Opin vísindi
Opin vísindi er varðveislusafn vísindaefnis og doktorsritgerða í opnum aðgangi á vegum íslenskra háskóla og Landsbókasafns Íslands - Háskólabókasafns.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Nýlega bætt við
Meaningful and psychologically rewarding nature-assisted occupations – A feasibility study for improving alternatives in vocational rehabilitation in Iceland
(2025-01-01) Kristjánsdóttir, Harpa Lind; Sigurdardottir, Sigrun; Pálsdóttir, Anna María; Faculty of Nursing
Background: Nature-assisted activities (NAA) have been linked to improved mental health andwell-being, and are often perceived as psychologically rewarding. However, little is known about howthese activities are experienced within vocational rehabilitation programs in the Icelandic context.Objective: This study aimed to explore participants’ experiences of nature-assisted occupations invocational rehabilitation, focusing on their perceived meaningfulness and psychological benefits,to inform the development of nature-based interventions within existing programs.Methods: A mixed-method convergent longitudinal design was used at a vocational rehabilitationcentre in Iceland with 11 participants. Participants engaged in weekly, voluntary two-hour NAAsessions over a period of 4–11 months. Activities included outdoor play, foraging, adventure-basedtasks, as well as outdoor and indoor gardening. Data were collected using the Meaningful andPsychologically Rewarding Occupation Rating Scale and a focus group interview.Results: Quantitative findings: Outdoor and adventure-based activities were rated as the mostmeaningful and psychologically rewarding. Qualitative findings: Participants described increasedenjoyment, personal growth, a sense of freedom, and reduced performance pressure as central totheir positive experiences. Structured and indoor tasks were generally seen as less beneficial.
Facilitating Curriculum Transformation in STEAM in a Volatile, Uncertain, Complex and Ambiguous World
(2025-09) Kanyangale, Macdonald; James, Angela; Proches, Cecile Gerwel; Dagienė, Valentina; Matthiasdottir, Asrun; Liem, Inggriani; Jasutė, Eglė; Audunsson, Haraldur; Department of Sport Science; Department of Engineering
Curriculum transformation is critical for higher education to meet the changing needs of society and industry in a volatile, uncertain, complex and ambiguous world. However, there is little consensus among stakeholders on its definition and implementation. This qualitative research explores understandings of curriculum transformation and the processes involved in its realization. Findings highlight three key dimensions in conceptualizing curriculum transformation: dynamic and adaptive change, the transformation continuum, and regulated change. The study reveals that the process of curriculum transformation is complex, structured and evolving, and involves information gathering and structural design. While highly contextualized, curriculum transformation generally falls between two models: a top-down approach driven by government influence, or a decentralized, bottom-up change process. Academics in Higher Education Institutions may adopt the integrative meaning of curriculum transformation proposed in this study to facilitate curriculum transformation in a holistic way in a volatile, uncertain, complex and ambiguous context.
Empowering Community-Based Heritage through Gaming : A Developer’s Perspective
(2026-06-01) Del Giudice, Nicola; Department of Computer Science
While the use of games to foster the preservation of cultural heritage seems to be an effective solution, we lack a discussion on how it can promote community-based heritage. This article introduces the topic from the point of view of software and game developers.
Exploring actions, interactions and challenges in software modelling tasks : an empirical investigation with students
(2026-07) Chakraborty, Shalini; Troya, Javier; Burgueño, Lola; Liebel, Grischa; Department of Computer Science
Background: Software modelling is a creative yet challenging task. Modellers often find themselves lost in the process, from understanding the modelling problem to solving it with proper modelling strategies and modelling tools. Students learning modelling often get overwhelmed with the notations and tools. To teach students systematic modelling, we must investigate students’ practical modelling knowledge and the challenges they face while modelling. Aim: We aim to explore students’ modelling knowledge and modelling actions. Further, we want to investigate students’ challenges while solving a modelling task on specific modelling tools. Method: We conducted an empirical study by observing 16 pairs of students from two universities and countries solving modelling tasks for one hour. Results: We find distinct patterns of modelling of class and sequence diagrams based on individual modelling styles, the tools’ interface and modelling knowledge. We observed how modelling tools influence students’ modelling styles and how they can be used to foster students’ confidence and creativity. Based on these observations, we developed a set of guidelines aimed at enhancing modelling education and helping students acquire practical modelling skills. Conclusions: The guidance for modelling in education needs to be structured and systematic. Our findings reveal that different modelling styles exist, which should be properly studied. It is essential to nurture the creative aspect of a modeller, particularly while they are still students. Therefore, selecting the right tool is important, and students should understand how a tool can influence their modelling style.
Electrochemical Production of Silicon Using an Oxygen-Evolving SnO2 Anode in Molten CaCl2-NaCl
(2025-12) Padamata, Sai Krishna; Haarberg, Geir Martin; Saevarsdottir, Gudrun; Department of Engineering
The electrochemical production of silicon from SiO2 in molten salts can reduce energy consumption and mitigate carbon emissions associated with the conventional carbothermic process. In this study, we compare the anodic behaviour of platinum, graphite, and tin oxide electrodes in molten CaCl2-NaCl-CaO-SiO2 at 850 °C using electrochemical methods including cyclic voltammetry, linear sweep voltammetry, and chronoamperometry. Pt exhibited low oxygen evolution overpotentials and no significant currents before OER, compared to SnO2. An eight-hour potentiostatic electrolysis with a SnO2 anode and a graphite cathode yielded a Si-Sn deposit, indicating partial dissolution of the SnO2 anode during the electrolysis process. These results highlight the kinetic trade-off of SnO2 relative to Pt, and the risk of Sn contamination with extended electrolysis times. While SnO2 is unsuitable for production of high-purity Si, it remains a promising anode candidate for Si-Sn alloy formation.
Error fetching top-level communities