Øystein Olav Skaar

• Øen, Kristian; Krumsvik, Rune Johan & Skaar, Øystein Olav (2024). Development of inclusive practice – the art of balancing emotional support and constructive feedback. Frontiers in Education. ISSN 2504-284X. 9, s. 1–9. doi: 10.3389/feduc.2024.1281334.
• Krumsvik, Rune Johan & Skaar, Øystein Olav (2023). Digital kompetanse, vaksinemotstand, KI og pandemisk risikopersepsjon. I Krumsvik, Rune Johan (Red.), Digital kompetanse i KI-samfunnet. Et blikk på hvordan kunstig intelligens preger livene våre. Cappelen Damm Akademisk. ISSN 978-82-02-78203-0. s. 257–279.
• Øen, Kristian; Krumsvik, Rune Johan & Skaar, Øystein Olav (2023). Inclusion in the heat of the moment: Balancing participation and mastery. Frontiers in Education. ISSN 2504-284X. 8, s. 1–14. doi: 10.3389/feduc.2023.967279. Fulltekst i vitenarkiv Vis sammendrag

  Individual and social explanatory models provide different frameworks for teachers’ practice. This study addresses how teachers’ understanding of inclusion and challenging behaviors affects their work with an inclusive practice in school. The chosen research design can be characterized as a qualitatively driven mixed-method case design, and the data collection was based on an explorative sequential design. All teachers from two schools that both have a vision linked to being inclusive were invited to participate, and the first five teachers who signed up from each school were included in this study. The data are based on interviews with and observations of 10 teachers as well as a survey conducted at 16 schools in Western Norway distributed across eight different municipalities. Based on an inductive analysis, the findings show that physical participation in the classroom is central to teachers’ understanding of inclusion. At the same time, they emphasize the importance of social and academic mastery. The study, nevertheless, shows that classroom participation and coping can conflict with each other. This means that teachers must often balance different considerations related to both practical and ethical dilemmas. When they encounter challenging behavior, they are additionally forced to make assessments in stressful situations. It is also in these situations that the underlying and often unconscious explanatory models provide the greatest guidance for the teachers’ decisions. Nevertheless, decision-making in stressful situations seems to be an almost absent topic in both teacher training and the professional community in schools. The authors of this article, therefore, argue that decision-making in stressful situations seems to be underestimated in the work on developing inclusive practices.

• Skaar, Øystein Olav & Reber, Rolf (2022). Alone or together: The role of gender and social context prior to Aha-experiences. Scandinavian Journal of Psychology. ISSN 0036-5564. 64(3), s. 302–313. doi: 10.1111/sjop.12883. Fulltekst i vitenarkiv Vis sammendrag

  Prior research indicates that boys show more interest in science, technology, engineering, and mathematics (STEM) than girls do. Given that Aha- experiences yield positive affect and increase interest, the question arises whether there are gender differences in Aha-experiences that could help explain the gender differences in interest. Derived from social role theory, we hypothesized that men report having Aha-experiences alone, whereas women report having Aha-experiences together with others. In a retrospective survey study comprising three independent samples (N = 899), we conducted chi-square analyses to explore the relationship of gender, social context (alone; not alone), domain, and situational interest. Across all participants, we found that men were more probably alone and women more probably together with others when they had an Aha-experience. More fine-grained analyses revealed that the effect was especially pronounced when the Aha-experience increased situational interest within STEM or the personal domain. The study suggests that social context played a different role in the occurrence of Aha-experiences in men and women. We discuss the implications of our findings for STEM instruction at school.

• Skaar, Øystein Olav (2022). Paradigmekrig – den omstridde kombinasjonsforskinga . I Thuen, Harald; Myklestad, Synnøve & Vik, Stine (Red.), Pedagogikkens idé og oppdrag. Fagbokforlaget. ISSN 9788245040883. s. 279–293. doi: 10.55669/oa010316. Vis sammendrag

  Ved slutten av det førre milleniet, og i kjølvatnet av det noverande, har kombinasjonsforsking (av engelsk mixed research) fått ei auka oppslutning innan pedagogisk forsking. Parallelt med denne prosessen har det vore ein pågåande diskusjon kring både praktiske og vitskapsteoretiske utfordringar knytt til bruken av ei slik tilnærming. Medan enkelte hevdar at kombinasjonsforsking er utenkjeleg, at ulike metodar og vitskapsteoretiske ståstadar ikkje kan foreinast, er det andre som meiner at det kan vere starten for eit nytt vitskapeleg paradigme. Dette kapittelet ser nærare på kva som ligg til grunn for desse syna, og tar utgangspunkt i problemstillinga, kva karakteriserer kombinasjonsforsking, og i kva grad kan tilnærminga seiast å vere eit paradigme i pedagogisk forsking? For å kunne svare på spørsmålet lyt ein avklare paradigmeomgrepet. Dertil vil det vere naudsynt å presentere eit vitskapsteoretisk oversyn av tilhøvet mellom den kontinentale og den britisk-amerikanske pedagogikken, mellom dei tonegivande og polariserande retningane ein gjerne omtalar som konstruktivisme og positivisme og dertil kvalitativ og kvantitativ forsking. Teksten posisjonerer seg innan det ein omtalar som dialektisk pluralisme, og formålet er såleis å presentere eit alternativ til pragmatismen som har vore det rådande forskingsparadigmet assosiert med kombinasjonsforsking.

• Krumsvik, Rune Johan; Skaar, Øystein Olav; Røkenes, Fredrik Mørk; Solstad, Stein Helge & Høydal, Kjetil L (2022). Experiences of WNGER II Ph.D.Fellows During the COVID-19 Pandemic – A Case Study. Frontiers in Education. ISSN 2504-284X. 7. doi: 10.3389/feduc.2022.860828. Fulltekst i vitenarkiv
• Krumsvik, Rune Johan & Skaar, Øystein Olav (2022). Infodemi og pandemisk risikopersepsjon. Tidsskrift for Norsk Psykologforening. ISSN 0332-6470. 59(3), s. 192–197. Fulltekst i vitenarkiv Vis sammendrag

  Subkulturer som finner fellesskap gjennom konspirasjonsteorier, kan forklare noe av den pågående vaksinemotstanden internasjonalt. For fremtidig kriseberedskap blir det viktig å kartlegge hvordan digitalt utenforskap spiller inn på dette bildet.

• Skaar, Øystein Olav & Reber, Rolf (2020). Motivation through insight: the phenomenological correlates of insight and spatial ability tasks. Journal of Cognitive Psychology. ISSN 2044-5911. 33(6-7), s. 631–643. doi: 10.1080/20445911.2020.1844721. Fulltekst i vitenarkiv Vis sammendrag

  In an experiment (n = 430), grounded in an integrative fluency account of the phenomenology of the Aha-experience, we tested the assumption that problem solving through insight is distinct from other strategies of problem-solving in that the affective response invoked by Aha-experiences is more influential than other solution strategies on motivational processes. Results indicated that insight tasks, compared to non-insight tasks, had the strongest affective and motivational outcomes both during and after task solution. Moreover, for insight tasks, sudden insight was the strongest predictor of correct solutions. Interestingly, step-by-step and guessing strategies were positive and negative predictors, respectively, of correct solutions. Finally, only trial and error significantly predicted correct solutions for non-insight tasks. We argue that solution strategies are not mutually exclusive. However, some strategies are more frequently used and possibly more adapted to different types of tasks. The study supports the integrative fluency account and motivational outcomes of Aha-experiences.

• Krumsvik, Rune Johan & Skaar, Øystein Olav (2020). Schooling, educational technology and teachers’ everyday practice in Norway . I Noblit, George W. (Red.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.903.
• Skaar, Øystein Olav & Reber, Rolf (2019). The phenomenology of aha-experiences. Motivation Science. ISSN 2333-8113. 6(1), s. 49–60. doi: 10.1037/mot0000138.
• Folgerø, Per Olav; Hodne, Lasse; Johansson, Christer; Andresen, Alf Edgar; Sætren, Lill Charlotte & Specht, Karsten [Vis alle 8 forfattere av denne artikkelen] (2016). Effects of facial symmetry and gaze direction on perception of social attributes: A study in experimental art history. Frontiers in Human Neuroscience. ISSN 1662-5161. 10:452(2016). doi: 10.3389/fnhum.2016.00452. Fulltekst i vitenarkiv
• Skaar, Øystein Olav & Krumsvik, Rune Johan (2015). Multimedia discrepancies - plenary lectures as perceived by students. UNIPED. ISSN 1500-4538. 38(1), s. 53–73. doi: 10.18261/ISSN1893-8981-2015-01-05. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen ynskjer å skildre studentar i høgare utdanning sine haldningar til og oppfatningar av førelesing, og særskilt bruk av multimodale presentasjonsprogram (t.d. PowerPoint) og tradisjonell tavleundervising. Det vart utvikla to haldningsskalaar med fire påstandar, for å måle studentane sine oppfatningar av (1) undervisingsstruktur, (2) læringsutbytte, (3) motivasjon til å delta på undervising og (4) interaksjon mellom studentar og forelesar når ein av to undervisingsmedium vart brukt. Studentar (N = 174, 94,8% fullføringsrate) frå anten Universitetet i Bergen eller Norsk Lærarakademi (NLA) vart spurde om ta del i ein eksplorativ studie som tok i bruk eit personleg responssystem («clickers»). Studien gir indikasjonar på at mange studentar ynskjer meir bruk av komplekse multimodale presentasjonar, som inkluderer animasjonar og/eller videoar. Samstundes er positive haldningar til multimodale presentasjonsprogram avhengig av studenten sitt føretrekte undervisingsformat og studenten si oppfatning av forelesar sin digitale og didaktiske kompetanse.

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• Skaar, Øystein Olav (2024). A Call for Bildung: Addressing the Challenges of a Digitalized Education. Nordic Journal of Digital Literacy. ISSN 1891-943X. 19(2), s. 101–111. doi: 10.18261/njdl.19.2.4. Vis sammendrag

  This article examines the integration of technology in education, with a particular focus on the adoption of emerging technologies. It outlines the historical cycle of enthusiasm and skepticism associated with educational technologies, dating back to early proponents such as B.F. Skinner. The contention is that the current discourse is predominantly shaped by psychological perspectives, suggesting that Bildung—a tradition that encompasses more than just the concept of learning—could offer a complementary and more comprehensive view. The analysis includes two recent reports: one addressing the digitization of primary education, and the other discussing learning analytics and adaptive learning in Norway. These cases highlight the gap between the perceived and actual affordances of educational technologies. They also expose fragmented empirical evidence and a lack of theoretical grounding. The article further describes a practical Bildung-centered approach for understanding emergent technologies, using large language models as an example. It concludes by invoking dialectical pluralism as a bridge between different understandings of both technology and education.

• Stalheim, Odd Rune; Hembre, Oda Julie; Skaar, Øystein Olav & Michaelsen, Eloisa (2023). DigitalInnSights- To play or not to play?
• Skaar, Øystein Olav (2023). c2z: a Reference Manager. Vis sammendrag

  The software aims at obtaining total dominion over Cristin (Current Research Information SysTem in Norway) and Zotero. The package enables manipulating Zotero libraries using R. Import, in batch, references from Cristin, regjeringen.no, CRAN, ISBN (currently, Alma and Library of Congress), and DOI (currently, CrossRef and DataCite) to a Zotero library. Add, edit, copy, or delete items, including attachments and collections, and export references to BibLaTeX (and other formats) directly in R.

• Skaar, Øystein Olav & Nilsen, Gaute Rydland (2022). The Black Void: Students’ perceived learning outcome from remote teaching .
• Skaar, Øystein Olav (2022). Samarbeid om godt psykososialt barnehagemiljø.
• Krumsvik, Rune Johan & Skaar, Øystein Olav (2022). Stipendiaters erfaringer under pandemien. Morgenbladet. ISSN 0805-3847.
• Krumsvik, Rune Johan; Skaar, Øystein Olav & Røkenes, Fredrik Mørk (2021). Når fysisk nærvær blir fjernvær. Dagens medisin. ISSN 1501-4290.
• Krumsvik, Rune Johan & Skaar, Øystein Olav (2021). Koronapandemien - og de beste blant oss. Dagens medisin. ISSN 1501-4290.
• Krumsvik, Rune Johan; Røkenes, Fredrik Mørk & Skaar, Øystein Olav (2020). Peer review.
• Krumsvik, Rune Johan & Skaar, Øystein Olav (2020). Kappen i en doktorgrad .
• Skaar, Øystein Olav (2018). bfw: Bayesian Framework for Computational Modeling. Vis sammendrag

  Derived from the work of Kruschke (2015), the present package aims to provide a framework for conducting Bayesian analysis using Markov chain Monte Carlo (MCMC) sampling utilizing the Just Another Gibbs Sampler ('JAGS', Plummer, 2003). The initial version includes several modules for conducting Bayesian equivalents of chi-squared tests, analysis of variance (ANOVA), multiple (hierarchical) regression, softmax regression, and for fitting data (e.g., structural equation modeling).

• Skaar, Øystein Olav & Reber, Rolf (2017). Gender differences in Aha-Experiences.
• Skaar, Øystein Olav & Reber, Rolf (2016). Insight and Attitudes: Understanding the Aha-experience.
• Skaar, Øystein Olav (2016). Forskingsbasert multimedialæring. I Krumsvik, Rune Johan (Red.), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISSN 9788215020495. s. 214–235.
• Skaar, Øystein Olav (2015). Aha-experiences and interest in mathematics education.
• Skaar, Øystein Olav (2014). Den misforståtte digitale kompetansen. NRK Ytring. Vis sammendrag

  Om vi skal vere heilt ærlege treng elevane digital kompetanse. Og det er ikkje det same som at elevar skal bruke PC til ei kvar oppgåve.

• Skaar, Øystein & Krumsvik, Rune Johan (2013). Digital læring i førelesingar. På Høyden - nettavis for Universitetet i Bergen.
• Skaar, Øystein Olav & Reber, Rolf (2019). Moments of Brilliance: Understanding the Aha-experience through Bayesian Statistics. Universitetet i Oslo. Vis sammendrag

  Regarded as the product of prolonged and sustained efforts, creativity is still often associated with the rare moments when a solution to a problem suddenly bursts into consciousness: the hallmark of sudden insight. The present thesis aims to provide evidence for a better understanding of the phenomenology connected with these moments, colloquially termed as the Aha-experience. Founded on an integrative fluency account, linking sudden insight to the ease with which information is processed, positive affect and subjective certainty in the newfound solution, the thesis delves into different aspects of educational, cognitive, personality and social psychology, providing diverse and new understanding of motivation and creativity associated with the Aha-experience.

• Skaar, Øystein Olav & Krumsvik, Rune Johan (2013). The Multimedia Expanse. Universitetet i Bergen. Vis sammendrag

  The purpose of this study was to examine students' attitudes toward multimodal presentations (AtMP) and traditional lectures (AtTL). A literature review of current research on this topic suggests that students generally have more positive attitudes toward the former rather than the latter, but few of these studies has a focal point on different study programmes and students within hard and soft sciences. Similarly, media literacy and technology ambivalence is seldom seen in relation with students' perception of instructional mediums, and the distinction between methods and mediums seems to be mostly ignored. Set within a Norwegian context and observed through the lens of what Richard Mayer and his colleagues define as the Cognitive Theory of Multimedia Learning, the current study intended to measure whether a relationship existed between students' attitudes toward the two instructional mediums, media literacy and four study programmes (psychology, dentistry, education and medicine). The study was quantitative in design addressing seven research questions. One hundred and sixty-five students, attending either the university or a university college in Bergen, completed a questionnaire presented during four separate plenary lectures. The attitude scales (AtMP and AtTL), serving as the main instruments in the study, were built upon four items measuring the students' perception of the lecture structure, learning outcome, motivation to attend lectures and interaction between students and lecturer when one of the two lecturing mediums were used. Both descriptive and inferential statistics were applied (correlation, one-way analysis of variance and regression). The results indicated a strong negative relationship between AtMP and AtTL, meaning positive attitudes toward one would likely signify negative attitudes toward the other. Medicine students differed significantly from all the other study programmes, favouring traditional lectures over multimodal presentations. Furthermore, there was a positive relationship between students' perception of their lecturers' media literacy, didactic awareness and AtMP, though no such relationship was found with AtTL. Implications of this study suggested that many of the students wish for more complex multimodal presentations in their lectures; moreover, it should not be taken for granted that students are undivided positive toward indiscriminate use of PowerPoint or similar software. The discussion concludes that more research is needed on the actual use of multimodal presentations in Norwegian higher education.

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