Andreas JemstedtUniversitetslektor

Om mig

I am interested in the processes involved in learning, forgetting, and metacognition. Specifically, my research focuses on understanding how we acquire knowledge, how we prevent forgetting, and how we make judgments and decisions when learning and using what we learn. This has led me to explore several topics, including memory, metacognition, self-regulated learning, technology-enhanced learning, and, more recently, artificial intelligence.

Current Research Projects

1. Effect of Sleep Loss on Metacognitive Abilities: This project employs rigorous quantitative methodologies to assess how sleep deprivation impacts cognitive self-awareness and decision-making.
2. Improving Self-Regulated Learning: The aim of the project is to explore learning strategies to enhance students' learning and autonomy.

Teaching

My teaching responsibilities primarily revolve around presentations and workshops about improving digital learning practices and AI in higher education.

Publications

1. Jemstedt, A., Bälter, O., Gavel, A., Glassey, R., & Bosk, D. (2024). Less to produce and less to consume: The advantage of pure question-based learning. Interactive Learning Environments, 0(0), 1–22. https://doi.org/10.1080/10494820.2024.2362830 
2. Jemstedt, A. (2024). Enhancing learning with a two-page study manual. Learning and Instruction, 90, 101852. https://doi.org/10.1016/j.learninstruc.2023.101852
3. Bälter, O., Jemstedt, A., Abraham, F. J., Osowski, C. P., Mugisha, R., & Bälter, K. (2023). Effect of Personalized Email-Based Reminders on Participants’ Timeliness in an Online Education Program: Randomized Controlled Trial. JMIR Formative Research, 7(1), e43977. https://doi.org/10.2196/43977
4. Arvidsson, K., & Jemstedt, A. (2022). The Perceived Importance of Language Skills in Europe—The Case of Swedish Migrants in France. Languages, 7(4), Article 4. https://doi.org/10.3390/languages7040290
5. Forsberg Lundell, F., Arvidsson, K., & Jemstedt, A. (2022). The importance of psychological and social factors in adult SLA: The case of productive collocation knowledge in L2 Swedish of L1 French long-term residents. Studies in Second Language Acquisition, 1–13. https://doi.org/10.1017/S0272263122000419
6. Forsberg Lundell, F., Arvidsson, K., & Jemstedt, A. (2022). What factors predict perceived nativelikeness in long-term L2 users? Second Language Research, 1–26. https://doi.org/10.1177/02676583221091396
7. Kubik, V., Jemstedt, A., Eshratabadi, H. M., Schwartz, B. L., & Jönsson, F. U. (2022). The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring. Metacognition and Learning, 17(2), 375–398. https://doi.org/10.1007/s11409-021-09288-2
8. Schwartz B.L., Jemstedt A. (2021). The Role of Fluency and Dysfluency in Metacognitive Experiences. In: Moraitou D., Metallidou P. (eds) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi-org.ezp.sub.su.se/10.1007/978-3-030-51673-4_2
9. Jemstedt, A., Schwartz, B. L., and Jönsson, F. U. (2018). Ease-of-learning judgments are based on both processing fluency and beliefs. Memory, 26(6), 807–815. https://doi.org/10.1080/09658211.2017.1410849
10. Jemstedt, A., Kubik, V., and Jönsson, F. U. (2017). What moderates the accuracy of ease of learning judgments? Metacognition and Learning, 12(3), 337–355. https://doi-org.ezp.sub.su.se/10.1007/s11409-017-9172-3

Forskningsprojekt

Pågående

Avslutade

För trött för att veta?

Sömnbrist leder till försämringar i ett flertal kognitiva funktioner, men ytterst lite kunskap finns om huruvida sömnberövade personer själva är medvetna om nedsättningarna.