Course Syllabus

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Semester & Location:

Fall 2025 - DIS Stockholm
Type & Credits:

Elective Course - 3 Credits

Major Disciplines:

Computer Science, Psychology
Research Mentor:

Joshua Juvrud

(current students, please use the Canvas Inbox)
Research Director:

Susana Dietrich - research@dis.dk
Senior Research Manager:

Polina Smiragina-Ingelström 
Academic Support:

research@dis.dk
Time & Place:

See "Course Summary" below

 

Research Project Description

At the Games & Society Lab at Uppsala University, Research Mentor Dr. Joshua Juvrud uses psychological methods to understand better how different individuals (with different personalities, traits, and experiences) interact with various design mechanics related to digital media and games, and are in turn affected by experiences with digital media.

Project details:

Ongoing projects include topics related to AI generated content, streaming and online behavior, video games, and learning. Research questions and findings are therefore highly relevant for both developers of games and digital media, as well as psychologists, sociologists, and health scientists. As a Research Assistant, you have the opportunity to work with digital media or physical games (e.g., video games, escape rooms, board games, LARP) in an experimental context using research tools such as eye-tracking and psychophysiological measures to answer questions related to human behavior.

Research topics include:

Prosocial and antisocial behavior – We examine how children and adults view and then consequently interact with digital media (such as online games), the associated online communities, and how those experiences influence prosocial and antisocial behavior both within and outside of the media. We integrate state of the art psychology tests with design research in order to learn more about how people are affected by various digital media. This unique combination allows an individualistic approach and focus on how different users (with different personalities, traits, and experiences) are affected by various deign mechanisms. For instance, using eye tracking techniques further allows a new perspective by linking individual characteristics to the microstructure of attention and decision-making during the game and relates this to game mechanics and altruistic outcomes, and looks at long-term consequences for their moral compass and social actions throughout life.

Learning – In digital media, the information that influences attention and subsequent learning may include other sensory inputs, cognitive processes, emotion or emotional responses, or prior experiences and future expectations. Understanding these influences on attention may help us to, in turn, be able to predict, based on eye movements, in what ways the player is experiencing a game. By associating eye-gaze patterns with measures of player expertise, skill, and enjoyment, we can use eye-gaze to understand and predict player experiences. For example, how do skills developed as a musician affect learning and performance in a game. This research is informative for understanding not only learning a game and its mechanics, but also how that learning transfers to new games, new contexts, and even to learning situations outside of the game (such as motor ability). In physical media, such as board games, escape rooms, and city games, we study how these kinds of experiences differ from digital counterparts, as well as their utility for learning in educational contexts (such as the classroom)..

Social perception – Using eye-tracking methodology, we measure fixations, gaze direction, scanning patterns, and pupil dilation in order to understand individual differences in how people perceive various components of art and design in digital media, such as characters and environments. This is extremely informative for game design, but also for understanding how individuals are learning and responding to digital media. With this knowledge, we can improve media design (such as video games, apps, and online content) in order to assist in positive learning experiences for individuals.

Selected relevant publications:

Learning Objectives

The primary objective is for you to experience the world of research and gain skills that will prepare you for any future career you choose to pursue. By the end of the term, you will grasp the complexities of the research project and have made your own contribution to the project. You will have learned to communicate ideas and findings, both orally and in writing, to colleagues within your particular discipline, as well as peers from other disciplines.

Research Mentor 

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Joshua Juvrud

DIS Stockholm Semester Faculty

Ph.D. in Psychology (Uppsala University). As a research psychologist, his work has focused on the ways that novel techniques in research (eye-tracking, pupil dilation, virtual reality) can be used to assess how children and adults perceive and interpret people, emotions, and actions. Josh focuses this research in two fields. In developmental psychology at the Child and Babylab in Uppsala, he seeks to understand how children learn about their world and the social cognitive development of face perception and socialization processes such as gender, race, and ethnicity. In games research at the Games & Society Lab at the Department of Game Design in Visby, Gotland, his work examines the psychology of people, their actions, and emotions in game development, player engagement, learning, and immersion to understand better how different game players (with different personalities, traits, and experiences) interact with various game mechanisms and are, in turn, affected by game experiences. With DIS since 2020.

Roles and Responsibilities of the Research Assistant

You are expected to spend a minimum of 10 hours per week on the project. The workload
may vary over the semester. If you are travelling to do field research in a different
location, additional time may be required.
As research assistant, you will engage in some or all of the following:
1. Participate in weekly meetings with your research mentor at a time set collectively at the beginning of the term.
2. Participate in a research orientation at the beginning of the semester 
3. Participate in two research workshops during the semester.
4. Write an assessment of your own strengths and weaknesses in the research
process at the beginning of the semester. Revisit at the end of the semester as part of an evaluation of your own participation in, and learning from, the research project.
5. Keep a research journal and submit it on canvas every week (or another specified interval) for your research mentor an DIS Research, describing the activities of the week, and outlining goals for the following week.
6. Conduct literature reviews.
7. Participate in carrying out the research project. This may include: familiarizing yourself with core concepts, prototyping, design testing, preliminary user studies. The specific responsibilities may vary depending on how the project progresses. Be prepared to contribute to tasks that may come up
during the semester. Research processes are not always predictable.
8. Present the relevance of the research and/or findings to peer(s) from other
disciplines at the DIS Festival.
9. Make a final oral and/or written presentation of the research you are involved in, depending on what is agreed with your research mentor.

Readings

The readings will be agreed upon with the Research Mentor at the beginning of the semester -
the exact content will differ depending on your background. You will receive guidance
concerning the basics of relevant concepts, study designs, methods of analysis, etc.

Evaluation and Grading

All research assistants are assessed on their participation, weekly status reports to the research mentor, self-evaluation and presentation to peers from other disciplines. Additional evaluation and grading depends on the individual research project and project phase and is outlined by the research mentor. It may include literature reviews, a poster presentation for an expert panel, a working paper, etc.

Participation*

10% of grade comprises attendance & active participation including homework in the research orientation, research workshops, and DIS Festival 

20%

Literature review

5%

Research Project Outline

10%

Presentation at DIS Festival

10%

Final Paper

55%

TOTAL

100%

Research Orientation & Workshops

Days and times are available in the Course Summary, below.

Field Research (if applicable)

Some research projects include field research. Expenses related to fieldwork will be
covered by a DIS travel grant. The fieldwork will be planned with the research
mentor at the beginning of the semester.

Approach to Mentoring

All DIS research mentors have been trained in mentoring students but their approach to
mentoring may differ. Mentoring is about engaging at a different - and often deeper -
level than what is typical in the class room. However, mentoring also comes with some
degree of ambiguity, which is important for you to expect. The research
mentor will work closely with you throughout the semester but part of the training is also
for you to use your own judgement, to make assessments and decisions. As part of
planning your tasks and responsibilities for the semester together, the research
mentor will talk to you about her/his approach to mentoring.

Expectations of the Research Assistant

The specific expectations of the individual research assistant are agreed upon at the
beginning of the semester. In general, a research assistant is expected to take initiative,
take ownership of the project and work independently. You must also be prepared for
meetings and be willing to part take in relevant discussions. In cases where more
research assistants are involved in the same project, you will be expected to engage in
some teamwork. Carrying out a research project is not a straightforward and
predictable process. This is part of what makes it exciting. It also means that
communication is crucial. You are expected to take responsibility for communicating
about problems or issues that arise.

Data

Note that many US colleges/universities require their students who are participating in research at home or abroad to acquire Institutional Review Board approval. Examples include:

  • Research involving human subjects
  • If the results of any research conducted during your semester with DIS involving human subjects are to be made public or published in the US

You are responsible for confirming whether home IRB-approval is required and, if so, for seeking the approval of your home schools IRB. In addition, all research conducted in Europe must adhere to GDPR regulations, as noted above.

Disability and Resource Statement

Any student who has a need for accommodation based on the impact of a disability should contact Academic Support in Copenhagen (acadsupp@dis.dk) or in Stockholm (academics@disstockholm.se), depending on the project location. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Regulations

Please make sure to read the Academic Regulations. on the DIS website. There you will find regulations on: 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Course Summary
Date Details Due