Line Have Musaeus

Dr. Line Have Musaeus

orcid
avatar
Co-authors
avatar
Following
avatar
Followers

Research Focus & Metrics

Explore full metrics on Scilit

Academic Career Length

6Years (2021-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

View All Publications
24 June 2021
Verified
Conference Paper
Open access
MMMaarten Van Mechelen
Maarten Van Mechelen
LMLine Have Musaeus
Line Have Musaeus
OIOle Sejer Iversen
Ole Sejer Iversen
CDChristian Dindler
Christian Dindler
AHArthur Hjorth
Arthur Hjorth
Based on a systematic review we explore how empowerment has been articulated in 188 papers in Child-Computer Interaction (CCI) literature since 2003. Using an existing framework outlining functional, educational, democratic, mainstream, and critical empowerment, our analysis shows that while empowerment is rarely defined in CCI papers, a wide range of different articulations coexists. We explore the prevalence of different articulations in the literature and how this has shifted over time. We show that although empowerment has been part of the CCI discourse since the early days, a shift can be noticed in terms of how empowerment is articulated from an emphasis on empowerment in its functional meaning towards a more even distribution and the advent of critical articulations of empowerment. We conclude the paper by looking ahead into a new decade of CCI research and posing three questions to assist CCI researchers in more clearly articulating the nature and understanding of empowerment.
11 May 2024
Verified
Conference Paper
Open access
MKMagnus Høholt Kaspersen
Magnus Høholt Kaspersen
LMLine Have Musaeus
Line Have Musaeus
KBKarl-Emil Kjær Bilstrup
Karl-Emil Kjær Bilstrup
MPMarianne Graves Petersen
Marianne Graves Petersen
OIOle Sejer Iversen
Ole Sejer Iversen
PDPeter Dalsgaard
Peter Dalsgaard
Advances in artificial intelligence present a need for fostering AI literacy in workplaces. While there is a lack of research on how this can be achieved, there are documented successful approaches in child-computer interaction (CCI), albeit aimed at K-12 education. We present an in-vivo explorative case study of how CCI approaches can be adopted for adult professionals via a full-day workshop developed in collaboration with a trade union to upskill workers. Analyzing data from pre- and post-surveys, a follow-up survey, and materials produced by participants (n=53), we demonstrate how this increased participants’ knowledge of AI while their self-efficacy and empowerment did not improve. This is similar to findings from K-12 education, pointing to self-efficacy and empowerment as major challenges for AI literacy across sectors. We discuss the role of ambassadorships and professional organizations in addressing these issues, and indicate research directions for the CHI community.
7 March 2024
Verified
Conference Paper
Open access
LMLine Have Musaeus
Line Have Musaeus
MPMarianne Graves Petersen
Marianne Graves Petersen
CKClemens Nylandsted Klokmose
Clemens Nylandsted Klokmose
Computing education is becoming increasingly important in high school curricula, but there are challenges in teaching computing, including teachers' professional development and the development of appropriate learning tools. Participatory design and cooperative prototyping offer opportunities for identifying challenges in computing education and ways for teachers to be involved in the design of new learning tools. This study describes the process of codesigning a learning tool to overcome some of these challenges for computing education in high school, involving teachers, developers, and researchers as collaborators. The study investigating how cooperative prototyping and participatory design can lead to mutual learning about challenges in teaching computing. We prototyped learning activities and the learning tool, CoTinker, in collaboration between six teachers, two developers, and four researchers in four subcases and implemented them in classrooms with a total of 83 students. We show how challenges such as students' collaboration and transfer of knowledge in computing education were overcome by applying the prototypes in computing education classrooms in high school.
23 June 2025
Verified
Conference Paper
Open access
KBKarl-Emil Kjær Bilstrup
Karl-Emil Kjær Bilstrup
LCLuke Connelly
Luke Connelly
LMLine Have Musaeus
Line Have Musaeus
MKMagnus Høholt Kaspersen
Magnus Høholt Kaspersen
MPMarianne Graves Petersen
Marianne Graves Petersen
5 September 2024 in Education Sciences
Verified
Journal Article
Open access
PDF file
LMLine Have Musaeus
Line Have Musaeus
PMPeter Musaeus
Peter Musaeus
This quasi-experimental study investigated the impact of computational learning activities on high school students’ computational thinking (CT) and computational modeling (CM) skills. High school students (n = 90) aged 16 to 19 engaged in activities using computer models versus textbook-based models in mathematics and social science. The results indicated that students using computer models showed significant improvements in CT and CM skills compared to their peers in conventional learning settings. However, a potential ceiling effect in the CT assessments suggests that the test may not fully capture the extent of skill development. These findings highlight the importance of integrating computational learning activities in education, as they enhance students’ abilities to apply these skills beyond the classroom.
21 September 2022 in Journal of Biological Education
Verified
Journal Article
Closed access
LMLine Have Musaeus
Line Have Musaeus
DTDeborah Tatar
Deborah Tatar
PMPeter Musaeus
Peter Musaeus
Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education.