Stylianos Mystakidis
University of Patras, Museum of Science & Technology, Department Member
- Educational Technology, E-learning, Virtual Worlds, Immersive Virtual Learning Environment, Gamification, Game Based Learning, and 17 moreOnline Learning, Virtual Learning, Instructional Technology, Instructional Design, Distance Education, Distance Learning, Philosophy of Virtual Reality, MOOCs, Online Communities of Practice, Virtual Communities, Open Education, Open Distance Learning, Technology Enhanced Education, Metaverse, Virtual Reality in Education, Augmented Reality, and Serious Gamesedit
- Dipl Eng MSc MA PMP PhD
Passionate about Innovative Immersive Playful Online Learning.edit
Spatial computing, extended reality (XR) and the Metaverse are emerging technologies with the potential to transform education and training. However, technology-use alone in education without suitable pedagogical strategies and methods... more
Spatial computing, extended reality (XR) and the Metaverse are emerging technologies with the potential to transform education and training. However, technology-use alone in education without suitable pedagogical strategies and methods cannot guarantee effective learning experiences. Meaningful gamification in the form of escape room games is one viable option to increase sustainable engagement and instil passion in learning.
Research Interests:
History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive... more
History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement.
Research Interests:
This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus... more
This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors’ analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children’s learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users’ appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions.
Research Interests:
A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is... more
A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs can enhance deep and meaningful foreign language learning. Hence, this study presents the design, development and user evaluation of an innovative augmented reality escape classroom game created for teaching English as a foreign language (EFL). The game comprises an imaginative guided group tour around the Globe Theatre in London that is being disrupted by Shakespeare’s ghost. The game was evaluated by following a qualitative research method that depicts the in-depth perspectives of ten in-service English language teachers. The data collection instruments included a 33-item questionnaire and semi-structured interviews. The findings suggest that this escape game is a suitable pedagogical tool for deep and meaningful language learning and that it can raise cultural awareness, while enhancing vocabulary retention and the development of receptive and productive skills in English. Students’ motivation and satisfaction levels toward language learning are estimated to remain high due to the game’s playful nature, its interactive elements, as well as the joyful atmosphere created through active communication, collaboration, creativity, critical thinking and peer work. This study provides guidelines and support for the design and development of similar augmented reality escape classroom games (ARECGs) to improve teaching practices and foreign language education.
Research Interests:
Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the... more
Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen's d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies.
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Effective international project team development and management is a crucial aspect of project management that directly influences the performance and satisfaction of team members. As reductions in travel and physical mobility are... more
Effective international project team development and management is a crucial aspect of project management that directly influences the performance and satisfaction of team members. As reductions in travel and physical mobility are prioritized for sustainability efforts, especially after the COVID-19 pandemic, it is of paramount importance to identify and share effective innovative remote, online project management practices. The purpose of this study is to address the scarcity of related research and investigate the impact of Microsoft (MS) Teams usability on team management effectiveness as mediated by intergroup relation. The population of this study includes university personnel that have participated in the Erasmus+ project Benefit, with a sample size of 52 respondents. The data was analyzed using SmartPLS 4.0. The findings revealed that the usability of MS Teams had a direct, positive, and substantial influence on intergroup interactions and team performance. Further intergroup relations have a direct and significant impact on team effectiveness. The findings of the mediation study indicated that the association between MS Teams usability and team effectiveness is partially mediated by intergroup interactions.
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Gamification, or gameful design, refers to the strategic application of game design principles, mechanics, and elements into non-game environments. It is often facilitated using digital platforms, aiming to solve problems, increase... more
Gamification, or gameful design, refers to the strategic application of game design principles, mechanics, and elements into non-game environments. It is often facilitated using digital platforms, aiming to solve problems, increase engagement, and motivate individuals towards their goals. The technique fosters a gameful and interactive experience, enhancing perceived autonomy, competence, and relatedness among users. With roots in fields like education, business, marketing, and services, gamification is a versatile tool that serves to enrich user experience and create value in a multitude of settings. The widespread impact of gamification across various sectors has transformed traditional methods of engagement, notably in education.
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Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning as neuroscience evidence can constitute a way to optimize teaching and achieve... more
Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning as neuroscience evidence can constitute a way to optimize teaching and achieve learning excellence. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice by applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N = 32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.
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Design skills are considered important in software engineering, and formative feedback may facilitate the learning process and help students master those skills. However, little is known about student usage of and reaction to the feedback... more
Design skills are considered important in software engineering, and formative feedback may facilitate the learning process and help students master those skills. However, little is known about student usage of and reaction to the feedback and its impact on learning and assessment
outcomes. This study explores the effects of optional formative assessment feedback on learners’ performance and engagement by considering LMS interactions, student demographics, personality types,
and motivation sources. Forty-five postgraduate students completed an enrolment questionnaire addressing the Big Five personality dimensions, the Situational Motivation Scale and background data. The main methods included monitoring LMS engagement over 10 weeks of teaching and analysing assessment marks to develop student profiles and assess the influence of formative feedback on engagement and performance. The main findings revealed that while formative feedback helped improve marks on portfolio tasks, it did not lead to higher performance overall compared to students who did not receive it. Students seeking feedback engaged more actively with the LMS assessments. Feedback-seeking behaviour was associated with gender, intrinsic motivation, conscientiousness, and extrinsic motivation, although not all associations were significant. The study’s main contributions are in highlighting the impact of formative feedback on performance in linked assessments and
in starting to reveal the complex relationship between feedback-seeking behaviour and student characteristics.
outcomes. This study explores the effects of optional formative assessment feedback on learners’ performance and engagement by considering LMS interactions, student demographics, personality types,
and motivation sources. Forty-five postgraduate students completed an enrolment questionnaire addressing the Big Five personality dimensions, the Situational Motivation Scale and background data. The main methods included monitoring LMS engagement over 10 weeks of teaching and analysing assessment marks to develop student profiles and assess the influence of formative feedback on engagement and performance. The main findings revealed that while formative feedback helped improve marks on portfolio tasks, it did not lead to higher performance overall compared to students who did not receive it. Students seeking feedback engaged more actively with the LMS assessments. Feedback-seeking behaviour was associated with gender, intrinsic motivation, conscientiousness, and extrinsic motivation, although not all associations were significant. The study’s main contributions are in highlighting the impact of formative feedback on performance in linked assessments and
in starting to reveal the complex relationship between feedback-seeking behaviour and student characteristics.
Research Interests:
Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented... more
Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented reality.
Research Interests:
Being a professor at the university is associated with the acquisition of sufficient domain knowledge and skills to teach. On the other hand, there is a constant need to update and strengthen teaching skills and contribute to an effective... more
Being a professor at the university is associated with the acquisition of sufficient domain knowledge and skills to teach. On the other hand, there is a constant need to update and strengthen teaching skills and contribute to an effective learning process. Neuroscience research provides evidence on facilitating factors to student engagement and lasting, durable learning. Toward the improvement of the learning quality in Higher Education, the development of an innovative didactic proposal based on neuroscience was undertaken. For that reason, a mixed research method was designed with the purpose of exploring instructors' opinions and practices. Participants were sixty academics from five Greek universities. Findings include the recognition of the validity and importance of neuroeducation training. It was also revealed that academics' theoretical declarations are not always aligned with teaching practice. Equally important is their need to deepen the comprehension of memory function for the enhancement of students' knowledge retention. Eventual misconceptions about the brain might be present, while not all employed pedagogical methods lead to desired student outcomes such as creativity and critical thinking. In addition, it is considered useful to apply alternative, creative and authentic assessment methods based on neuroscience evidence to increase students' interest and engagement.
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Life-long learning is a necessity associated with the requirements of the fourth industrial revolution. Although distance online education played a major role in the evolution of the modern education system, this share grew dramatically... more
Life-long learning is a necessity associated with the requirements of the fourth industrial revolution. Although distance online education played a major role in the evolution of the modern education system, this share grew dramatically because of the COVID-19 pandemic outbreak and the social distancing measures that were imposed. However, the quick and extensive adoption of online learning tools also highlighted the multidimensional weaknesses of online education and the needs that arise when considering such practices. To this end, the ease of collecting digital data, as well as the overall evolution of data analytics, enables researchers, and by extension educators, to systematically evaluate the pros and cons of such systems. For instance, advanced data mining methods can be used to find potential areas of concern or to confirm elements of excellence. In this work, we used text analysis methods on data that have emerged from participants’ feedback in online lifelong learning programmes for professional development. We analysed 1890 Greek text-based answers of participants to open evaluation questions using standard text analysis processes. We finally produced 7-gram tokens from the words in the texts, from which we constructed meaningful sentences and characterized them as positive or negative. We introduced a new metric, called acceptance grade, to quantitatively evaluate them as far as their positive or negative content for the online courses is concerned. We finally based our evaluation on the top 10 sentences of each category (positive, negative). Validation of the results via two external experts and data triangulation showed an accuracy of 80%.
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Individuals’ conceptual knowledge of contemporary biological issues influences ethical attitudes and critical life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public... more
Individuals’ conceptual knowledge of contemporary biological issues influences ethical attitudes and critical life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public opinion is so critically divided can be partially explained from the didactic approaches used in the Biology education. In view of the rapid evolution of Virtual Reality as well as the increasing interest that youths have shown toward Escape Rooms, an unexplored research and development avenue is identified. In this experimental study, we present the design and development steps as well as the evaluation of a Virtual Reality Escape Room dedicated to Biology education. For comparison purposes, a machinima instructional video was also prepared in consideration of students’ familiarity with video learning resources. Both approaches were examined in the upper secondary education context with participants (N=50) emerging from the Applied Sciences academic path. The key-findings suggest that the active learning approach (i.e., playing the escape room) leads to increased knowledge acquisition, in the short term, as opposed to the passive learning approach (i.e., observing an actor playing the escape room) but no significant differences were identified in the long term (knowledge retention) across the methods. Based on the instructional decisions made and the key-findings emerged we provide theoretical implications and practical guidelines for the design, development, and integration of Virtual Reality Escape Rooms in the educational context.
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Immersive Virtual Reality (VR) is a technology that can be effective for proce-dural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation... more
Immersive Virtual Reality (VR) is a technology that can be effective for proce-dural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation of the FSchool fire preparedness serious game in VR for elementary education school teachers and students. The game was designed by aligning intended learn-ing outcomes with learning and game mechanics. Its main game mechanics were a story, realism, movement, levels, and points corresponding with the learning mechanics of instruction, action, simulation, discovery, repetition, and imitation. The game was developed in Unity 3D with the help of the Fire Dynamics Simu-lator and a Fortran script to emulate and visualize fire propagation. Moreover, the FSchool game could be played in multiple modes to accommodate personalized user needs and maximize its usefulness across multiple contexts. These modes are free exploration, guidance, practice, and assessment. The game featured three levels (episodes) and was evaluated by ten elementary school teachers and sixteen sixth-grade students. Pilot results indicate that the game is appropriate for train-ing, providing challenge, enjoyment, and mastery.
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Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the... more
Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the transformations caused by the fourth industrial revolution, spearheaded by the convergence of multiple exponential technologies. Teachers’ attitude is a critical success factor for any technology-enhanced learning innovation. This study explored in-service teachers’ views on the use of a digital educational escape room in virtual reality. Forty-one (n = 41) K-12 educators participated in a mixed research study involving a validated survey questionnaire instrument and an online debriefing session in the context of a teacher training program. The key findings revealed that such alternative instructional solutions can potentially enhance the cognitive benefits and learning outcomes, but further highlighted the shortcomings that instructional designers should consider while integrating them in contexts different than the intended. In line with this effort, more systematic professional development actions are recommended to encourage the development of additional teacher-led interventions.
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The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with... more
The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. The contemporary iteration of the Metaverse features social, immersive VR platforms compatible with massive multiplayer online video games, open game worlds and AR collaborative spaces.
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A team of e-learning specialists was assigned the mission to design and develop seven short e-learning modules for young learners on popular topics with a prime focus on social-emotional learning. However, these courses had to be produced... more
A team of e-learning specialists was assigned the mission to design and develop seven short e-learning modules for young learners on popular topics with a prime focus on social-emotional learning. However, these courses had to be produced on a limited budget, hosted in a Moodle platform, and be delivered for free in asynchronous only mode. Hence, a playful method of meaningful storyfication was applied in e-learning to captivate attention and spark interest. In each module, a fictional story or metaphorical challenge with playful elements was introduced where learners were invited to assist the story’s protagonists or become the heroes themselves by engaging with content. As the role of teachers is vital for the adoption of technology-based solutions in education, a mixed method evaluation was undertaken to assess the effectiveness of the method. Forty-two educators reviewed the courses, answered a questionnaire and participated in interviews. Results indicated that participants highly appreciated the narrative aspects, visual, and auditory elements rendering the e-learning courses effective for the target audience. This article can assist educators, distance education designers and developers to adopt a playful mindset and learn how to integrate practically storytelling elements into their classroom-based and online teaching.
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Augmented Reality (AR) and Virtual Reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the... more
Augmented Reality (AR) and Virtual Reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development and pilot evaluation results from an inservice teacher online professional development program on AR and VR linked with research activities. More specific, the “Augmented and Virtual Reality in Teaching and Learning” online course aimed at K-12 educators in a European country combining pedagogically-informed methods such as inquiry-based learning and digital storytelling. Results from a mixed method research using questionnaires and focus groups indicate that AR and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders and educators need to consider for efficient institution-wide deployment of AR and VR technologies.
Research Interests:
Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical... more
Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.
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The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance... more
The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance of providing users with adaptive and personalised learning experiences. At the same time, the use of Augmented Reality (AR) applications in education have been gaining a growing interest across all the educational levels and contexts. However, the efforts to integrate LA techniques in immersive technologies, such as AR, are limited and scarce. This inadequacy is mainly attributed to the difficulties that govern the collection and interpretation of the primary data. To deal with this shortcoming, we present the “Augmented Reality Learning Analytics” (ARLEAN) ethical framework, tailored to the specific characteristics that AR applications have, and focused on various learning subjects. The core of this framework blends the technological, pedagogical, and psychological elements that influence the outcome of educational interventions, with the most widely adopted LA techniques. It provides concrete guidelines to educational technologists and instructional designers on how to integrate LA into their practices to inform their future decisions and thus, support their learners to achieve better results.
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While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic... more
While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects' learning in HE settings. This review's results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators' efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
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This study examines the impact on engagement and affective outcomes of playful learning in Social Virtual Reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three... more
This study examines the impact on engagement and affective outcomes of playful learning in Social Virtual Reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three case studies in the United States and Greece were examined where playful learning was organized for e-learning. Data collection methods include questionnaires, observation of online course meetings, reviewing of course communications and chat logs records, students and instructors interviews, student coursework assessments, and reflections. Findings indicated that playful learning experiences in SVR can increase academic interest, intrinsic motivation, engagement level, satisfaction, and completion rates. Instructors’ genuine investment in a thoughtful, sophisticated humorous approach was vital for students’ buy-in. Finally, guiding principles for playful learning design in SVR are summarized in a model involving four dimensions; theme, actions, narrative and auxiliary components (TANC).
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A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However,... more
A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in
primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that
were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority
of game prototypes enhanced students’ engagement and participation, affecting their achievements
positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.
primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that
were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority
of game prototypes enhanced students’ engagement and participation, affecting their achievements
positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.
Research Interests:
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using... more
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.
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There has been an increasing interest in applying immersive Virtual Reality (VR) technology to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary) but also in Higher education. However, there... more
There has been an increasing interest in applying immersive Virtual Reality (VR) technology to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary) but also in Higher education. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning in a more accurate and up-to-date picture of the current state of literature. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies are focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques with VR support can potentially benefit students’ learning performance. It also proposes recommendations to guide and lead effective instructional design settings for teaching and learning conditions.
Research Interests:
While a substantial body of literature has well-documented and demonstrated considerable potentials of virtual worlds (VWs) across a variety of learning subjects, little is known today regarding game-based learning (GBL) approaches that... more
While a substantial body of literature has well-documented and demonstrated considerable potentials of virtual worlds (VWs) across a variety of learning subjects, little is known today regarding game-based learning (GBL) approaches that can be applied. This systematic literature review presents the current state of knowledge and practice about GBL approaches in VWs from Primary and Secondary (K-12) to Higher education (HE). It provides guidance for instructional designers and scholars by systematically appraising and summarizing the most relevant existing research articles published from 2006 until December 2019. Twenty-eight studies were finally included for a detailed analysis and synthesis during the selection and screening process. The results indicated that GBL in VWs gained popularity from 2014 until 2016. Many studies in K-12 and HE settings were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various game prototypes to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how GBL approaches in VWs can potentially benefit students’ learning performance, leading to a higher level of satisfaction and dimensions of disciplinary understanding. It also proposes six concrete recommendations guiding game design and development to support learning in VWs.
Research Interests:
Lifelong learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required... more
Lifelong learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform lifelong learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in lifelong learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in distance lifelong learning programmes in the University of Patras' Educational Center for LifeLong Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants' satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-Learning programmes that used active learning methods to achieve high learners' satisfaction towards deep and meaningful learning.
Research Interests:
The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program "From the Ancient to the Modern Tablets", featuring immersive multimedia learning experiences about the book... more
The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program "From the Ancient to the Modern Tablets", featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: A playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the "gamified" blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the sociocognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.
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Preparing students adequately against online-attacks is a constant teaching and learning challenge, no matter how many advanced security-related courses have been developed for higher education curricula worldwide. Recently emphasis has... more
Preparing students adequately against online-attacks is a constant teaching and learning challenge, no matter how many advanced security-related courses have been developed for higher education curricula worldwide. Recently emphasis has also been put on online identity theft and social awareness in general. The authors research the knowledge, skills and attitudes of future IT professionals, from a cross-cultural and gender perspective. The available data were collected from international students in Software Engineering and other IT related disciplines via a questionnaire. The processed data revealed that (i) students are not free of security misconceptions, which security education is called upon to address and (ii) courses about online security can be part of a strategy for increasing social awareness on privacy protection. This pilot survey also revealed that the following issues are crucial: (a) the cultural and gender dimensions, (b) personality traits and (c) teaching methodology and learning environment used for security education. The researchers specify strategic guidelines in higher education for timely privacy protection and citizens’ security. The information provided in this study will be practical and useful for curricula design and formal/informal learning practices. Hence, courses on security can be thought-provoking, interesting throughout the learning process and effective regarding the learning outcomes.
Research Interests:
Preparing students adequately against online-attacks is a constant teaching and learning challenge, no matter how many advanced security-related courses have been developed for higher education curricula worldwide. Recently emphasis has... more
Preparing students adequately against online-attacks is a constant teaching and learning challenge, no matter how many advanced security-related courses have been developed for higher education curricula worldwide. Recently emphasis has also been put on online identity theft and social awareness in general. The authors research the knowledge, skills and attitudes of future IT professionals, from a cross-cultural and gender perspective. The available data were collected from international students in Software Engineering and other IT related disciplines via a questionnaire. The processed data revealed that (i) students are not free of security misconceptions, which security education is called upon to address and (ii) courses about online security can be part of a strategy for increasing social awareness on privacy protection. This pilot survey also revealed that the following issues are crucial: (a) the cultural and gender dimensions, (b) personality traits and (c) teaching methodology and learning environment used for security education. The researchers specify strategic guidelines in higher education for timely privacy protection and citizens’ security. The information provided in this study will be practical and useful for curricula design and formal/informal learning practices. Hence, courses on security can be thought-provoking, interesting throughout the learning process and effective regarding the learning outcomes.
Research Interests:
Virtual Reality (VR) can be defined as a three-dimensional space that provides a strong degree of interaction with the user, including real-time simulation and interactions through multiple channels senses. It is not just a reproduction... more
Virtual Reality (VR) can be defined as a three-dimensional space that provides a strong degree of interaction with the user, including real-time simulation and interactions through multiple channels senses. It is not just a reproduction of conventional reality, but creates synthetic realities without precedent. It has been used in various fields, e.g. education, medicine, architecture, assistance to persons with disabilities, etc. VR leads to the development of new forms of counseling, e.g. via asynchronous learning platform, videoconferencing, social networking, etc. By using the three-dimensional virtual immersive learning environments of “Open Workshop on Information Literacy” of Patra’s University Library, we organized and conducted three educational workshops about career consulting with 50 participants. The Open Workshop is an open and free blended learning initiative for providing flexible training services on academic & professional development to the university’s academic community and beyond. In this paper, the results through practice of such an initiative are described, i.e. the prerequisites for its success, its capabilities/restrictions, the participants (and potential) and the way they participated, users’ feedback (evaluation and outcomes) and the possibilities/limitations of Virtual Reality (VR) applications in Career Counseling and especially in providing educational and vocational information through already implemented actions.
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Η Εικονική Πραγματικότητα - ΕΠ (Virtual Reality - VR) αποτελεί μία από τις σημαντικότερες τεχνολογικές καινοτομίες των τελευταίων δύο δεκαετιών και μπορεί να ορισθεί ως ένας τρισδιάστατος χώρος που παρέχει ισχυρό βαθμό αλληλεπίδρασης με... more
Η Εικονική Πραγματικότητα - ΕΠ (Virtual Reality - VR) αποτελεί μία από τις σημαντικότερες τεχνολογικές καινοτομίες των τελευταίων δύο δεκαετιών και μπορεί να ορισθεί ως ένας τρισδιάστατος χώρος που παρέχει ισχυρό βαθμό αλληλεπίδρασης με το χρήστη. Η ΕΠ είναι μια τεχνολογική εφαρμογή υψηλού επιπέδου που περιλαμβάνει προσομοιώσεις πραγματικού χρόνου και αλληλεπιδράσεις μέσα από πολλά κανάλια αισθήσεων. Η υπόσχεση της δεν εντοπίζεται μόνο στην αναπαραγωγή της συμβατικής πραγματικότητας, αλλά και στη δυνατότητα της να δημιουργεί συνθετικές πραγματικότητες χωρίς προηγούμενο. Η ΕΠ έχει χρησιμοποιηθεί σε πολλούς και διαφορετικούς τομείς όπως στην ιατρική, αρχιτεκτονική, βιομηχανία διασκέδασης, απεικόνιση συστημάτων πληροφοριών, προσομοίωση χειρισμού μηχανών και επικίνδυνων διαδικασιών, ενίσχυση ατόμων με αναπηρία, για στρατιωτικούς σκοπούς και στην εκπαίδευση. Η Συμβουλευτική Σταδιοδρομίας δε μένει ανεπηρέαστη από τις τεχνολογικές επιδράσεις και τις κοινωνικές προσδοκίες που είναι αποτέλεσμα της ευρύτατης αποδοχής των προγραμμάτων ΕΠ. Ήδη η ραγδαία ανάπτυξη και η χρήση του Διαδικτύου και της Πληροφορικής στην παροχή πληροφοριών και στην ενδυνάμωση της επικοινωνίας έχει ως αποτέλεσμα τη δημιουργία νέων μορφών συμβουλευτικής, όπως την παροχή συμβουλευτικής υποστήριξης μέσω πλατφόρμας ασύγχρονης εκπαίδευσης, τηλεδιασκέψεων, δίκτυα κοινωνικής δικτύωσης κτλ. Η παρούσα εισήγηση έχει ως σκοπό να περιγράψει τις δυνατότητες, αλλά και τους περιορισμούς, εφαρμογής της ΕΠ στη Συμβουλευτική Σταδιοδρομίας και ιδιαίτερα στην παροχή εκπαιδευτικής και επαγγελματικής πληροφόρησης μέσα από ήδη υλοποιημένες δράσεις τόσο στην Ελλάδα όσο και στο εξωτερικό.
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This study proposes an interactive mobile escape room game on ancient, coded telecommunications. The game's aim is to educate people about Phryctoriae, an ancient Greek long distance communication methodology by using fire to decode... more
This study proposes an interactive mobile escape room game on ancient, coded telecommunications. The game's aim is to educate people about Phryctoriae, an ancient Greek long distance communication methodology by using fire to decode messages. The player is confined to a room with only a torch, the objective is to decipher encoded fire signals on the walls to secure an escape. The goal is to create an engaging and enjoyable experience for learning about the ancient Greek method of communication. The intended positive impact of the game involves players using problem solving, memorization, communication and critical thinking skills, hence it is aligned with United Nations' Sustainable Development Goal 4 on Quality Education. The museum where this game will be implemented first is the University of Patras' Science and Technology Museum which hosts a relevant permanent collection. The museum contributes to the preservation of the country's cultural heritage, mainly focusing on the history of telecommunications.
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Η βαθιά και ουσιαστική μάθηση είναι πρωταρχικό ζητούμενο στην εξ αποστάσεως εκπαίδευση, καθώς αποτελεί ισχυρός δείκτης υψηλής ποιότητας. Οι γραπτές εργασίες αποτελούν μια κομβική διεργασία μάθησης στο μοντέλο εξ αποστάσεως εκπαίδευσης που... more
Η βαθιά και ουσιαστική μάθηση είναι πρωταρχικό ζητούμενο στην εξ αποστάσεως εκπαίδευση, καθώς αποτελεί ισχυρός δείκτης υψηλής ποιότητας. Οι γραπτές εργασίες αποτελούν μια κομβική διεργασία μάθησης στο μοντέλο εξ αποστάσεως εκπαίδευσης που εφαρμόζει στο Ελληνικό Ανοικτό Πανεπιστήμιο. Η ανατροφοδότηση των γραπτών εργασιών αξιολογεί την πρόοδο των φοιτητών/τριών, υποστηρίζει, ενδυναμώνει και καθοδηγεί. Στην παρούσα εργασία παρουσιάζεται μια ευρετική, διαλεκτική μέθοδος ομαδικής ανατροφοδότησης και αναστοχασμού, η παιγνιώδης Σωκρατική μέθοδος. Κομβικά σημεία των γραπτών εργασιών παρουσιάζονται ως ερωτήματα που λειτουργούν ως εναύσματα στοχασμού και διαλόγου. Η παιγνιώδης Σωκρατική μέθοδος εφαρμόστηκε κατά τις ΟΣΣ κατά τα ακαδημαϊκά έτη 2020-21 και 2021-22. Τριάντα δύο (n=32) φοιτήτριες/ες της θεματικής ενότητας ΕΚΠ65 αξιολόγησαν την εν λόγω μέθοδο σύμφωνα με ένα επαληθευμένο ερωτηματολόγιο με 26 ερωτήματα κλειστού τύπου. Τα αποτελέσματα έδειξαν ότι οι συμμετέχουσες/ντες στην έρευνα εκτίμησαν αυτή τη νέα μαθησιακή δραστηριότητα και ότι θα επιθυμούσαν την ευρύτερη εφαρμογή της και σε άλλες ενότητες.
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Η Γεωλογία είναι μια επιστήμη η οποία ενώ συνδέεται άρρηκτα με την βιώσιμη ανάπτυξη και την προστασία του περιβάλλοντος εν τούτοις δεν είναι τόσο οικεία σε νεανικά κοινά. Η γνώση της συμβολής των ορυκτών υλικών στον πολιτισμό μας μπορεί... more
Η Γεωλογία είναι μια επιστήμη η οποία ενώ συνδέεται άρρηκτα με την βιώσιμη ανάπτυξη και την προστασία του περιβάλλοντος εν τούτοις δεν είναι τόσο οικεία σε νεανικά κοινά. Η γνώση της συμβολής των ορυκτών υλικών στον πολιτισμό μας μπορεί να συμβάλλει στην οικοδόμηση υπεύθυνης περιβαλλοντικής συνείδησης και συμπεριφορών. Με αυτό τον στόχο, το Μουσείο Επιστημών και Τεχνολογίας του Πανεπιστημίου Πατρών σχεδίασε μια καινοτόμο δράση, ένα συνεργατικό παιχνίδι σοβαρού σκοπού για μαθητές της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης, το οποίο υλοποιήθηκε και παίζεται με την υποστήριξη φορητών συσκευών. Οι μαθητές καλούνται να ανακαλύψουν και να εξερευνήσουν τέσσερα ορυκτά και τις εφαρμογές τους που σχετίζονται με την καθημερινή μας ζωή. Στο άρθρο περιγράφεται ο σχεδιασμός, οι προκλήσεις και ο αντίκτυπος της δράσης.
The Metaverse is the three-dimensional iteration of the Internet, a perpetual open web of persistent, networked environments merging physical reality with digital virtuality. Science Technology Engineering Art Mathematics (STEAM)... more
The Metaverse is the three-dimensional iteration of the Internet, a perpetual open web of persistent, networked environments merging physical reality with digital virtuality. Science Technology Engineering Art Mathematics (STEAM) education bridges two knowledge domains often perceived as disjointed: science and technology with art, humanities and social studies. This paper presents the design and development of a multi-school transdisciplinary STEAM project orchestrated by the University of Patras Science and Technology Museum. The deliverables of the project were analog and digital artifacts produced by K-12 primary and secondary school students on digital literacy and future citizenship. These were presented in an innovative virtual reality exhibition that was open and accessible in a web-based 3D online environment. The study employs an exploratory case study design involving deaf high school students and teachers. Data was collected from observation and semi-structured interviews. Results showed that the exhibition of deaf student creations in a multiuser platform in the Metaverse produced a series of social ripple effects around the students themselves, school peers, with and without hearing difficulties as well as educators. Its main contribution is the practical demonstration of the social affordances of the Metaverse in educational projects for children and adolescents with hearing disabilities.
Research Interests:
Online language learning has increased significantly during the COVID-19 pandemic. However, it has not always been engaging and effective as remote emergency teaching had significant limitations in comparison to attendance-based... more
Online language learning has increased significantly during the COVID-19 pandemic. However, it has not always been engaging and effective as remote emergency teaching had significant limitations in comparison to attendance-based instruction in physical classrooms. Online teaching and learning entail a blend of pedagogy, technology, and organizational support. Interactivity is a prerequisite for effective e-learning. Effective online learning should be active and should engage learners in individual and collaborative learning activities that lead to the formation of learning communities. Interactivity is in the heart of the Community of Inquiry theory. This theory is an attempt to help teachers in the design of effective online teaching and learning by facilitating the creation of learning communities. According to the Community of Inquiry theory, an effective online experience needs to establish teaching, cognitive and social presence. To achieve these three types of presence, online courses should include three forms of meaningful student interactions: interactions with teachers, content, or non-human elements and with peer students. Metaverse is an open network of digital, persistent, spatial immersive worlds. It is an emerging technology that is expected to transform distance online education by significantly enhancing the affordances for interpersonal communication, community building and meaning making. This study focuses on how the interactivity of online teaching and learning English as second or foreign language (ESL/EFL) can be amplified by using Multiuser Virtual Reality Environments or Virtual Worlds. It contains recommendations for practitioners on how to improve the quality of teaching as well as students’ satisfaction and achievement by facilitating online students’ interactions within a community culture of inquiry.
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Neuroscience research studies the way human brain works. The field of educational neuroscience provides insights into the cognitive processes of the mind that can inform policies, organization, design, planning, implementation and... more
Neuroscience research studies the way human brain works. The field of educational neuroscience provides insights into the cognitive processes of the mind that can inform policies, organization, design, planning, implementation and evaluation of education. Are educators informed of the latest developments of neuroscience and their implication for teaching? Literature findings have demonstrated that the lack of awareness is just the tip of the iceberg. In fact, there is an enduring and alarming proliferation of false beliefs around the brain, called neuromyths. Evidently there is an acute training need for of teachers and trainers in all levels of education, especially higher education lecturers and professors. In the higher education sector of many countries research is a clear priority over teaching and learning. Career advancement of academic faculty depends primarily on research rigor and publication record rather than pedagogical acumen and teaching performance. This need for continuous professional development is to be addressed by the Erasmus Plus program "Neuropedagogy" involving partners from five European countries. The project will conduct studies in all participating countries on neuroscience applied to higher education and assemble them into a comprehensive study to identify training needs and directions for subsequent action. Next, it will facilitate the exchange of best practices to prepare itineraries with adequate training skills development required by higher education teachers. Finally, it will develop an innovative training methodology and online community of practice to train and enhance the didactic competences of higher education professionals.
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The Metaverse is an emerging networked technology and buzzword in the field of Entertainment, Business and eventually Education. The Metaverse is projected to become an open network around social, multiuser platforms and persistent mixed... more
The Metaverse is an emerging networked technology and buzzword in the field of Entertainment, Business and eventually Education. The Metaverse is projected to become an open network around social, multiuser platforms and persistent mixed immersive worlds enabled by Virtual Reality and Augmented Reality. From this point of view, is it safe to assume that it will be useful for Open, Online Distance Education or not? This study intends to illuminate essential aspects of the Metaverse, spark an insightful discussion in an organized fashion, capture critically multiple views and pin-point eventual fields where the Metaverse can be useful for Online Education and Distance Teaching Universities.
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Continuing, lifelong education for flexible upskilling and reskilling has been a systemic challenge, a ruthless race against time, accelerated technological change and unforeseen adversities. Especially in the post-pandemic fourth... more
Continuing, lifelong education for flexible upskilling and reskilling has been a systemic challenge, a ruthless race against time, accelerated technological change and unforeseen adversities. Especially in the post-pandemic fourth industrial revolution era, higher education learners need systems that can facilitate durable, reliable knowledge construction and retention. Many e-learning platforms and methods have emerged and tried to solve this problem, however not all with the desired success. This kind of deeper learning is a lot trickier to implement effectively; it requires multifaceted thoughtful instructional and interaction design to operate as it should and keep learners engaged. In this paper, the design and development of a dual, hybrid, neuroscience-informed online learning platform is presented based on the design thinking methodology. This platform was used to facilitate an innovative didactic course based on neuroscience to higher education faculty members.
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The methodology of Distance Education applied in the programs of Open Education at the Hellenic Open University is based on the elaboration of multifaceted, synthetic written assignments. The high quality feedback on written assignments... more
The methodology of Distance Education applied in the programs of Open Education at the Hellenic Open University is based on the elaboration of multifaceted, synthetic written assignments. The high quality feedback on written assignments is a primary task of the Professors–Counselors, members of the Collaborating Teaching Staff of each Thematic Unit. Apart from the individual assignment feedback in the form of personalized letters, an important task of Professors–Counselors is to conduct regular Group Counselling Sessions that encourage, support and strengthen the individual study of students. Commenting and discussion on the previously evaluated written assignments is an important topic of each Group Counselling Session. How can good examples and common mistakes be used effectively beyond the individual feedback letters to boost critical thinking? In this paper we present the design of a new one collaborative feedback technique in synchronous e-learning based on playful learning. This technique comprises the organization of a team game with multiple choice questions in Kahoot! digital platform. The purpose of the game is the active engagement, thinking and interactive negotiation of concepts and practices of the curriculum. At the same time, an essential component of this technique is the integration of the element of surprise through unexpected, wicked questions and problems. In this way critical reflection is encouraged through the formulation of questions, arguments, alternative ways of thinking and the generation of productive reasoning and conclusions.
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Οι προκλήσεις που αντιμετώπισαν οι δημότες της Θεσσαλονίκης την περίοδο της πανδημίας ήταν μεγάλες. Λόγω προληπτικών μέτρων για την εξάπλωση του κορονοϊού COVID-19, βάσει των ανακοινώσεων του Εθνικού Οργανισμού Υγείας και των οδηγιών του... more
Οι προκλήσεις που αντιμετώπισαν οι δημότες της Θεσσαλονίκης την περίοδο της πανδημίας ήταν μεγάλες. Λόγω προληπτικών μέτρων για την εξάπλωση του κορονοϊού COVID-19, βάσει των ανακοινώσεων του Εθνικού Οργανισμού Υγείας και των οδηγιών του Υπουργείου Παιδείας και Θρησκευμάτων όλες οι δια ζώσης εκπαιδευτικές δραστηριότητες σταμάτησαν. Ο ιός επέβαλε μεταξύ άλλων και το κλείσιμο των Κέντρων Δημιουργικής Απασχόλησης της Κοινωφελούς Επιχείρησης του Δήμου Θεσσαλονίκης (Κ.Ε.ΔΗ.Θ.). Η Κ.Ε.ΔΗ.Θ. αντιλήφθηκε αμέσως τις εκπαιδευτικές ανάγκες των δημοτών (των μαθητών και των γονέων τους) και με διάθεση εκσυγχρονισμού, σχεδίασε καινοτόμες ψηφιακές υπηρεσίες. Δημιουργήθηκαν έτσι προγράμματα εξ αποστάσεως δημιουργικής απασχόλησης για παιδιά 5 έως 12 ετών. Διεξήχθη μια μελέτη πεδίου και ετοιμάστηκε εκπαιδευτικό υλικό για σύγχρονα και επίκαιρα θέματα που έχουν σχέση με το περιβάλλον, τη σωστή διατροφή, τους κινδύνους του διαδικτύου, την ασφάλεια στους δρόμους, το bullying και τη διαφορετικότητα, τα δικαιώματα των παιδιών, τον τουρισμό, τα καλλιτεχνικά και άλλα. Η δημιουργία των ψηφιακών υπηρεσιών απαιτούσε εξειδικευμένη εμπειρία και ανατέθηκε σε εξωτερικούς συνεργάτες με εξειδίκευση στην εξ αποστάσεως εκπαίδευση η δημιουργία πλατφόρμας, η φιλοξενία, αλλά και η ψηφιοποίηση του υλικού. Έτσι δημιουργήθηκε η «e-kedith experience» με δύο μεγάλες κατηγορίες δραστηριοτήτων: Η κατηγορία «Μικροί Εξερευνητές» περιέχει διαδραστικά ψηφιακά προγράμματα με θέμα την κλιματική αλλαγή, την ανακύκλωση, τον εκφοβισμό κ.α. Η κατηγορία «Διασκεδάζω και Μαθαίνω» περιλαμβάνει επιλεγμένες ταινίες για παιδιά, θεατρικές παραστάσεις, παραμύθια, ένα μουσικό θησαυρό, μαγικά βιβλία, προτάσεις για κατασκευές, χειροτεχνίες και παιχνίδια.
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The global disruption of all physical educational activities due the covid-19 pandemic impacted among others also professional development activities of higher educational faculty members and staff. Teaching and learning had to be... more
The global disruption of all physical educational activities due the covid-19 pandemic impacted among others also professional development activities of higher educational faculty members and staff. Teaching and learning had to be organized exclusively online. This transition is not straightforward as it often requires a different way of facing new challenges, or even a cultural change in all involved stakeholders. Hence, instructional designers, but also instructors and researchers need to consider multiple factors related to online education instructional design. In this empirical study, we present in detail the views and needs of twenty-three higher education faculty members, on their preferable pedagogy for distance training that had to replace a face-to-face one, in the frame of a multinational capacity building project. The core research question was “what are higher education instructors’ views and educational needs toward meaningful and effective pedagogy of professional development teaching and learning activities both in a face to face and an online training process”. A mixed research method was employed in the form of a 22-item questionnaire (pilot survey) that combined qualitative and quantitative data in the form of open and closed questions, respectively as well as observation. The results are illustrated through graphical representations and analysis comments. Specifically, the examined research indicators were the preferable training form, methodology, assessment, and feedback. Findings suggest that in online training, a flipped learning approach can accommodate the needs of academics where online meetings can be dedicated mainly to critical discussions and practical applications based on prior asynchronous individual study of theoretical material. This knowledge can be useful and support continuous professional development initiatives in the design and implementation of effective e-learning strategies.
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Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented... more
Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective sciencethemed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods.
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Sustaining students' interest and engagement in semester-long courses in distance learning settings is a tangible challenge in Higher Education. Social Virtual Reality platforms feature richer, spatial affordances in comparison to 2D,... more
Sustaining students' interest and engagement in semester-long courses in distance learning settings is a tangible challenge in Higher Education. Social Virtual Reality platforms feature richer, spatial affordances in comparison to 2D, web-based synchronous and asynchronous systems. Gamification is a promising method which adds an additional, affective layer to learning in the direction of the enhancement of motivation. In this article the results of an exploratory study on student active engagement applying gamification in a postgraduate distance education course taught at a UK university are presented. Based on the design principles of a gamified course, student experiences and recommendations to practitioners are discussed.
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In this article we describe the design of a blended training course on AR and VR for K-12 teachers. The overall aim of the course is to facilitate the creation of communities of practice that will inspire, motivate, and empower educators... more
In this article we describe the design of a blended training course on AR and VR for K-12 teachers. The overall aim of the course is to facilitate the creation of communities of practice that will inspire, motivate, and empower educators to apply innovative, pedagogically informed learning scenarios using AR and VR. This eight-week professional development course is one of the first of its kind to be developed and offered nation-wide to all educators of a European country. We also outline an elaborate evaluation scheme based on pilot runs and mixed research methods, interconnected with the European Framework for the Digital Competence of Educators. In this work-in-progress study we demonstrate how best practices from previous digital learning and educational technology paradigms, such as Open and Distance Learning and Flipped Learning, can be applied to facilitate teacher training and the mass adoption of Immersive Technologies by teachers in the primary and secondary education.
Research Interests:
Deeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge... more
Deeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge accumulation using student-centred instructional strategies such as case-based learning, simulations, collaborative learning, self-directed learning and learning for transfer. Science education in Higher Education is crucial for the social, scientific and economic progress of both advanced and developing countries. Desktop Virtual Reality is a technological medium that can be utilized to facilitate deep learning instructional strategies in science education. Desktop Virtual Reality features pervasive, computer-generated 3D virtual immersive environments where users interact through digital agents or avatars. In this paper, we explore if three learning scenarios from the fields of Biology, Earth Sciences (Geology) and Physics are updating the traditional transfer of knowledge. Passive, teacher-centred approaches often cause a sentiment of “apathy” to students while interactive student-centred approaches for Deeper Learning in Virtual Reality environments evoke feelings of “empathy”. More specific, we inquire to what extend does the TPACK instructional design model in Virtual Reality support Deeper Learning. Results indicate that academic teachers were able to enrich their teaching paradigm by integrating learning activities in virtual reality that evoke students’ interest, motivation and autonomy. Moreover, and after discussing the research results, we propose recommendations that instructional designers need to take in consideration to promote Deeper Learning in blended distance e-learning settings using social VR. The TPACK Learning Scenarios were developed in Palestinian Higher Education Institutes (HEIs) in the context of the capacity building Erasmus+ KA2 project “Virtual Reality as an Innovative and Immersive Tool for HEIs in Palestine (TESLA)”.
Research Interests:
An object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and... more
An object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and workers in a quest to uncover the hidden treasure. To reach your goal, you are invited to explore four cardinal virtues; love, faith, patience and repentance through the lives of respective saints. In the process you will encounter unanticipated expressions of applied spirituality to reach your goal. In this paper we present the instructional design process of an interactive serious game in a 3D virtual reality environment developed for religious education. Its purpose is to help participants experience and learn about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way that increases their curiosity. There have been calls for a paradigm shift in religious education from a closed, narrow, and unreflective practice pattern towards new, open, progressive approaches that take modern educational methods into account. Eastern Orthodox Christian theology addresses not just the mind but also the heart or nous, the existential centre of man. According to the Orthodox spirituality, the way humans can approach, know and meet God is only through personal experience. This makes immersive experiential learning a suitable medium for Orthodox Christian religious education. In the design of the game we took into account the fact that the structure of the game itself carries a fundamental ethical message and so it should reflect the values that are to be demonstrated in the game. Moreover, in this paper we describe how we addressed the main challenge of this project; the creative alignment synthesis required during the game design process. More specific, the learning experience merges and aligns harmonically multiple layers: philosophical - theological (ethical values, behavior paradigms), pedagogical - instructional, game mechanics, dynamics and aesthetics in a 3D virtual immersive environment.
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Building on the results of relevant projects & initiatives on online training & SMEs in Europe, concrete measures for promoting SMEs online learning and continuous Vocational Education and Training (VET) are presented. Among the measures... more
Building on the results of relevant projects & initiatives on online training & SMEs in Europe, concrete measures for promoting SMEs online learning and continuous Vocational Education and Training (VET) are presented. Among the measures is an example of a new Massive Open Online Course (MOOC) format focused on professional qualifications. Finally, the study concludes with a set of design recommendations for SMEs online learning.
Research Interests:
Escape rooms are a phenomenon that has taken the world by storm in the last decade. Simultaneously Virtual Reality is a promising technology for innovation in education, training and e-learning. Combining these two concepts, this paper... more
Escape rooms are a phenomenon that has taken the world by storm in the last decade. Simultaneously Virtual Reality is a promising technology for innovation in education, training and e-learning. Combining these two concepts, this paper outlines a new model for designing serious games in virtual reality environments for high quality, deep and meaningful learning, the Serious E-scape Room. It describes the theoretical grounding, general guidelines and principles of the model. It also presents the case study “Room of Keys”, a serious virtual escape room for biology concepts. To test the assumptions of the model, researchers conducted a mixed research study with 148 students in a US high school. Pre-post test results recorded a 13.8% performance increase and high overall satisfaction. The game has been received enthusiastically by students, it increased their motivation and helped them build a deeper understanding of the learned concepts.
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Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and... more
Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings.
The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed.
In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed.
In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
Research Interests:
Social virtual reality environments, also known as 3D virtual immersive environments, are three-dimensional computer-generated virtual spaces that are increasingly used in attendance-based and distance education. Thanks to their unique... more
Social virtual reality environments, also known as 3D virtual immersive environments, are three-dimensional computer-generated virtual spaces that are increasingly used in attendance-based and distance education. Thanks to their unique characteristics that separate them from two-dimensional virtual learning environments, social virtual reality environments can enhance distance education efficacy when used in combination with applying instructional methodologies such as situated learning, experiential learning and game-based learning.
The authors of this paper describe the design and findings of a research study on game-based learning in social virtual immersive environments. The research methodology of the study incorporated a mixed approach for evaluation; the participants answered to a survey and participated in semi-structured interviews.
More specifically, the paper exposes the design and the implementation of two mini serious games as proof of concept for the supplement of a postgraduate course on Cybersecurity in the University of Washington, USA. These social learning experiences were constructed taking into account various game mechanics and components designed to increase their appeal to most game player types. The games featured narrative, rules, team collaboration, competition, challenges, achievements, surprises, levels, rewards, choice, feedback, scoring, time-pressure, exploration.
The findings of the study showed that the participants in distance education programmes i) think that playful experiences in 3d social virtual reality are beneficial for their learning and ii) they value learning activities based on active participation and social interaction. The findings from the study also confirmed that the steep learning curve of new users in 3d virtual immersive environments is an obstacle for learning that needs to be addressed meticulously.
The paper authors illustrate how social virtual reality environments enable educators to create interactive exhibits and 3d content as well as entertaining social experiences of learning value in order to illustrate and visualize real Cybersecurity practices. In addition, it is explained how programming in virtual reality environments helps participants to experience intangible notions such as malware and behavioral patterns with the help of storytelling and visual metaphors. Overall, the authors offer recommendations on the effective use of game-based instructional approaches such as serious games, gamification and play in virtual immersive environments for educational purposes. Game-based learning experiences should be crafted in close conjunction with the course’s learning outcomes. A course-wide narrative can help overall participants’ engagement and content retention. The thinking styles of the participants and their learning preferences should also influence rapid tweaking of game parameters in programming and general curricula design decisions in order to accommodate epistemological needs and particular knowledge desires.
The authors of this paper describe the design and findings of a research study on game-based learning in social virtual immersive environments. The research methodology of the study incorporated a mixed approach for evaluation; the participants answered to a survey and participated in semi-structured interviews.
More specifically, the paper exposes the design and the implementation of two mini serious games as proof of concept for the supplement of a postgraduate course on Cybersecurity in the University of Washington, USA. These social learning experiences were constructed taking into account various game mechanics and components designed to increase their appeal to most game player types. The games featured narrative, rules, team collaboration, competition, challenges, achievements, surprises, levels, rewards, choice, feedback, scoring, time-pressure, exploration.
The findings of the study showed that the participants in distance education programmes i) think that playful experiences in 3d social virtual reality are beneficial for their learning and ii) they value learning activities based on active participation and social interaction. The findings from the study also confirmed that the steep learning curve of new users in 3d virtual immersive environments is an obstacle for learning that needs to be addressed meticulously.
The paper authors illustrate how social virtual reality environments enable educators to create interactive exhibits and 3d content as well as entertaining social experiences of learning value in order to illustrate and visualize real Cybersecurity practices. In addition, it is explained how programming in virtual reality environments helps participants to experience intangible notions such as malware and behavioral patterns with the help of storytelling and visual metaphors. Overall, the authors offer recommendations on the effective use of game-based instructional approaches such as serious games, gamification and play in virtual immersive environments for educational purposes. Game-based learning experiences should be crafted in close conjunction with the course’s learning outcomes. A course-wide narrative can help overall participants’ engagement and content retention. The thinking styles of the participants and their learning preferences should also influence rapid tweaking of game parameters in programming and general curricula design decisions in order to accommodate epistemological needs and particular knowledge desires.
Research Interests:
The utilization of Technology Enhanced Learning and more specifically of Distance Education for Life-Long Learning and Continuous Professional Development are at the epicenter/focus of European policies for the improvement of the delivery... more
The utilization of Technology Enhanced Learning and more specifically of Distance Education for Life-Long Learning and Continuous Professional Development are at the epicenter/focus of European policies for the improvement of the delivery of Vocational Education and Training. In this context, one of the important challenges is the design of versatile quality assurance strategies for training; providers that can guide the development of eLearning programs that achieve real impact in the participants’ lives. The University of Patras has launched a project for the provision of short, accessible, certified distance life-long learning programmes. The main pillars of this project are Excellence, Specialized Personalized Training at cutting edge subjects, Quality, Deep Learning and Innovation. Quality is perceived as a vibrant, dynamic process that is evaluated in the eye of the beholder (learner). Deep Learning goes beyond (superficial) knowledge increase: it aims at the development of transformative knowledge, meaning and metacognitive skills. In this study we identify, propose and evaluate preconditions, criteria and strategies to achieve high quality blended learning online courses based on the relevant experience of the University of Patras’ Educational Centre for Life-Long Learning (KEDIVIM). We present the methods used to assess the quality of the eLearning programmes, key findings of the evaluation process as well as early results of a research study on the quality of learning. The formative evaluation process was conducted by external assessors based on Context, Input, Process, Product approach. The evaluation instruments were online questionnaires, structured and semi-structured observation. The research study on quality was conducted by using an online questionnaire and aims at estimating the level of participants satisfaction using interactive learning methods such as collaborative learning. Early results of the study suggest that the project lead to the rapid provision of eLearning programmes that used successfully active learning methods to achieve high learner satisfaction and address training needs and skills gaps.
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This paper presents the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets”. Targeting at primary and secondary school students, this project aimed at... more
This paper presents the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets”. Targeting at primary and secondary school students, this project aimed at creating immersive multimedia eLearning experiences about the book history as well as its future. The main aims for the students were to: motivate and promote the early literacy and extracurricular reading; establish cognitive links between writing, books and acquiring knowledge with technology; and possess the basic digital skills when using a tablet.
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Existing design schemes of Massive Open Online Courses (MOOCs) usually focus on pedagogy, assessment and technology and rarely take into account learners' experience and motivation. Drawing from the success of quest-based initiatives,... more
Existing design schemes of Massive Open Online Courses (MOOCs) usually focus on pedagogy, assessment and technology and rarely take into account learners' experience and motivation. Drawing from the success of quest-based initiatives, gamified web platforms, and multiuser digital games, this paper introduces an innovative motivational framework for MOOCs instructional design coined as Open Quest Framework (OpenQuest). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and reduce attrition rates in MOOCs.
Research Interests:
The University of Patras started recently the implementation of an action plan for the development of its eLearning courses in order to provide smart certified life-long learning for all. The main pillars of this project are Excellence,... more
The University of Patras started recently the implementation of an action plan for the development of its eLearning courses in order to provide smart certified life-long learning for all. The main pillars of this project are Excellence, Specialized Personalized Training at cutting edge subjects, Quality, Deep Learning and Innovation. Quality is perceived as a vibrant, dynamic process that is estimated in the eye of the beholder (learner). Deep Learning goes beyond superficial increase in knowledge and aims at the development of transformative knowledge, meaning and metacognitive skills. The result of the action plan was the rapid provision of dozens of high quality popular eLearning programs that ran successfully nationwide.
The purpose of this paper is to identify the preconditions and criteria for high quality blended learning eVET based on the relevant experience of the University of Patras Center for Vocational Education and Training (KEK).
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Το Πανεπιστήμιο Πατρών υλοποιεί τα τελευταία χρόνια σχέδιο δράσης για την ανάπτυξη του eLearning Πανεπιστημίου Πατρών με κύριο στόχο την παροχή Έξυπνης Πιστοποιημένης Διά Βίου Μάθησης προς Όλους. Οι θεμελιώδεις άξονες του σχεδίου είναι η Αριστεία, η Εξειδικευμένη Εξατομικευμένη Διά Βίου Μάθηση και Επιμόρφωση σε θεματικές αιχμής, η Ποιότητα, η Βαθιά Μάθηση και η Καινοτομία. Η ποιότητα αντιμετωπίζεται ως μια ζωντανή, δυναμική διαδικασία η οποία εκτιμάται και διαπιστώνεται ατομικά σε κάθε εκπαιδευόμενο. Η Βαθιά Μάθηση ξεπερνά την επιφανειακή ποσοτική συσσώρευση γνώσεων και στοχεύει στην ανάπτυξη μετασχηματίζουσας γνώσης, νοήματος και μεταγνωστικών δεξιοτήτων. Το αποτέλεσμα του σχεδίου δράσης ήταν η ταχεία ανάπτυξη δεκάδων προγραμμάτων εξ αποστάσεως εκπαίδευσης υψηλής ποιότητας που έτυχαν σημαντικής απήχησης και υλοποιούνται με επιτυχία σε όλη την Ελλάδα.
Σκοπός της εργασίας αυτή είναι η ανίχνευση των προϋποθέσεων και των κριτηρίων για μια ποιοτική εξ αποστάσεως εκπαίδευση σύμφωνα με το μοντέλο της μεικτής μάθησης στο χώρο της επαγγελματικής κατάρτισης, με βάση την εμπειρία από την υλοποίηση σχετικών δράσεων στο ΚΕΚ του Πανεπιστημίου Πατρών.
The purpose of this paper is to identify the preconditions and criteria for high quality blended learning eVET based on the relevant experience of the University of Patras Center for Vocational Education and Training (KEK).
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Το Πανεπιστήμιο Πατρών υλοποιεί τα τελευταία χρόνια σχέδιο δράσης για την ανάπτυξη του eLearning Πανεπιστημίου Πατρών με κύριο στόχο την παροχή Έξυπνης Πιστοποιημένης Διά Βίου Μάθησης προς Όλους. Οι θεμελιώδεις άξονες του σχεδίου είναι η Αριστεία, η Εξειδικευμένη Εξατομικευμένη Διά Βίου Μάθηση και Επιμόρφωση σε θεματικές αιχμής, η Ποιότητα, η Βαθιά Μάθηση και η Καινοτομία. Η ποιότητα αντιμετωπίζεται ως μια ζωντανή, δυναμική διαδικασία η οποία εκτιμάται και διαπιστώνεται ατομικά σε κάθε εκπαιδευόμενο. Η Βαθιά Μάθηση ξεπερνά την επιφανειακή ποσοτική συσσώρευση γνώσεων και στοχεύει στην ανάπτυξη μετασχηματίζουσας γνώσης, νοήματος και μεταγνωστικών δεξιοτήτων. Το αποτέλεσμα του σχεδίου δράσης ήταν η ταχεία ανάπτυξη δεκάδων προγραμμάτων εξ αποστάσεως εκπαίδευσης υψηλής ποιότητας που έτυχαν σημαντικής απήχησης και υλοποιούνται με επιτυχία σε όλη την Ελλάδα.
Σκοπός της εργασίας αυτή είναι η ανίχνευση των προϋποθέσεων και των κριτηρίων για μια ποιοτική εξ αποστάσεως εκπαίδευση σύμφωνα με το μοντέλο της μεικτής μάθησης στο χώρο της επαγγελματικής κατάρτισης, με βάση την εμπειρία από την υλοποίηση σχετικών δράσεων στο ΚΕΚ του Πανεπιστημίου Πατρών.
Research Interests:
The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a)... more
The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
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Virtual Collaboration plays an increasing role among students, but also between universities to run Communities of Practice and exchange benchmarking. Universities are currently engaged in transfer of knowledge and best practices with the... more
Virtual Collaboration plays an increasing role among students, but also between universities to run Communities of Practice and exchange benchmarking. Universities are currently engaged in transfer of knowledge and best practices with the private sector focusing on stakeholder collaboration as the main pillar for quality development. Such new collaboration forms become an engaging factor for eLearning quality. Multi-user virtual environments such as Second Life (SL) facilitate users from both public and private sectors for creative group virtual collaboration. Dynamic interactions take place via users’ Avatars working as alternative egos facilitating the development of empathy among the users; supported by such enriched environment, they also aid in building immediate strong ties between the group members. Such acceleration of the socio-cultural part of learning leads to rapid immersion for virtual collaboration. In SL, all educational material is integrated into the tools provided; also virtual interactions are immediately seen by all participants. Thus, SL unlocks different training possibilities for advanced Learning eXperience+ (LX+); LX+ is the creation of immediate, deeply immersive, meaningful and memorable learning experience in SL. Thus, it is appropriate, satisfying, successful, and related to the educational and humane values, also directed towards the specific learning objectives for each course or session. Distance training is accelerated and deepened engaging trainees within a learning zone, called the Zone of Proximal Flow (ZPF). In ZPF peer-to-peer learning occurs between the boarders of creative challenge and anxiety. Our LX+ approach with ZPF was implemented in an Innovation Management eCourse in SL.
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Learning experience by engaging learners in immersive worlds has been proved to accelerate the learning pace as well as enhance the actual learners’ knowledge acquisition, construction of group meaning as well as skills and competencies.... more
Learning experience by engaging learners in immersive worlds has been proved to accelerate the learning pace as well as enhance the actual learners’ knowledge acquisition, construction of group meaning as well as skills and competencies. This is possible by 3D immersive worlds as they are representations of reality. Also, accelerating learning strategies exist in performance related targets and training such as sports; athletes accelerate and enhance their performance. In fact, studies reveal that learning can be accelerated and deepened in short crash workshops if specific systematic procedures, techniques and methodologies are in place. Based on such research, we accept the aforementioned results and we propose that such a crash course can be strategically and dynamically structured specifically for eLearning. Moreover, we propose an example of an Innovation Management crash eCourse implemented in the Second Life 3D virtual world so to provide technology enhanced learning by immersive learner experience, called Learning eXperience+ (LX+). This is possible by engaging the learners in a learning zone, called the zone of proximal flow also by combining different teaching and learning styles based on specific key elements for more personalised learning experience.
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The presentation argues that a crowd-sourced open education ecosystem, called MOOC Agora, can address employment challenges by implementing an 8-stage MOOC for a realistic employment business circle. In this context, a new,... more
The presentation argues that a crowd-sourced open education ecosystem, called MOOC Agora, can address employment challenges by implementing an 8-stage MOOC for a realistic employment business circle. In this context, a new, qualification-centered format of MOOCs is presented, the qMOOC.
Research Interests:
Social engineering is the most prevalent scheme used for online attacks and identity theft. This is the reason why security-related courses, modular degree schemes and training have recently been increased in education and industry... more
Social engineering is the most prevalent scheme used for online attacks and identity theft. This is the reason why security-related courses, modular degree schemes and training have recently been increased in education and industry worldwide. Emphasis is put on certain subjects such as online identity theft (or phishing) and social awareness. In this paper the authors investigate the attitudes, knowledge and competencies of future IT professionals and at the same time citizens of many different countries. For this research study, data was collected through a questionnaire (pilot survey) from University international students in Computing and related disciplines. The findings are illustrated in a compare and contrast approach through graphical representations and analysis comments. The authors proceed to outline needs and strategic steps to be taken in adult education to contribute in timely citizen’s privacy protection and online security. Further research through an improved questionnaire is expecting to find out more about online identity theft. This knowledge will be practical and useful for formal courses/curricula design and formal/informal adult learning practices and ways by which online security education can become more interesting and effective.
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Instructional Design Principles and Good Practices for using 3D Virtual Immersive Learning Environments in Primary and Secondary Education Καλές Πρακτικές Αξιοποίησης των Τρισδιάστατων Εικονικών Περιβάλλοντα Μάθησης στην πρωτοβάθμια και... more
Instructional Design Principles and Good Practices for using 3D Virtual Immersive Learning Environments in Primary and Secondary Education
Καλές Πρακτικές Αξιοποίησης των Τρισδιάστατων Εικονικών Περιβάλλοντα Μάθησης στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση.
Καλές Πρακτικές Αξιοποίησης των Τρισδιάστατων Εικονικών Περιβάλλοντα Μάθησης στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση.
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Εφαρμογές Εικονικής Πραγματικότητας Στη Συμβουλευτική Σταδιοδρομίας - Δυνατότητες και Περιορισμοί
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This short paper describes a collaborative virtual museum and library exhibit tour in the virtual world of Second Life. Colleagues from the University of Washington's Certificate in Virtual World course created Maya Island, a simulated... more
This short paper describes a collaborative virtual museum and library exhibit tour in the virtual world of Second Life. Colleagues from the University of Washington's Certificate in Virtual World course created Maya Island, a simulated environment which represents aspects of the ancient Mayan civilization. Through collaboration with librarians across the globe, the virtual museum was exhibited at the Community Virtual Library and live tours were provided for avatar visitors. This collaborative project demonstrates potential for virtual museums in libraries and education along with predictions for future virtual museum and library projects and environments.
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Experiences and reflections on the future of education in virtual worlds
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Collaborative Internet Applications, FOSS and its philosophy can help Public Administration transformation by creating Virtual Communities of Practice for Lifelong Learning
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This presentation describes how the Library & Information Services (LIS) of the University of Patras designed and launched the first ever Greek university’s training program in Virtual Worlds to enhance its user training activities and... more
This presentation describes how the Library & Information Services (LIS) of the University of Patras designed and launched the first ever Greek university’s training program in Virtual Worlds to enhance its user training activities and generate institution-wide teaching innovation.
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E-learning Innovation at UOC's European Certificate in E-learning Course Design & Teaching
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Εμπερίες από την πρώτη εγκατάσταση Google Apps Education Edition στην Ελλάδα το 2008 για την υποστήριξη αυτομάθησης & συνεργατικής μάθησης στη μεταδευτεροβάθμια εκπαίδευση και τον μετασχηματισμό του μοντέλου μάθησης με την αξιοποίηση της... more
Εμπερίες από την πρώτη εγκατάσταση Google Apps Education Edition στην Ελλάδα το 2008 για την υποστήριξη αυτομάθησης & συνεργατικής μάθησης στη μεταδευτεροβάθμια εκπαίδευση και τον μετασχηματισμό του μοντέλου μάθησης με την αξιοποίηση της εκπαιδευτικής τεχνολογίας, καθώς και την παραγωγή εκπαιδευτικού υλικού από σπουδαστές με την αξιοποίηση φορητών συσκευών.
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Social engineering is the most prevalent scheme used for online attacks and identity theft. Security-related courses have been increased worldwide. Emphasis is put on online identity theft (phishing) and social awareness. In this paper... more
Social engineering is the most prevalent scheme used for online attacks and identity theft. Security-related courses have been increased worldwide. Emphasis is put on online identity theft (phishing) and social awareness. In this paper the authors investigate the attitudes, knowledge and competencies of future IT professionals of different countries. Data was collected through a questionnaire from international students in Computing and related disciplines. The collected data revealed that (i) students are not free of security misconceptions, which security education is called upon to address and (ii) courses about security in higher education can be part of an effective strategy for increasing social awareness on privacy protection and online security. Further, the pilot survey revealed that two more issues need to be considered: (a) cultural dimension, especially, national culture and (b) teaching methodology and learning environment used for security education. The authors outline needs and strategic steps to be taken in adult education for timely privacy protection and citizens' security. This knowledge will be useful for curricula design and formal/informal adult learning practices by which security education can be more interesting in the learning process and effective regarding the learning outcomes.
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This chapter presents a derivative practical and adaptable fourteendimensional model for classifying and designing experiential simulated immersive learning experiences. The Metaverse promises the merge of physical reality with virtuality... more
This chapter presents a derivative practical and adaptable fourteendimensional model for classifying and designing experiential simulated immersive learning experiences. The Metaverse promises the merge of physical reality with virtuality and provokes reconceptualization of teaching and learning for education and training. Spatial computing affordances enable experiential, immersive learning in cyberphysical and digital 3D environments. Prior research suggests that immersive learning is achieved through system, narrative, and challenge immersion, while experiential, hands-on learning relies on active learner engagement with authentic tasks in realistic settings. Any simulation utilizing narratives, role-playing, problem-solving, games and challenges constitutes the main mimetic method to design and implement experiential learning. A potentially effective way for instructional design is the alignment of the intended learning outcomes in the cognitive, affective and psychomotor domains with learning and simulation mechanics. The proposed blueprint's dimensions include purpose, scale, level, role, goals, age, accessibility, risk, technology, sensory immersion, abstraction, participation, feedback, and engagement. This resource, derived from a respective proposal for medical simulations, can assist researchers and education practitioners of all fields to design and develop effective simulations in the direction of scalable and democratized simulation-based experiential learning.
Research Interests:
Metaverse-enabled experiences can have a profound, transformational impact on educational practice. Significant innovations related to the adoption of this new manifestation of the internet and its capabilities are expected in all levels... more
Metaverse-enabled experiences can have a profound, transformational impact on educational practice. Significant innovations related to the adoption of this new manifestation of the internet and its capabilities are expected in all levels of education. In higher education, several universities are building digital twins of campuses as the first step of embracing technology and understanding what is possible. But how should we design and organize education in the Metaverse? Reproducing existing practices should be carefully examined to avoid the pitfall of the routinization. New instructional design models and frameworks are needed to guide educational practices towards smart and experiential immersive education. Engaging, durable learning that shapes and transforms the competences and identity of students is a hallmark of high-quality education. This review presents three strategic approaches for effective immersive learning design in the Metaverse. It also analyzes instructional frameworks, models and taxonomies with the support of XR technologies.
Research Interests:
Online teaching in virtual worlds opens new pedagogical horizons for educators to challenge students cognitively while offering them enjoyable experiences where pupils are no longer passive recipients of content and engage in active... more
Online teaching in virtual worlds opens new pedagogical horizons for educators to challenge students cognitively while offering them enjoyable experiences where pupils are no longer passive recipients of content and engage in active learning practices. One method to reconceptualize distance teaching is using game design thinking to organize learning through playification, gamification, and serious games. All these methods can be applied both in learning management systems, 2D web-based platforms and in 3D virtual worlds. The main objective of this study is to demonstrate how learner engagement can be achieved and sustained through playful approaches to online teaching and learning using a multiple case study design. This study has wider practical implications for online education in the Metaverse featuring immersive, multiuser, networked environments.
Research Interests:
Distance education in 3D virtual worlds can open up new horizons of student-centered pedagogies with collaborative problem-based activities in the Metaverse. The Metaverse is an interconnected web of social, networked immersive... more
Distance education in 3D virtual worlds can open up new horizons of student-centered pedagogies with collaborative problem-based activities in the Metaverse. The Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. Easy to set up activities without special or expensive resources can be organized in social VR platforms without advanced programming skills to facilitate the application of complex theoretical academic concepts towards durable, in-depth learning.
Research Interests:
Extended Reality (XR) is an umbrella term that embraces several immersive technologies such as Augmented (AR), Mixed (MR) and Virtual Reality (VR). The application of Extended Reality for teaching and learning purposes is called Immersive... more
Extended Reality (XR) is an umbrella term that embraces several immersive technologies such as Augmented (AR), Mixed (MR) and Virtual Reality (VR). The application of Extended Reality for teaching and learning purposes is called Immersive Education. Immersive Education has the potential to enhance student learning motivation, engagement and performance. Game-based motivation enhancement methods include playful design, gamification and serious games. The current manuscript presents playful blended learning experiences, gamified distance education courses and serious games designs in XR community settings. Its main contribution is the discussion of results from multiple studies and the formulation of recommendations for practitioners for building communities of inquiry and practice in XR environments.
Research Interests:
This paper introduces an innovative motivational framework for Massive Open Online Courses (MOOCs) instructional design coined as Open Quest Framework (OpenQuest). OpenQuest aims to improve learning and user engagement in MOOCs by drawing... more
This paper introduces an innovative motivational framework for Massive Open Online Courses (MOOCs) instructional design coined as Open Quest Framework (OpenQuest). OpenQuest aims to improve learning and user engagement in MOOCs by drawing lessons from the success of quest-based initiatives, gamified web platforms, and massive-multiplayer online games (MMOs). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It supplements existing MOOCs design schemes that usually focus on pedagogy, assessment and technology.
It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and personalize learning.
It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and personalize learning.
Research Interests:
The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book... more
The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.
Research Interests:
Postgraduate Textbook authored for the Open University of Catalonia
Research Interests:
Textbook commissioned by the E-Engineers Program of the Technical Chamber of Greece (TEE-TCG)
Research Interests:
Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis... more
Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction.
This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regard-ing the quality of learning.
Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model.
The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and well-being.
This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regard-ing the quality of learning.
Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model.
The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and well-being.
Research Interests:
Design and development of an interactive virtual storytelling epistemic (serious) game for religious education. Its purpose is to facilitate learning about essential aspects of the Eastern Orthodox Christian faith and spirituality in an... more
Design and development of an interactive virtual storytelling epistemic (serious) game for religious education. Its purpose is to facilitate learning about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way.
Thesis for Master of Arts Education in Virtual Worlds
Supervisor: Liz Falconer
Thesis for Master of Arts Education in Virtual Worlds
Supervisor: Liz Falconer
Research Interests:
Αντικείμενο της παρούσας διπλωματικής εργασίας είναι ο Ανασχεδιασμός Επιχειρησιακών Διαδικασιών σε Μη-Κυβερνητική Οργάνωση. Ο Ανασχεδιασμός Επιχειρησιακών Διαδικασιών είναι μία φιλοσοφία, που επικεντρώνεται στην αύξηση της... more
Αντικείμενο της παρούσας διπλωματικής εργασίας είναι ο Ανασχεδιασμός Επιχειρησιακών Διαδικασιών σε Μη-Κυβερνητική Οργάνωση. Ο Ανασχεδιασμός Επιχειρησιακών Διαδικασιών είναι μία φιλοσοφία, που επικεντρώνεται στην αύξηση της αποτελεσματικότητας και της αποδοτικότητας ενός οργανισμού, μέσω της αναθεώρησης του τρόπου διεκπεραίωσης διαδικασιών που διαπερνούν ολόκληρη τον οργανισμό. Βασικά στοιχεία του ανασχεδιασμού είναι η επικέντρωση σε ευρείες διαδικασίες (και όχι σε λειτουργίες), που δημιουργούν αποτελέσματα με αξία για τον πελάτη και η εκμετάλλευση των δυνατοτήτων της πληροφορικής τεχνολογίας, που δίνει δυνατότητες για ριζικό μετασχηματισμό του τρόπου οργάνωσης και διεξαγωγής της εργασίας.
Η επιτυχημένη εφαρμογή ενός προγράμματος ανασχεδιασμού, όπως κάθε προσπάθεια μεταρρύθμισης, απαιτεί τη δέσμευση της διοίκησης και των εργαζομένων του οργανισμού, την μεθοδική προσέγγιση του θέματος και την εφαρμογή των αρχών της διαχείρισης της αλλαγής κατά την υλοποίηση της νέας κατάστασης.
Η υπάρχουσα βιβλιογραφία δεν καλύπτει επαρκώς το θέμα της μεθοδολογίας του ανασχεδιασμού σε Μη-Κυβερνητικές Οργανώσεις. Στο δεύτερο μέρος της εργασίας αυτής περιγράφεται η μεθοδολογική προσέγγιση της Δομικής Ανάλυσης Διαδικασιών, διακρίνοντας πέντε βασικά στάδια: ανασκόπηση στρατηγικής, προσδιορισμός στόχων του ανασχεδιασμού, ανάλυση της υφιστάμενης κατάστασης, εφαρμογή του ανασχεδιασμού επιχειρησιακών διαδικασιών και υλοποίηση και βελτίωση του νέου σχεδιασμού.
Η Δομική Ανάλυση Διαδικασιών εφαρμόζεται για τον ανασχεδιασμό των κυρίων διαδικασιών της Κίνησης Φοιτητών για την Ευρώπη - AEGEE (Association des États Généraux des Étudiants de l'Europe), αφού προηγουμένως έχουν αναλυθεί οι ιδιαιτερότητες του τομέα των Μη-Κυβερνητικών Οργανώσεων. Τα προϊόντα της εφαρμογής αυτής είναι:
• μία πρόταση για νέα διαδικασία προώθησης αιτημάτων των νέων και
• πρόταση για οργάνωση της οργάνωσης γύρω από διαδικασίες, εγκαταλείποντας την οργάνωση κατά λειτουργίες.
Η εφαρμογή των τριών πρώτων σταδίων της μεθοδολογίας έδειξε ότι με τον ανασχεδιασμό μπορούν πράγματι να προκύψουν σημαντικά περιθώρια βελτίωσης της απόδοσης διαδικασιών. Την παρούσα μελέτη θα ακολουθήσει στους επόμενους μήνες το σταδίο της υλοποίησης των προτάσεων.
Η επιτυχημένη εφαρμογή ενός προγράμματος ανασχεδιασμού, όπως κάθε προσπάθεια μεταρρύθμισης, απαιτεί τη δέσμευση της διοίκησης και των εργαζομένων του οργανισμού, την μεθοδική προσέγγιση του θέματος και την εφαρμογή των αρχών της διαχείρισης της αλλαγής κατά την υλοποίηση της νέας κατάστασης.
Η υπάρχουσα βιβλιογραφία δεν καλύπτει επαρκώς το θέμα της μεθοδολογίας του ανασχεδιασμού σε Μη-Κυβερνητικές Οργανώσεις. Στο δεύτερο μέρος της εργασίας αυτής περιγράφεται η μεθοδολογική προσέγγιση της Δομικής Ανάλυσης Διαδικασιών, διακρίνοντας πέντε βασικά στάδια: ανασκόπηση στρατηγικής, προσδιορισμός στόχων του ανασχεδιασμού, ανάλυση της υφιστάμενης κατάστασης, εφαρμογή του ανασχεδιασμού επιχειρησιακών διαδικασιών και υλοποίηση και βελτίωση του νέου σχεδιασμού.
Η Δομική Ανάλυση Διαδικασιών εφαρμόζεται για τον ανασχεδιασμό των κυρίων διαδικασιών της Κίνησης Φοιτητών για την Ευρώπη - AEGEE (Association des États Généraux des Étudiants de l'Europe), αφού προηγουμένως έχουν αναλυθεί οι ιδιαιτερότητες του τομέα των Μη-Κυβερνητικών Οργανώσεων. Τα προϊόντα της εφαρμογής αυτής είναι:
• μία πρόταση για νέα διαδικασία προώθησης αιτημάτων των νέων και
• πρόταση για οργάνωση της οργάνωσης γύρω από διαδικασίες, εγκαταλείποντας την οργάνωση κατά λειτουργίες.
Η εφαρμογή των τριών πρώτων σταδίων της μεθοδολογίας έδειξε ότι με τον ανασχεδιασμό μπορούν πράγματι να προκύψουν σημαντικά περιθώρια βελτίωσης της απόδοσης διαδικασιών. Την παρούσα μελέτη θα ακολουθήσει στους επόμενους μήνες το σταδίο της υλοποίησης των προτάσεων.
Research Interests:
In this keynote presentation the status of the Metaverse is described first, its definition, history and the major contemporary developments in the field. Next, exploring the association between Smart Learning and the Metaverse lay the... more
In this keynote presentation the status of the Metaverse is described first, its definition, history and the major contemporary developments in the field. Next, exploring the association between Smart Learning and the Metaverse lay the foundations for quality education in the era of the Metaverse. The main contribution of this work is a synthesis of guidelines and good practices for Smart Learning design in the Metaverse based on published research and review studies. Finally, practical examples and lessons learned from seven Motivation-enhanced learning case studies provide insights for Smart Learning in the Metaverse using gamification, playification and serious games such as escape rooms.
Recording: https://wx.vzan.com/live/tvchat-104097159?shauid=undefined&vprid=0&v=1661847167562
Recording: https://wx.vzan.com/live/tvchat-104097159?shauid=undefined&vprid=0&v=1661847167562
Research Interests:
The recommendation of the Digital Agenda Assembly 2012 to address the flexible development of suitable socio-technical skills and expertise through open education and MOOCs in order to upskill the workforce in mass scale and increase... more
The recommendation of the Digital Agenda Assembly 2012 to address the flexible development of suitable socio-technical skills and expertise through open education and MOOCs in order to upskill the workforce in mass scale and increase employment in Europe faces three challenges:
1. increase MOOC quantity,
2. speed-up MOOC delivery and
3. improve MOOC quality.
The presentation argues that a crowd-sourced open education ecosystem, called MOOC Agora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore, I propose a new, qualification-centered format of MOOCs, the qMOOC, in order to address the third challenge.
1. increase MOOC quantity,
2. speed-up MOOC delivery and
3. improve MOOC quality.
The presentation argues that a crowd-sourced open education ecosystem, called MOOC Agora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore, I propose a new, qualification-centered format of MOOCs, the qMOOC, in order to address the third challenge.
Research Interests:
Blended Learning for Teachers in the Digital Era
Innovation: Teaching Good Practices in European Schools
Open Education for Teachers & Students
Social Virtual Reality Environments & Games
Innovation: Teaching Good Practices in European Schools
Open Education for Teachers & Students
Social Virtual Reality Environments & Games
Research Interests:
3D Virtual Worlds & Virtual Reality in Language Learning (Keynote in German)
Research Interests:
Quality in VET: improvement for the benefit of the learner VET Learning Quality / Innovation Suggestions: 1.Blended/Hybrid Learning 2.European Good Practices in VET 3.Open Education 4.Social Virtual Reality Environments & Augmented... more
Quality in VET: improvement for the benefit of the learner VET Learning Quality / Innovation Suggestions:
1.Blended/Hybrid Learning
2.European Good Practices in VET
3.Open Education
4.Social Virtual Reality Environments & Augmented Reality Applications
1.Blended/Hybrid Learning
2.European Good Practices in VET
3.Open Education
4.Social Virtual Reality Environments & Augmented Reality Applications
Research Interests:
Practical Ideas for Teaching Innovation with 3D Virtual Worlds in Primary and Secondary Education
Research Interests:
Presentation delivered at the seminar on Libaries Development of Cyprus Association of Librarians – Information Scientists (CALIS), September 13th, 2013, via Second Life.
Research Interests:
*keynote presentation* How do Distance Learning and Virtual Worlds transform Education? How does the future of Education look like? What elements could be part of the Future of Language Learning? What is the role of Virtual Worlds in such... more
*keynote presentation* How do Distance Learning and Virtual Worlds transform Education? How does the future of Education look like? What elements could be part of the Future of Language Learning? What is the role of Virtual Worlds in such a scenario? What are the skillset, pedagogical methodologies and strategies that language teachers and institutions should adopt so as to co-shape the future and thrive?
Research Interests:
Presentation at the Webinar "Empowering language learners: Formal & informal language learning through Social Media"
Research Interests:
Distance learning is evolving at an accelerating pace. New, innovative forms increase the choice and effectiveness of e-learning programs for schools, universities and educational organizations as well as for businesses. Collaborative... more
Distance learning is evolving at an accelerating pace. New, innovative forms increase the choice and effectiveness of e-learning programs for schools, universities and educational organizations as well as for businesses. Collaborative Internet Applications (Web 2.0) facilitate open education and the application of innovative pedagogical methods.Mobile learning transfers computer learning to the smart mobile phone. 3D Virtual Worlds are revolutionizing modern distance education by combining emotional identification, co-creation and the exciting element of game-based learning.
Research Interests:
Open and Distance Learning (EKP65) is a 9-month 22 ECTS postgraduate course of the School of Humanities at the Hellenic Open University (HOU)
Research Interests:
Instructional design & development of educational material for the blended e-learning course “Augmented and Virtual Reality in Teaching and Learning” (2 ECTS) for the Pedagogical Institute of Cyprus to be offered nation-wide to all K-12... more
Instructional design & development of educational material for the blended e-learning course “Augmented and Virtual Reality in Teaching and Learning” (2 ECTS) for the Pedagogical Institute of Cyprus to be offered nation-wide to all K-12 educators.
Co-authors: Maria Fragkaki, Giorgos Filippousis
Co-authors: Maria Fragkaki, Giorgos Filippousis
Research Interests:
Postgraduate e-learning course (7.5 ECTS) for the Master of Arts Education in Virtual Worlds degree of the University of the West of England, United Kingdom from a distance in a Social Virtual Reality platform (2013-2014)
Research Interests:
Postgraduate course taught at the National School of Public Administration and Local Government (ESDDA), Greece
Research Interests:
Postgraduate e-learning course (6 ECTS) taught for the European Certificate on E-learning Course Design & Teaching
Open University of Catalonia, Spain (2010-2014)
Open University of Catalonia, Spain (2010-2014)
Research Interests:
Postgraduate E-learning course (6 ECTS) for the European Certificate in e-Learning Course Design and Teaching at the Open University of Catalonia, Spain (2010-2014)
Research Interests:
Theoretical and practical e-learning training course on eLearning and Blended Learning course design, ODL material development and distance education teaching and facilitation. Duration: 12 weeks, 150 hours University of Patras... more
Theoretical and practical e-learning training course on eLearning and Blended Learning course design, ODL material development and distance education teaching and facilitation.
Duration: 12 weeks, 150 hours
University of Patras Educational Center for Life Long Learning (KEDIVIM) 2015-19
Duration: 12 weeks, 150 hours
University of Patras Educational Center for Life Long Learning (KEDIVIM) 2015-19
Research Interests:
Complete theoretical and practical blended training course on Adult Education leading to national professional certification.
Duration: 8 weeks, 120 hours
University of Patras Educational Center for Life Long Learning (KEDIVIM) 2017-18
Duration: 8 weeks, 120 hours
University of Patras Educational Center for Life Long Learning (KEDIVIM) 2017-18
Research Interests:
Teaching Assistant in e-learning course taught in Social Virtual Reality for the Virtual Worlds Postgraduate Certificate at the University of Washington USA
Professor: Randy Hinrichs
Professor: Randy Hinrichs
Research Interests:
Teaching Assistant in e-learning course taught in Social Virtual Reality for the Virtual Worlds Postgraduate Certificate at the University of Washington USA
Professor: Randy Hinrichs
Professor: Randy Hinrichs
Research Interests:
Teaching Assistant in e-learning course taught in Social Virtual Reality platforms for the Virtual Worlds Postgraduate Certificate at the University of Washington USA
Professor: Randy Hinrichs
Professor: Randy Hinrichs
Research Interests:
Πρόγραμμα επιμόρφωσης στην πρακτική αξιοποίηση συνεργατικών εργαλείων Web 2.0 στο Δημόσιο
Διάρκεια: 35 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2009-2010
Διάρκεια: 35 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2009-2010
Research Interests:
Θεωρητική και πρακτική κατάρτιση στον Σχεδιασμό Ηλεκτρονικών Περιβαλλόντων Μάθησης, την Ανάπτυξη Διαδραστικού Εκπαιδευτικού Υλικού E-learning και τη Σύγχρονη και Ασύγχρονη Διδασκαλία Εξ Αποστάσεως
Διάρκεια: 70 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2008-2010
Διάρκεια: 70 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2008-2010
Research Interests:
Πρόγραμμα επιμόρφωσης εκπαιδευτικών και δημοσίων υπαλλήλων μέσω τηλεδιάσκεψης
Διάρκεια: 35 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2009-2010
Διάρκεια: 35 ώρες
ΙΝΕΠ/ΕΚΔΔΑ 2009-2010
Research Interests:
Μεθοδολογία κατασκευής και οργάνωσης εκπαιδευτικού υλικού
Εργαλεία δημιουργίας μαθησιακών αντικειμένων SCORM
Διάρκεια: 35 ώρες
Εργαλεία δημιουργίας μαθησιακών αντικειμένων SCORM
Διάρκεια: 35 ώρες
Research Interests:
Quality in Higher Education E-learning Higher Education E-learning & e-VET Recommendations for a High Quality e-VET
Research Interests:
3D Gamified Poster on Maya Civilization that ended up winning VWBPE 2012 conference's Best Poster award.
Research Interests:
Experiential workshop on designing learning and teaching in 3D Virtual Immersive Environments, Virtual Worlds, Social Virtual Reality
Research Interests:
Best Practices of Instructional Design, Teaching, Learning and Researching with Open Education, Virtual Worlds and Gamification