings). S. 4612--4620.  

Humble, N. (2023). A lifelong learning perspective on artificial intelligence : What do we need to know?. I ICERI2023 Proceedings. (ICERI2023 Proceedings)  

Mozelius, P. , Sällvin, L. & Humble, N. (2023). An Educational Escape Room for Computational Thinking : Defining the Requirements. I Education and New Developments 2023 – Volume II : Proceedings of Education and New Developments 2023. Lisboa : . S. 190--194.  

Humble, N. & Mozelius, P. (2023). Design science for Small Scale Studies : Recommendations for Undergraduates and Junior Researchers. I European Conference on Research Methodology for Business and Management Studies.. S. 87--92.  

Mozelius, P. , Pechuel, R. , Fernández -Manjón, B. , Kreuzberg, T. , Humble, N. & Sällvin, L. (2023). Development of an Enjoyable Educational Game on Fundamental Programming : Designing for Inclusion and Learning Analytics. I Proceedings of the 17th European Conference on Games Based Learning.. S. 435--442.  

Humble, N. , Mozelius, P. & Sällvin, L. (2023). Need-Based Game Design : Developing a CT Game Based on Educational Needs. I Proceedings of the 17th European Conference on Games Based Learning.. S. 269--277.  

Bergkvist, L. , Ahlin, K. , Humble, N. , Mozelius, P. & Johansson, J. (2023). Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens. I Proceedings of the 22nd European Conference on e-Learning : ECEL 2023.. S. 25--32.  

Brodén, K. , Bergkvist, L. , Humble, N. , Mozelius, P. & Johansson, J. (2023). Redesigning Technology Enhanched Professional Development to Facilitate Lifelong Learning. I ICERI2023 Proceedings. Sevilla, Spain : . S. 604--611.  

Humble, N. , Boustedt, J. , Holmgren, H. , Milutinovic, G. , Seipel, S. & Östberg, A. (2023). The consequences of ChatGPT for programming education : Cheating or AI-enhanced learning?. I Symposium on AI Opportunities and Challenges : Education will never be the same again.. S. 15--16.

Fuentes-Martinez, A. , Ekström, S. & Humble, N. (2023). Why do children learn programming? : A literature review of contemporary research. I Proceeding of the 17th annual International Technology, Education and Development Conference (INTED 2023). Valencia, SPAIN :

Humble, N. & Mozelius, P. (2022). Content Analysis or Thematic Analysis : Similarities, Differences and Applications in Qualitative Research. I 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). S. 76--81.    

Mozelius, P. & Humble, N. (2022). Design Factors for an Educational Game where Girls and Boys Play Together to Learn Fundamental Programming. I 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. I Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022). Reading, UK : . S. 396--402.  

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

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

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

Humble, N. & Mozelius, P. (2021). Computational Moral Support in Crisis Management : The Idea of Facilitating Decision Making. I 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. I 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. I 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 : . S. 210--217.    

Humble, N. (2021). The Development of Computational Thinking Concepts in Course Participants’ Programming Solutions. I 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. I 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 : . S. 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. I 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)). S. 359--367.    

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

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

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

Humble, N. & Mozelius, P. (2019). Artificial Intelligence in Education - a Promise, a Threat or a Hype?. I 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 : . S. 149--156.    

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

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

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

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

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

Humble, N. & Mozelius, P. (2019). Teacher-supported AI or AI-supported teachers?. I 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 : . S. 157--164.    

Rapporter

Humble, N. (2025). Understanding Generative AI in the Professional IT Landscape. Uppsala University

Övrigt

Humble, N. , Moelius, P. & Sällvin, L. (2024). Matte, programmering, spel och framtiden : Svensk förening för MatematikDidaktisk Forskning - SMDF. (SMDFbladet).

Humble, N. (2023). Framtiden för GIS i skolan : Möjligheter och utmaningar : Geografiska Notiser..

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