This page has only limited features, please log in for full access.
It is commonly argued that, despite the tremendous resonance Citizen Science (CS) has shown in recent years, there is still lack of understanding of important aspects defining citizens’ participation and engagement in CS initiatives. While CS initiatives could provide a vehicle to foster forms of participation contributing to the democratization of science, there is still limited attention paid to the “Citizen” component of the Citizen Science term. For the purpose of this work, we systematically reviewed the available literature for empirical studies in respect to citizens’ participation in environmental and nature-based CS initiatives established during the last two decades, using the PRISMA methodology. The participatory facet of the retrieved 119 CS initiatives was analysed on the basis of: (a) exclusion and inclusion demographic factors, (b) CS models and practices, (c) facilitators and constraints of citizen’s participation, and (d) environmental citizenship. Our findings show that the majority of the CS initiatives did not place restrictions on gender participation; however, we have identified that mostly highly educated adults participated in the reviewed initiatives. In addition, most of the CS initiatives reported in the literature were situated in the EU and USA, were mostly limited to the local scale, and primarily followed the contributory model. Academic institutions were found to coordinate the majority of the CS initiatives examined. By using digital technologies, academic scientists were able to control and increase data quality, as well as to engage a broader audience, even though they were mostly treating volunteers as “data collectors”, desiring their long-term engagement. Therefore, it will be of CS benefit to be better aligned with the mentality and needs of citizens. In this direction CS initiatives should trigger citizens’ learning gains and interpersonal/social benefits and personal, environmental, and social motivations, but also to shift their goals towards contributing to science and citizens’ connection with nature. On the other hand, there is a need to overcome any design and implementation barriers, and to enhance democratization through a more participative engagement of active and aware citizens, thus promoting environmental citizenship.
Michalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability 2021, 13, 7457 .
AMA StyleMichalis Vasiliades, Andreas Hadjichambis, Demetra Paraskeva-Hadjichambi, Anastasia Adamou, Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability. 2021; 13 (13):7457.
Chicago/Turabian StyleMichalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. 2021. "A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives." Sustainability 13, no. 13: 7457.
The integration of immersive virtual reality (VR) in authentic science classrooms can result in a totally new learning experience for the students. However, the effect of such a learning experience on students’ conceptual learning gains and their perceptions of the experience, while considering students’ pre-existing science- and digital technologies-related attitudinal profiles, has not been explored to date. In this study, we have enacted a 90-min technology-enhanced inquiry-based intervention with high-school students (n = 107), on the topic of the Special Theory of Relativity in a Physics course, using a learning experience design, structured around an immersive VR simulation. Firstly, we aimed at examining students’ attitudinal profiles and, secondly, at exploring the potential differences of those profiles in relation to conceptual learning gains and perceptions of the learning experience. A clustering analysis has revealed two attitudinal profiles: the low-attitudes profile (n = 48) included students with low science- and digital technologies-related attitudes, and the opposite for the high-attitudes profile (n = 59). Results from a 2 × 2 RM ANOVA indicated a statistically significant interaction between conceptual learning gains and attitudinal profiles. In addition, a one-way MANOVA test showed statistically significant differences between the two profiles in relation to students’ perceptions of the learning experience, with the students of the high-attitude profile outperforming their counterparts. We discuss our findings, focusing on the implications of students’ individual differences in learning and attitudes linked to the integration of immersive VR in inquiry-based instruction.
Olia E. Tsivitanidou; Yiannis Georgiou; Andri Ioannou. A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and Technology 2021, 1 -21.
AMA StyleOlia E. Tsivitanidou, Yiannis Georgiou, Andri Ioannou. A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and Technology. 2021; ():1-21.
Chicago/Turabian StyleOlia E. Tsivitanidou; Yiannis Georgiou; Andri Ioannou. 2021. "A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles." Journal of Science Education and Technology , no. : 1-21.
As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi-dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives. These findings bear significant implications for researchers, policymakers, as well as for teacher educators in the field of Environmental Education.
Yiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability 2021, 13, 2622 .
AMA StyleYiannis Georgiou, Andreas Hadjichambis, Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability. 2021; 13 (5):2622.
Chicago/Turabian StyleYiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. 2021. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature." Sustainability 13, no. 5: 2622.
Despite the rapid development of motion-based technologies, their role in embodied learning remains ambivalent. This study aimed at investigating the potential added value of motion-based technologies in the context of geometry elementary education. An explanatory sequential design was adopted, composed of two phases. First, an experiment was conducted: students in the experimental group (n = 15) participated in a digital embodied intervention while students in the comparison group (n = 16) participated in a non-digital embodied intervention, to learn about angles. Quantitative results showed that, while students’ cognitive load was not differentiated, students in the digital intervention outperformed their counterparts in terms of learning gains and emotional engagement. Qualitative analysis of interview data allowed better understanding of students’ engagement and cognitive load supporting the quantitative findings. The authors reflect on these findings and the implications for the use of motion-based technologies in embodied interventions for learning in mathematics.
Yiannis Georgiou; Andri Ioannou; Panagiotis Kosmas. Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate? Technology, Pedagogy and Education 2021, 30, 345 -363.
AMA StyleYiannis Georgiou, Andri Ioannou, Panagiotis Kosmas. Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate? Technology, Pedagogy and Education. 2021; 30 (2):345-363.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou; Panagiotis Kosmas. 2021. "Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?" Technology, Pedagogy and Education 30, no. 2: 345-363.
Despite the rapid development of mobile-based Augmented Reality (AR) apps, little is yet known about how we can facilitate immersion and learning in AR contexts. This study investigated the hypothesis that greater coupling between physical space and the narrative of the AR learning activity can result in increased levels of immersion and students’ conceptual learning gains. Prior studies investigating the coupling effect are limited, inconclusive and primarily focused on adult populations. The present study investigated the effects of two types of coupling (strong/loose) on middle school students’ experienced immersion and conceptual learning gains, in the context of a narrative-based AR science education intervention. Forty-five middle school students participated in this study: Students in Condition 1 (n=22) participated in an AR activity with strong coupling between narrative and the physical space, while students in Condition 2 (n=23) participated in a loose coupling version of the activity. The data corpus consisted of baseline data, questionnaires investigating students’ immersion and conceptual learning gains, and post-activity interviews. Findings showed higher conceptual learning gains and increased immersion for the students participating in the strong coupling condition than for the students in the loose coupling condition. We discuss these findings and their implications, and we highlight questions for future research.
Yiannis Georgiou; Eleni A. Kyza. Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies 2020, 145, 102546 .
AMA StyleYiannis Georgiou, Eleni A. Kyza. Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies. 2020; 145 ():102546.
Chicago/Turabian StyleYiannis Georgiou; Eleni A. Kyza. 2020. "Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains." International Journal of Human-Computer Studies 145, no. : 102546.
The turn of the millennium has witnessed an increased interest in technology-enhanced embodied approaches for learning in mathematics due to the rapid advancement of motion-based technologies. However, the emergence of technology-enhanced embodied learning brings to the foreground new challenges due to the lack of learning experience (LX) designs, ensuring its successful introduction in real classroom settings. This paper presents a large-scale study on the implementation and systematic evaluation of a LX design, developed and enacted by a cohort of eight primary education teachers to support their students’ engagement and learning in mathematics. The LX design was structured around an embodied educational app for learning in mathematics and was implemented in 13 primary education classrooms (n = 213 children). Analysis of the data collected via pre-post conceptual tests, students’ engagement surveys and testimonials, as well as teachers’ interviews, provided empirical substantiation to the LX design, while also supporting the effectiveness of technology-enhanced embodied learning.
Yiannis Georgiou; Andri Ioannou. Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms. TechTrends 2020, 65, 38 -50.
AMA StyleYiannis Georgiou, Andri Ioannou. Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms. TechTrends. 2020; 65 (1):38-50.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou. 2020. "Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms." TechTrends 65, no. 1: 38-50.
Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction afforded by emerging embodied digital educational games may heighten even more immersion and learning. However, there is lack of empirical research warranting these claims. This case study has investigated the impact of high-embodied digital educational game, integrated in a primary school classroom, on children’s immersion and content knowledge about nutrition (condition1 = 24 children), in comparison to the impact of a low-embodied version of the game (condition2 = 20 children). Post-interventional surveys investigating immersion indicated that there was difference only on the level of engagement, in terms of perceived usability, while children’s learning gains in terms of content knowledge did not differ among the two conditions. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children’s experienced immersion. Implications are discussed for supporting immersion in high-embodied educational digital games.
Yiannis Georgiou; Andri Ioannou; Marianna Ioannou. Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom. Multimodal Technologies and Interaction 2019, 3, 68 .
AMA StyleYiannis Georgiou, Andri Ioannou, Marianna Ioannou. Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom. Multimodal Technologies and Interaction. 2019; 3 (4):68.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou; Marianna Ioannou. 2019. "Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom." Multimodal Technologies and Interaction 3, no. 4: 68.
Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that in-service teachers are reluctant to adopt this innovation. This exploratory study investigated the concerns of 31 in-service primary education teachers, who took part in a Professional Development (PD) programme, using a questionnaire grounded in the Concerns Based Adoption Model (CBAM) about the adoption of technology-enhanced embodied learning. The findings of this study indicated that, at the outset of the PD programme, the participating teachers had relatively few personal and management concerns; in contrast, they were highly concerned about obtaining more information, collaborating with other colleagues as well as about expanding the innovation further. Teachers’ participation in the PD programme had a significant impact on the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the sustainability of technology-enhanced embodied learning.
Yiannis Georgiou; Andri Ioannou. Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 595 -599.
AMA StyleYiannis Georgiou, Andri Ioannou. Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():595-599.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou. 2019. "Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 595-599.
There is a widespread assumption that technology-enhanced embodied learning environments, which are grounded on the notion of embodied cognition, can promote learning. The current study reviews the empirical basis of this assumption by examining literature published from 2008 to 2017 which employed technology-enhanced embodied learning environments in K-12 education. Overall, 41 journal articles were included in the review study; these were indexed in four databases (Education Research Complete [via EBSCO], ERIC, JSTOR, and Scopus) as well as in Google Scholar, or were identified via the ancestry method. As part of our analysis, we focused on the type of technology-enhanced embodied environments utilized for educational purposes, the research methods adopted for their evaluation, and the educational contexts in which they were implemented. At the core of this review study, we investigated students’ learning outcomes across the cognitive, affective, and psychomotor domains, while we examined the learning effectiveness of technology-enhanced embodied environments, as compared to other interfaces and forms of instruction. In general, the review revealed positive outcomes about the use of technology-enhanced embodied learning environments in K-12. Most of the reviewed studies were contextualized in STEM education, adopted gesture-based technologies, and evaluated students’ learning using retrospective measures grounded on pre–post-testing. Cognitive outcomes were dominant in the reviewed studies, while the evaluation of affective and psychomotor outcomes received less attention. Most of the reviewed comparative studies reported that students in the embodied learning condition had increased learning gains, when compared to their counterparts in the control or comparison groups. However, these findings should be treated with caution due to a set of methodological concerns that this review identified. We conclude this chapter with a synthesis of our findings in the form of emerged implications and we provide a set of guidelines for future research and practice in the field of technology-enhanced embodied learning environments.
Yiannis Georgiou; Andri Ioannou. Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education. Smart Computing and Intelligence 2019, 155 -177.
AMA StyleYiannis Georgiou, Andri Ioannou. Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education. Smart Computing and Intelligence. 2019; ():155-177.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou. 2019. "Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education." Smart Computing and Intelligence , no. : 155-177.
Alejandra Martínez-Monés; Sara Villagrá-Sobrino; Yiannis Georgiou; Andri Ioannou; María Jiménez Ruiz. The INTELed pedagogical framework. Proceedings of the XX International Conference on Human Computer Interaction 2019, 35 .
AMA StyleAlejandra Martínez-Monés, Sara Villagrá-Sobrino, Yiannis Georgiou, Andri Ioannou, María Jiménez Ruiz. The INTELed pedagogical framework. Proceedings of the XX International Conference on Human Computer Interaction. 2019; ():35.
Chicago/Turabian StyleAlejandra Martínez-Monés; Sara Villagrá-Sobrino; Yiannis Georgiou; Andri Ioannou; María Jiménez Ruiz. 2019. "The INTELed pedagogical framework." Proceedings of the XX International Conference on Human Computer Interaction , no. : 35.
Prior research has supported that game-based learning is dependent on the degree of immersion achieved, namely the degree to which children become cognitively and emotionally engaged with a given educational digital game. With the emergence of embodied digital educational games, researchers have assumed that the affordances of these games for movement-based interaction may heighten even more experienced immersion. However, there is lack of empirical research on the investigation of children’s immersive experiences in embodied educational games, warranting this claim. Existing research on immersion is still restricted in highly-controlled laboratory settings and focuses on non-educational embodied games played by mostly young adult populations. Extending prior research in the educational context, this study has investigated children’s immersion in a high-embodied digital learning game integrated in an authentic school classroom (Group1 = 24), in comparison to a low-embodied digital version of the game (Group2 = 20). Our findings did not support previous hypotheses regarding experienced immersion in high-embodied digital games; post-interventional surveys indicated that there was no difference in most dimensions of experienced immersion. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of various (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children’s experienced immersion in the two conditions. Implications are discussed for supporting immersion in high-embodied educational digital games implemented in authentic educational settings.
Yiannis Georgiou; Andri Ioannou; Marianna Ioannou. Investigating Children’s Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Setting. Communications in Computer and Information Science 2019, 222 -233.
AMA StyleYiannis Georgiou, Andri Ioannou, Marianna Ioannou. Investigating Children’s Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Setting. Communications in Computer and Information Science. 2019; ():222-233.
Chicago/Turabian StyleYiannis Georgiou; Andri Ioannou; Marianna Ioannou. 2019. "Investigating Children’s Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Setting." Communications in Computer and Information Science , no. : 222-233.
Collecting data in a mobile augmented reality (AR) settings is challenging, as participants are dispersed in the physical space and move often; therefore, it is imperative that new techniques are investigated to facilitate richer and more ecologically-valid data collection. This study examined three in vivo techniques for collecting authentic data in mobile, AR learning situations: (a) tablet-based audio recording, (b) students' researcher-led videotaping, and (c) head-mounted wearable cameras. Participants were eighteen 11th grade students, working in pairs. All students completed individual questionnaires examining their perception of the intrusiveness of the data collection technique and participated in interviews about the intrusiveness of technique. Audio and video from students' work was also collected. Findings are used to discuss the advantages and disadvantages of each data collection technique as a method for collecting data in location-aware augmented reality studies.
Eleni A. Kyza; Yiannis Georgiou; Markos Souropetsis; Andria Agesilaou. Collecting Ecologically Valid Data in Location-Aware Augmented Reality Settings. International Journal of Mobile and Blended Learning 2019, 11, 78 -95.
AMA StyleEleni A. Kyza, Yiannis Georgiou, Markos Souropetsis, Andria Agesilaou. Collecting Ecologically Valid Data in Location-Aware Augmented Reality Settings. International Journal of Mobile and Blended Learning. 2019; 11 (2):78-95.
Chicago/Turabian StyleEleni A. Kyza; Yiannis Georgiou; Markos Souropetsis; Andria Agesilaou. 2019. "Collecting Ecologically Valid Data in Location-Aware Augmented Reality Settings." International Journal of Mobile and Blended Learning 11, no. 2: 78-95.
The design of learning activities that are supported by Augmented Reality (AR) technologies is on the rise. As the field is still new, there is a need to consider optimal designs to enable and facilitate student learning. This chapter discusses the socio-material aspects of effective learning with AR technologies. A review of the extant literature indicates that material conditions are often ignored when discussing optimal learning in informal settings. We argue that designing for optimal learning should attend to the relations between humans, technology, and the environment—that is, it should carefully consider characteristics of the participants, the affordances of the AR technologies which are bounded by the material conditions, and the nature and goals of the learning activity. To support our argument, we present data from two case studies with the TraceReaders AR platform in the context of a broader design-based research project, that illustrate how the intended design of AR-supported learning is transformed by the interactions between the components of the triadic system. The chapter concludes with a discussion of design principles that consider aspects of materiality during learning with AR technologies using mobile devices in outdoors settings.
Eleni A. Kyza; Yiannis Georgiou. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings. Emergent Practices and Material Conditions in Learning and Teaching with Technologies 2019, 183 -197.
AMA StyleEleni A. Kyza, Yiannis Georgiou. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings. Emergent Practices and Material Conditions in Learning and Teaching with Technologies. 2019; ():183-197.
Chicago/Turabian StyleEleni A. Kyza; Yiannis Georgiou. 2019. "The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings." Emergent Practices and Material Conditions in Learning and Teaching with Technologies , no. : 183-197.
Technology-rich educational environments are argued to facilitate immersion, which can subsequently contribute to students’ increased learning; however, empirical evidence is often contradictory. The subjective nature of immersion, which can be influenced by students’ individual differences, can provide a plausible explanation which may account for such contradictory findings. Despite the widespread positive claims, research on the relation between immersion and learning is still in its infancy. This study investigates whether the impact of immersion on learning in location-based Augmented Reality (AR) settings is influenced by student motivation. More specifically, this study is focused on the effects of domain-specific motivation and cognitive motivation on experienced immersion in relation to students’ subsequent learning gains in environmental science. Data were collected from a cohort of 135 10th graders, who used an AR app for environmental science learning; data were analyzed using multiple statistical analyses (pretest-posttest comparisons, correlations, regression analyses, cluster analysis). The results demonstrated that immersion was positively predicted by domain-specific motivation and cognitive motivation. In turn, conceptual learning gains were positively related to the level of immersion that students achieved. Implications are discussed along with future research pathways.
Yiannis Georgiou; Eleni A. Kyza. Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior 2018, 89, 173 -181.
AMA StyleYiannis Georgiou, Eleni A. Kyza. Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior. 2018; 89 ():173-181.
Chicago/Turabian StyleYiannis Georgiou; Eleni A. Kyza. 2018. "Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings." Computers in Human Behavior 89, no. : 173-181.
Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.
Andreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Paraskeva Hadjichambi; Eleni A. Kyza; Andria Agesilaou; Demetrios Mappouras. Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education 2018, 53, 548 -560.
AMA StyleAndreas Ch. Hadjichambis, Yiannis Georgiou, Demetra Paraskeva Hadjichambi, Eleni A. Kyza, Andria Agesilaou, Demetrios Mappouras. Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education. 2018; 53 (5):548-560.
Chicago/Turabian StyleAndreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Paraskeva Hadjichambi; Eleni A. Kyza; Andria Agesilaou; Demetrios Mappouras. 2018. "Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins." Journal of Biological Education 53, no. 5: 548-560.
While learning can happen anywhere and everywhere, most educational practices in K-12 are confined within the walls of a classroom and the school; such practices narrowly define learning and exclude the opportunities that an expanded and digitally mediated definition of learning can offer. Augmented reality (AR) technologies offer exciting new opportunities for supporting ubiquitous learning, by superimposing layers of digital information on the real world. The digital augmentation can provide enriched learning experiences, through situating the learning content in authentic contexts and fostering inquiry-based learning. Nonetheless, learning can often be sidestepped as the use of AR technologies becomes a mere fun activity, akin to a treasure hunt. Such challenges indicate the need to provide scaffolded AR environments to support deep learning. These ideas are reflected in the design of the TraceReaders, a platform for enabling location-based mobile learning using augmented reality (AR) technologies. TraceReaders supports the authoring of inquiry-based AR apps, to engage students in evidence-driven reflective inquiry in situ. This paper first describes the theoretical commitments which guided the development of the TraceReaders platform, followed by a description of its design rationale. Two case studies of informal inquiry learning using TraceReaders are then presented: the first one reports on the use of the “Young Archaeologists” TraceReaders app to support primary school students’ historical reasoning, while the second one reports on the “Mystery at the Lake” app to support high school students’ environmental science inquiry. These cases offer the opportunity to discuss the affordances and challenges in using such a scaffolded tool to support location-based AR learning in situ. The discussion concludes with lessons learned from empirical studies about the design and effectiveness of tools like the TraceReaders platform and future steps.
Eleni A. Kyza; Yiannis Georgiou. Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments 2018, 27, 211 -225.
AMA StyleEleni A. Kyza, Yiannis Georgiou. Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments. 2018; 27 (2):211-225.
Chicago/Turabian StyleEleni A. Kyza; Yiannis Georgiou. 2018. "Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform." Interactive Learning Environments 27, no. 2: 211-225.
Irene Efstathiou; Eleni A. Kyza; Yiannis Georgiou. An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments 2017, 26, 22 -41.
AMA StyleIrene Efstathiou, Eleni A. Kyza, Yiannis Georgiou. An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments. 2017; 26 (1):22-41.
Chicago/Turabian StyleIrene Efstathiou; Eleni A. Kyza; Yiannis Georgiou. 2017. "An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings." Interactive Learning Environments 26, no. 1: 22-41.
Location-aware Augmented Reality (AR) applications are often argued to provide users with immersive experiences that are situated in the real world. Immersion, which can be seen as a form of cognitive and emotional absorption, has been asserted to promote enjoyment, engagement in a task and even learning. However, such claims remain largely unsubstantiated due to the lack of validated instruments for measuring users' immersion in location-based AR environments. Attempts to develop validated instruments for evaluating immersion have been few and non-systematic, while existing instruments are oriented towards measuring immersion in the context of non-AR digital games. At the same time, studies seeking to operationalize and measure immersion are still inconclusive; even though immersion is considered as a multi-level psychological construct, it is not yet clear whether there is multidimensionality in each level or not. The present study describes the development and validation of the ARI Augmented Reality Immersion questionnaire: an instrument for measuring immersion in AR location-aware settings. To achieve this goal, a multi-step process was employed to develop and validate a novel instrument; analyses included exploratory factor analysis with 202 high school students, followed by a confirmatory factor analysis with 162 high school students. This multi-step process resulted in a 21-item, seven-point Likert-type instrument with satisfactory construct validity, which is based on a multi-leveled model of immersion with multidimensionality in each level. We argue that the ARI questionnaire, as a validated and tested measurement, can be highly useful for researchers and designers in the field of location-based AR. A novel questionnaire for measuring immersion in location-based AR is presented.The ARI questionnaire has been shown to have satisfactory reliability and validity.The data suggest a hierarchical and multi-level model of immersion.The questionnaire can establish participants' immersion level in location-based AR.The ARI questionnaire can contribute to improved location-aware AR designs.
Yiannis Georgiou; Eleni A. Kyza. The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human-Computer Studies 2017, 98, 24 -37.
AMA StyleYiannis Georgiou, Eleni A. Kyza. The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human-Computer Studies. 2017; 98 ():24-37.
Chicago/Turabian StyleYiannis Georgiou; Eleni A. Kyza. 2017. "The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings." International Journal of Human-Computer Studies 98, no. : 24-37.
The purpose of the present study was to adapt and validate the Need for Cognition Scale–Short Form (NfC-SF) in the Greek language. A multistep process was followed, including (a) the translation and adaptation of the questionnaire, (b) a reliability analysis of the instrument’s items in combination with an exploratory factor analysis with 177 secondary school students, and (c) a confirmatory factor analysis for defining the underlying structure of the scale, using a sample of 532 secondary school students. The statistical analyses validated a 14-item version of the NfC-SF for measuring the cognitive motivation of secondary school, Greek-speaking students. The present study also extends previous research about the underlying structure of the NfC by suggesting that method effects should be considered in measurement models for improving scale validity.
Yiannis Georgiou; Eleni A. Kyza. Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students. Journal of Psychoeducational Assessment 2017, 36, 523 -531.
AMA StyleYiannis Georgiou, Eleni A. Kyza. Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students. Journal of Psychoeducational Assessment. 2017; 36 (5):523-531.
Chicago/Turabian StyleYiannis Georgiou; Eleni A. Kyza. 2017. "Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students." Journal of Psychoeducational Assessment 36, no. 5: 523-531.
Yiannis Georgiou; Eleni A. Kyza. A design-based approach to augmented reality location-based activities. Proceedings of the 16th World Conference on Mobile and Contextual Learning 2017, 1 .
AMA StyleYiannis Georgiou, Eleni A. Kyza. A design-based approach to augmented reality location-based activities. Proceedings of the 16th World Conference on Mobile and Contextual Learning. 2017; ():1.
Chicago/Turabian StyleYiannis Georgiou; Eleni A. Kyza. 2017. "A design-based approach to augmented reality location-based activities." Proceedings of the 16th World Conference on Mobile and Contextual Learning , no. : 1.