The popularity of VR technology has led to the development of public VR setups in entertainment venues, museums, and exhibitions. Interactive VR CAVEs can create compelling gaming experiences for both players and the spectators, with a strong sense of presence and emotional engagement. This paper presents the design and development processes of a VR interactive environment called MobiCave (in room-scale size), that uses motion-tracking systems for an immersive experience. A user study was conducted in the MobiCave, aimed to gather feedback regarding their experience with a demo game. The study researched factors such as immersion, presence, flow, perceived usability, and motivation regarding players and the bystanders. Results showed promising findings for both fun and learning purposes while the experience was found highly immersive. This study suggests that interactive VR setups for public usage could be a motivating opportunity for creating new forms of social interaction and collaboration in gaming.

Advancements in cultural informatics have significantly influenced the way we perceive, analyze, communicate and understand culture. New data sources, such as social media, digitized cultural content, and Internet of Things (IoT) devices, have allowed us to enrich and customize the cultural experience, but at the same time have created an avalanche of new data that needs to be stored and appropriately managed in order to be of value. Although data management plays a central role in driving forward the cultural heritage domain, the solutions applied so far are fragmented, physically distributed, require specialized IT knowledge to deploy, and entail significant IT experience to operate even for trivial tasks. In this work, we present Hydria, an online data lake that allows users without any IT background to harvest, store, organize, analyze and share heterogeneous, multi-faceted cultural heritage data. Hydria provides a zero-administration, zero-cost, integrated framework that enables researchers, museum curators and other stakeholders within the cultural heritage domain to easily (i) deploy data acquisition services (like social media scrapers, focused web crawlers, dataset imports, questionnaire forms), (ii) design and manage versatile customizable data stores, (iii) share whole datasets or horizontal/vertical data shards with other stakeholders, (iv) search, filter and analyze data via an expressive yet simple-to-use graphical query engine and visualization tools, and (v) perform user management and access control operations on the stored data. To the best of our knowledge, this is the first solution in the literature that focuses on collecting, managing, analyzing, and sharing diverse, multi-faceted data in the cultural heritage domain and targets users without an IT background.

The remedial teaching policy is a flagship education policy of the Greek Ministry of Education that aims to create a school of equal opportunities by providing additional support to students from disadvantaged social backgrounds. In this work we utilised a data set provided by the Ministry of Education, followed a black box approach and built on previous results in order to achieve the first ever evaluation, based on data, of the remedial teaching policy. Our findings indicate that remedial teaching is very effective in supporting very weak students, helping 70% of them achieve better academic performance and one out of three of them to sustain this enhanced academic performance in the future, long after they have stopped receiving remedial teaching. On the other hand, and contrary to what is widely believed, our results show that remedial teaching has the opposite impact to what it was designed for, as it is primarily the privileged students that receive the benefits. Consequently, in the way it is currently implemented, remedial teaching widens the gap between privileged and disadvantaged students rather than reduces it. The implications of the work are wide and far reaching, including the establishment of the need to revisit the way remedial teaching is implemented, the highlighting of the value in the data gathered by the Ministry of Education and the proof that individual educational policies can be objectively assessed despite being part of a complex system in which multiple education policies are implemented concurrently.

The GPA is a universally recognised and utilised metric of academic performance that is considered to also measure a student’s potential for academic performance in the future. In this short communication we examine to what extent the GPA of the first grade of high school predicts performance in the later grades of high school, either generally (as classified in an excellent student, strong student, weak student, or very weak student) or more accurately (as indicated by the exact GPA in the next grade). We also put to the test the widely held notion that it might be best if core courses such as language and mathematics contributed more to the calculation of the GPA compared to secondary courses such as physical education or music. Our findings confirm the predictive properties of the GPA but strongly rebut the notion that a weighted GPA might achieve a better reflection of students’ potential. The study is based on the academic records of every student in Greece that progressed from the first to third grade of high school in the 2016–2019 period. This dataset contains records of more than 85,000 students, making it one of the most extensive studies ever conducted on the topic of the properties of the GPA.