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Dr. Nikolaos Pellas is an Adjunct Lecturer in the Department of Primary Education at the University of Western Macedonia (Greece). He holds a Ph.D. from the Department of Product and Systems Design Engineering at the University of the Aegean. His research interests lie in the design, development, and implementation of interactive environments using Virtual Reality, Augmented Reality, and Mixed Reality in communication and education.
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.
Stylianos Mystakidis; Athanasios Christopoulos; Nikolaos Pellas. A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies 2021, 1 -45.
AMA StyleStylianos Mystakidis, Athanasios Christopoulos, Nikolaos Pellas. A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies. 2021; ():1-45.
Chicago/Turabian StyleStylianos Mystakidis; Athanasios Christopoulos; Nikolaos Pellas. 2021. "A systematic mapping review of augmented reality applications to support STEM learning in higher education." Education and Information Technologies , no. : 1-45.
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.
Athanasios Christopoulos; Stylianos Mystakidis; Nikolaos Pellas; Mikko-Jussi Laakso. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers 2021, 10, 92 .
AMA StyleAthanasios Christopoulos, Stylianos Mystakidis, Nikolaos Pellas, Mikko-Jussi Laakso. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers. 2021; 10 (8):92.
Chicago/Turabian StyleAthanasios Christopoulos; Stylianos Mystakidis; Nikolaos Pellas; Mikko-Jussi Laakso. 2021. "ARLEAN: An Augmented Reality Learning Analytics Ethical Framework." Computers 10, no. 8: 92.
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.
Nikolaos Pellas; Stylianos Mystakidis; Athanasios Christopoulos. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction 2021, 5, 28 .
AMA StyleNikolaos Pellas, Stylianos Mystakidis, Athanasios Christopoulos. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction. 2021; 5 (6):28.
Chicago/Turabian StyleNikolaos Pellas; Stylianos Mystakidis; Athanasios Christopoulos. 2021. "A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education." Multimodal Technologies and Interaction 5, no. 6: 28.
The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.
Ioannis Kazanidis; Nikolaos Pellas; Athanasios Christopoulos. A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies. Multimodal Technologies and Interaction 2021, 5, 9 .
AMA StyleIoannis Kazanidis, Nikolaos Pellas, Athanasios Christopoulos. A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies. Multimodal Technologies and Interaction. 2021; 5 (3):9.
Chicago/Turabian StyleIoannis Kazanidis; Nikolaos Pellas; Athanasios Christopoulos. 2021. "A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies." Multimodal Technologies and Interaction 5, no. 3: 9.
There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. 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. 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 (n = 46) 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 were 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 can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
Nikolaos Pellas; Stylianos Mystakidis; Ioannis Kazanidis. Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality 2021, 25, 835 -861.
AMA StyleNikolaos Pellas, Stylianos Mystakidis, Ioannis Kazanidis. Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality. 2021; 25 (3):835-861.
Chicago/Turabian StyleNikolaos Pellas; Stylianos Mystakidis; Ioannis Kazanidis. 2021. "Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature." Virtual Reality 25, no. 3: 835-861.
While virtual reality has attracted educators’ interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students’ data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
Athanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications. Education Sciences 2020, 10, 317 .
AMA StyleAthanasios Christopoulos, Nikolaos Pellas, Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications. Education Sciences. 2020; 10 (11):317.
Chicago/Turabian StyleAthanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. 2020. "A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications." Education Sciences 10, no. 11: 317.
The commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.
Athanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications. 2020, 1 .
AMA StyleAthanasios Christopoulos, Nikolaos Pellas, Mikko-Jussi Laakso. A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications. . 2020; ():1.
Chicago/Turabian StyleAthanasios Christopoulos; Nikolaos Pellas; Mikko-Jussi Laakso. 2020. "A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications." , no. : 1.
Although Virtual Reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in Science, Technology, Engineering, and Mathematics (STEM) are still scarce. This scoping review presents various VR-supported instructional design practices in K-12 (Primary and Secondary) and Higher Education (HE) in terms of participants' characteristics, methodological features, and pedagogical uses in alignment with applications, technological equipment, and instructional design strategies. During the selection and screening process, forty-one (n=41) studies published in the period 2009-2019 were included for a detailed analysis and synthesis. This review's results indicate that many studies were focused on the description and evaluation of the appropriateness or the effectiveness of applied teaching practices with VR support. Several studies pointed out improvements in learning outcomes or achievements, positive perspectives on user experience, and perceived usability. Nevertheless, fewer studies were conducted to measure students' learning performance. The current scoping review aims to encourage instructional designers to develop innovative VR applications or integrate existing approaches in their teaching procedures. It will also inform researchers to conduct further research for an in-depth understanding of the educational benefits of immersive VR applications in STEM fields.
Nikolaos Pellas; Andreas Dengel; Athanasios Christopoulos. A Scoping Review of Immersive Virtual Reality in STEM Education. IEEE Transactions on Learning Technologies 2020, 13, 748 -761.
AMA StyleNikolaos Pellas, Andreas Dengel, Athanasios Christopoulos. A Scoping Review of Immersive Virtual Reality in STEM Education. IEEE Transactions on Learning Technologies. 2020; 13 (4):748-761.
Chicago/Turabian StyleNikolaos Pellas; Andreas Dengel; Athanasios Christopoulos. 2020. "A Scoping Review of Immersive Virtual Reality in STEM Education." IEEE Transactions on Learning Technologies 13, no. 4: 748-761.
Various studies have widely utilized mixed reality (MR) in primary and secondary (K-12) education. Nevertheless, there has been relatively no explicit focus on a substantial amount of studies that are reviewed systematically in order to present and suggest the educational benefits of MR technology for the development of learning environments. The present systematic literature review describes the current state of knowledge and practices using MR in K-12 education and provides guidance for educators and scholars focusing on instructional design contexts by critically appraising and summarizing the existing research. It also outlines a wide range of results yielded by quantitative, qualitative and mixed-method studies to investigate potential benefits, difficulties, and effectiveness of MR environments across various learning subjects. Overall, 21 studies published from 2002 until 2018 in 18 international peer-reviewed journals were analysed, with 11 and 10 studies regarding primary and secondary education, respectively. This review informs educators and scholars about insights and evidence gained by prior findings on the current state-of-the-art research so that provide a contribution of scientific knowledge and innovation using MR environments in different learning subjects. Implications for practice and research are discussed in detail, as MR has the potential to influence students’ engagement, participation, skill acquisition, and embodied learning experience for knowledge transfer within well-structured instructional design contexts.
Nikolaos Pellas; Ioannis Kazanidis; George Palaigeorgiou. A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies 2019, 25, 2481 -2520.
AMA StyleNikolaos Pellas, Ioannis Kazanidis, George Palaigeorgiou. A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies. 2019; 25 (4):2481-2520.
Chicago/Turabian StyleNikolaos Pellas; Ioannis Kazanidis; George Palaigeorgiou. 2019. "A systematic literature review of mixed reality environments in K-12 education." Education and Information Technologies 25, no. 4: 2481-2520.
While “flipping” a classroom has gained attention in K‐12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi‐experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture‐based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses.
Ioannis Kazanidis; Nikolaos Pellas; Panagiotis Fotaris; Avgoustos Tsinakos. Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses? British Journal of Educational Technology 2018, 50, 2014 -2027.
AMA StyleIoannis Kazanidis, Nikolaos Pellas, Panagiotis Fotaris, Avgoustos Tsinakos. Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses? British Journal of Educational Technology. 2018; 50 (4):2014-2027.
Chicago/Turabian StyleIoannis Kazanidis; Nikolaos Pellas; Panagiotis Fotaris; Avgoustos Tsinakos. 2018. "Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?" British Journal of Educational Technology 50, no. 4: 2014-2027.
There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances, and/or effectiveness of ARGBL across various primary and secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on primary education and 7 on secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.
Nikolaos Pellas; Panagiotis Fotaris; Ioannis Kazanidis; David Wells. Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality 2018, 23, 329 -346.
AMA StyleNikolaos Pellas, Panagiotis Fotaris, Ioannis Kazanidis, David Wells. Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality. 2018; 23 (4):329-346.
Chicago/Turabian StyleNikolaos Pellas; Panagiotis Fotaris; Ioannis Kazanidis; David Wells. 2018. "Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning." Virtual Reality 23, no. 4: 329-346.
Despite the educational potential of Facebook and Moodle, there are still unanswered questions about their impact on the student learning experience in a well-defined instructional design framework. This study aimed to compare the learning experiences of students who used Moodle (control group) and Facebook (experimental group), in terms of Community of Inquiry (CoI) model presence indicators, that is, cognitive, teaching, and social presence. Several learning activities for the development of learning environments were carried out by ninety-seven (n = 97) students who were enrolled in instructional media design courses in higher education. Findings from quantitative and qualitative analysis indicated that students using either Moodle or Facebook as their learning platform had similar perceptions of teaching and cognitive presence; however, Facebook users had a better social presence using the CoI model than their Moodle counterparts. Another point worth noting is that the experimental group’s female participants had better teaching presence, cognitive presence, and overall learning experience than their male peers.
Ioannis Kazanidis; Nikolaos Pellas; Panagiotis Fotaris; Avgoustos Tsinakos. Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model. International Journal of Human–Computer Interaction 2018, 34, 932 -942.
AMA StyleIoannis Kazanidis, Nikolaos Pellas, Panagiotis Fotaris, Avgoustos Tsinakos. Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model. International Journal of Human–Computer Interaction. 2018; 34 (10):932-942.
Chicago/Turabian StyleIoannis Kazanidis; Nikolaos Pellas; Panagiotis Fotaris; Avgoustos Tsinakos. 2018. "Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model." International Journal of Human–Computer Interaction 34, no. 10: 932-942.
Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n = 50) high school students who volunteered to participate in this study divided into a control group (n = 25) and an experimental (n = 25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL.
Nikolaos Pellas; Spyridon Vosinakis. The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Education and Information Technologies 2018, 23, 2423 -2452.
AMA StyleNikolaos Pellas, Spyridon Vosinakis. The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Education and Information Technologies. 2018; 23 (6):2423-2452.
Chicago/Turabian StyleNikolaos Pellas; Spyridon Vosinakis. 2018. "The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies." Education and Information Technologies 23, no. 6: 2423-2452.
Various studies have presented controversial results about the way that young students tried to cultivate and practice their computational thinking (CT) skills with Computer science concepts through the game making programming. However, there is still limited evidence addressing how the gameplay of a simulation game (SG) can be associated with the development of computational problem-solving practices. Therefore, the purpose of the present study is threefold: (a) to elaborate a rationale on how a 3D SG can support the development of computational problem-solving practices using OpenSimulator with Scratch4SL, (b) to analyze how the in-game elements should be mapped to assist basic CT skills cultivation and programming concepts to support students in learning how to think and practice computationally, and (c) to summarize the findings from a preliminary mixed methods study following a game playing approach in regard to the learning experience with a total of fifteen (n = 15) junior high school students. The results indicate that students had a greater range of expressing sufficiently alternative and self-explanatory solutions in blended instruction. The instructor’s feedback and guidance facilitate them to rationalize decisions taken on the cognitive aspects of computational practices in coding.
Nikolaos Pellas; Spyridon Vosinakis. Learning to Think and Practice Computationally via a 3D Simulation Game. Advances in Intelligent Systems and Computing 2018, 550 -562.
AMA StyleNikolaos Pellas, Spyridon Vosinakis. Learning to Think and Practice Computationally via a 3D Simulation Game. Advances in Intelligent Systems and Computing. 2018; ():550-562.
Chicago/Turabian StyleNikolaos Pellas; Spyridon Vosinakis. 2018. "Learning to Think and Practice Computationally via a 3D Simulation Game." Advances in Intelligent Systems and Computing , no. : 550-562.
The educational potentials and challenges of “flipping” a classroom are today well-documented. However, taking into account the contradictory results, literature on the benefits in using the flipped model as a socially inclusive technology-supported instructional design model is still in its infancy. This study seeks to investigate the perceptions of twenty-six (n = 26) trainee instructional media designers based on the access and use of a flipped instructional model, following an exploratory mixed method research with quantitative and qualitative data that was framed by learning concepts. Findings indicate that the flipped model supported really well exercises facilitating trainees’ participation, particularly those with specific reference to gender, age and web-based open educational resources (OER) level of frequency use. Regular recordings of difficulty with long-time content lectures were perceived as the most effective for flipped instructional model use showing that course design matters for knowledge gain. The study results also confirmed the view of flipped classroom as facilitating model for learning activities with trainees to be actively participated and not being passive receivers of the main instructor’s information or observers of other colleagues’ practices and experiments. In this context, which is defined by severe resource constraints and fear of using web-based transactions or sources among lecturers and trainees, the simplicity and accessibility of a flipped model promises a successful adoption for instructional media technology in Higher education.
Nikolaos Pellas. Is the flipped classroom model for all? Correspondence analysis from trainee instructional media designers. Education and Information Technologies 2017, 23, 757 -775.
AMA StyleNikolaos Pellas. Is the flipped classroom model for all? Correspondence analysis from trainee instructional media designers. Education and Information Technologies. 2017; 23 (2):757-775.
Chicago/Turabian StyleNikolaos Pellas. 2017. "Is the flipped classroom model for all? Correspondence analysis from trainee instructional media designers." Education and Information Technologies 23, no. 2: 757-775.
Game-based learning using interactive environments to impart theoretical and applied knowledge for introductory programming courses is divided in two popular approaches: “game making” and “game playing”. Various studies have been conducted following greatly the former approach in secondary and tertiary education with controversial results. However, there has been relatively little research shown about how game playing can be associated with the development of computational thinking and how fundamental programming concepts can be supported by playing games. This work investigates how a simulation game should be designed to support the development of computational problem-solving strategies through the medium of learning fundamental computer science concepts, by proposing a theoretical game playing framework.
Nikolaos Pellas; Spyridon Vosinakis. How can a simulation game support the development of computational problem-solving strategies? 2017 IEEE Global Engineering Education Conference (EDUCON) 2017, 1129 -1136.
AMA StyleNikolaos Pellas, Spyridon Vosinakis. How can a simulation game support the development of computational problem-solving strategies? 2017 IEEE Global Engineering Education Conference (EDUCON). 2017; ():1129-1136.
Chicago/Turabian StyleNikolaos Pellas; Spyridon Vosinakis. 2017. "How can a simulation game support the development of computational problem-solving strategies?" 2017 IEEE Global Engineering Education Conference (EDUCON) , no. : 1129-1136.
The present literature review builds on the results of 50 research articles published from 2000 until 2016. All these studies have successfully accomplished various learning tasks in the domain of Science, Technology, Engineering, and Mathematics (STEM) education using three-dimensional (3-D) multi-user virtual worlds for Primary, Secondary and Higher education, in order to: (a) present an overview about the potential contribution of this technology in practice-based perspectives on knowledge and learning; (b) identify the theoretical underpinnings based on contemporary learning theories and pedagogical approaches that leverage content design characteristics, with the respect to the constructs of their instructional design methods; (c) suggest a synthesis of the relevant literature about how the utilization of 3-D multi-user virtual worlds have affected positively learning outcomes based on students’ achievements; (d) concretize the educational potential and instructional affordances covering the pedagogical (socio-) cognitive, technological-operational and financial perspectives; and lastly (e) propose an instructional design workflow to contextualize pedagogical content design principles for the implementation of different learning scenarios in STEM courses. The overviewed articles ascertained that 3-D multi-user virtual worlds have many instructional and technological affordances as candidate learning platforms for different educational levels, influencing to a large extent students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience and positive attitudes in laboratory experimental exercises. This technology gives to users the opportunity to manage learning materials more effectively and efficiently during the teaching process. The vast majority of educational benefits and potential enhanced the degree of their engagement and participation, contributing positively to their achievements.
Nikolaos Pellas; Ioannis Kazanidis; Nikolaos Konstantinou; Georgia Georgiou. Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies 2016, 22, 2235 -2279.
AMA StyleNikolaos Pellas, Ioannis Kazanidis, Nikolaos Konstantinou, Georgia Georgiou. Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies. 2016; 22 (5):2235-2279.
Chicago/Turabian StyleNikolaos Pellas; Ioannis Kazanidis; Nikolaos Konstantinou; Georgia Georgiou. 2016. "Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review." Education and Information Technologies 22, no. 5: 2235-2279.
Students in secondary education strive hard enough to understand basic programming concepts. With all that is known regarding the benefits of programming, little is the published evidence showing how high school students can learn basic programming concepts following innovative instructional formats correctly with the respect to gain/enhance their computational thinking skills. This distinction has caused lack of their motivation and interest in Computer Science courses. This case study presents the opinions of twenty-eight (n = 28) high school students who participated voluntarily in a 3D-game-like environment created in Second Life. This environment was combined with the 2D programming environment of Scratch4SL for the implementation of programming concepts (i.e. sequence and concurrent programming commands) in a blended instructional format. An instructional framework based on Papert's theory of Constructionism to assist students how to coordinate or manage better the learning material in collaborative practice-based learning activities is also proposed. By conducting a mixed-method research, before and after finishing several learning tasks, students’ participation in focus group (qualitative data) and their motivation based on their experiences (quantitative data) are measured. Findings indicated that an instructional design framework based on Constructionism for acquiring or empowering students’ social, cognitive, higher order and computational thinking skills is meaningful. Educational implications and recommendations for future research are also discussed.
Nikolaos Pellas; Efstratios Peroutseas. Leveraging Scratch4SL and Second Life to motivate high school students’ participation in introductory programming courses: findings from a case study. New Review of Hypermedia and Multimedia 2016, 23, 51 -79.
AMA StyleNikolaos Pellas, Efstratios Peroutseas. Leveraging Scratch4SL and Second Life to motivate high school students’ participation in introductory programming courses: findings from a case study. New Review of Hypermedia and Multimedia. 2016; 23 (1):51-79.
Chicago/Turabian StyleNikolaos Pellas; Efstratios Peroutseas. 2016. "Leveraging Scratch4SL and Second Life to motivate high school students’ participation in introductory programming courses: findings from a case study." New Review of Hypermedia and Multimedia 23, no. 1: 51-79.
The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for the beneficial formalization of a virtual community, by utilizing a CoI model which consisted of 81 high school students and (b) the results of linear correlations to amplify the interrelationships among presence indicators (cognitive, social, and teaching) of a CoI model to learn basic programming concepts via a 3D multi-user game-like environment underpinned by Papert‘s theory of constructionism. The findings indicated that social presence (communication and cohesiveness of a group) had not only a direct correlation with the cognitive presence (learning process for the construction of knowledge), but also had a positive association with teaching presence (organization, planning, and guidance of learning activities), reinforcing them as well.
Nikolaos Pellas. An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses. Interactive Learning Environments 2016, 25, 1 -18.
AMA StyleNikolaos Pellas. An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses. Interactive Learning Environments. 2016; 25 (3):1-18.
Chicago/Turabian StyleNikolaos Pellas. 2016. "An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses." Interactive Learning Environments 25, no. 3: 1-18.
This study seeks to investigate the effect of pre-service foreign language teachers’ interactions on their continuing professional development (CPD), using a theoretical instructional design framework consisted of the three presence indicators of a Community of Inquiry (CoI) model and the Jigsaw teaching technique. The investigation was performed through a case study with thirty-five (n = 35) teachers who participated voluntarily in three consecutive tasks, by blending Sloodle as a free plug-in via the three-dimensional (3D) multi-user virtual world Open Simulator (Open Sim), with the purpose of creating virtual learning environments. A mixed-method research was conducted to be measured pre-service teachers’ engagement, using a validated CoI model questionnaire proposed by Arbaugh et al. (2008) for collecting the quantitative data, and secondly their opinions for participation, achievements, abilities and difficulties, when studying collaboratively with their peers for gathering the qualitative data, after finishing several learning tasks. The study findings indicate that collaborative practice-based tasks in synchronous communication modes, such as group work, team effort, instructor’s or peer feedback and consolidated learning material in a 3D multi-user virtual environment have enhanced the learning experience for more meaningful outcomes. The highest mean scores were adequately addressed to the teaching and social presences, indicating that pre-service teachers were enough satisfied due to the easy expression of proposals and the sense of freedom for exchanging ideas/opinions with their colleagues. This study contributes on the fundamental issues of cooperation, socialization, retention and attendance rates rising among teachers’ interactions with the respect to empower not only their CPD, but also their management and learning responsibilities, based on the affordances that a 3D technology-enhanced environment can provide.
Nikolaos Pellas; Anna Boumpa. Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies 2016, 22, 939 -964.
AMA StyleNikolaos Pellas, Anna Boumpa. Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies. 2016; 22 (3):939-964.
Chicago/Turabian StyleNikolaos Pellas; Anna Boumpa. 2016. "Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle." Education and Information Technologies 22, no. 3: 939-964.