This page has only limited features, please log in for full access.

Dr. Stamatios Papadakis
Instructor, Department of Education, University of Crete, Greece

Basic Info


Research Keywords & Expertise

1 App Inventor
1 Blocks
1 Education
1 Introductory
1 Secondary Education

Fingerprints

Education
Teaching
case study
Smart Mobile Devices
Introductory
App Inventor
Secondary Education
App Inventor and Scratch
Novices
Blocks

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

Dr. Stamatios Papadakis has been a postdoctoral researcher in Educational Technology, with emphasis on mobile learning, at the Department of Preschool Education at the University of Crete, Greece, since 2016. His scientific and research interests include the study of mobile learning, especially on the use of smart mobile devices and their accompanying mobile applications (apps) in Preschool and Primary Education, focusing on the development of Computational Thinking and students’ understanding of numbers. Furthermore, he currently investigates how a STEM learning approach influences learning achievement through a context-aware mobile learning environment in the preschool classroom and explains the effects on preschoolers' learning outcomes.

Following
Followers
Co Authors
Profile ImageJulie Vaiopoulou University of Nicosia
Profile ImageNicholas Zaranis Department of Preschool Educ...
Profile ImageMichail Kalogiannakis University of Crete
Following: 4 users
View all

Feed

Journal article
Published: 27 August 2021 in Sustainability
Reads 0
Downloads 0

The pandemic caused by the COVID-19 virus has resulted in inevitable radical changes across almost all areas of daily life, with the pandemic having revealed perhaps the greatest crisis humanity has faced in modern history. This study aims to provide thematic and methodological recommendations for future sustainable research programs through a bibliometric analysis of publications focused on management, leadership, and administration related to COVID-19. The data for the study were obtained from the Web of Science Core Collection (WoSCC) bibliographic database and then analyzed according to thematic content analysis and bibliometric methodology. The study’s units of analysis include countries, journals, keywords, research models, sample/study group, and time to publication. VOSviewer software and visualization maps were used to report the findings obtained from the analyzed data. When the study’s results are evaluated regarding the number of related publications and total citations, it can be revealed that Anglo-American-, Chinese-, and European-centered dominance continues in COVID-19-related studies. The vast majority of publications on this subject area are concentrated in the field of health. In addition, the study’s findings revealed that the examined articles were generally published in journals considered as prestigious, have high impact factors, are published in the English language, and with articles published in a short time after a much-reduced editorial/review and publishing process. Unlike previous bibliometric reviews, this research comprehensively analyzed the management-, leadership-, and administration-oriented publications related to COVID-19 with a holistic approach, providing essential findings and recommendations for future sustainable thematic research opportunities.

ACS Style

Turgut Karakose; Ramazan Yirci; Stamatios Papadakis; Tuncay Yavuz Ozdemir; Murat Demirkol; Hakan Polat. Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability 2021, 13, 9631 .

AMA Style

Turgut Karakose, Ramazan Yirci, Stamatios Papadakis, Tuncay Yavuz Ozdemir, Murat Demirkol, Hakan Polat. Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability. 2021; 13 (17):9631.

Chicago/Turabian Style

Turgut Karakose; Ramazan Yirci; Stamatios Papadakis; Tuncay Yavuz Ozdemir; Murat Demirkol; Hakan Polat. 2021. "Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research." Sustainability 13, no. 17: 9631.

Journal article
Published: 03 August 2021 in Sustainability
Reads 0
Downloads 0

This study aims to investigate the relationships between the COVID-19 phobia experienced by school administrators and their work–family conflict, family–work conflict, and life satisfaction. This descriptive research, designed according to the relational survey model, was conducted with the participation of 356 school administrators. The study data were collected through online questionnaires, and then t-test, ANOVA, correlation analysis, and simple linear regression analysis were employed for the statistical analyses. The results revealed that female school administrators experienced greater levels of COVID-19 phobia than their male peers and that COVID-19 phobia is felt more intensely in the psychological and social sub-dimensions. However, female school administrators’ life satisfaction levels were significantly higher than those of male school administrators. In the current study, it was determined that school administrators in the younger age group experienced greater levels of COVID-19 phobia and family–work/work–family conflict than their peers from other age groups. The results of this study revealed a positive and moderate relationship between school administrators’ COVID-19 phobia and their levels of both work–family and family–work conflict. The findings of the study offer significant implications for policy makers in education, showing the importance of developing strategies that will reduce the effects of the pandemic for a more sustainable and efficient employee performance.

ACS Style

Turgut Karakose; Ramazan Yirci; Stamatios Papadakis. Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability 2021, 13, 8654 .

AMA Style

Turgut Karakose, Ramazan Yirci, Stamatios Papadakis. Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability. 2021; 13 (15):8654.

Chicago/Turabian Style

Turgut Karakose; Ramazan Yirci; Stamatios Papadakis. 2021. "Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management." Sustainability 13, no. 15: 8654.

Review article
Published: 10 June 2021 in Frontiers in Education
Reads 0
Downloads 0

Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review (N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves.

ACS Style

Stamatis Papadakis. The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review. Frontiers in Education 2021, 6, 1 .

AMA Style

Stamatis Papadakis. The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review. Frontiers in Education. 2021; 6 ():1.

Chicago/Turabian Style

Stamatis Papadakis. 2021. "The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review." Frontiers in Education 6, no. : 1.

Journal article
Published: 27 May 2021 in Behavioral Sciences
Reads 0
Downloads 0

Contemporary mobile technologies offer tablets and smartphones that elicit young children’s active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children’s attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria. Filling the gap in the relevant literature, a new instrument, named PEAU-p (Perceptions about Educational Apps Use–parents), was developed and validated in the present study designed to measure parents’ perception of educational apps for kindergarten pupils. Data (N = 435) were collected via online procedures, and the psychometric properties of PEAU-p were studied via exploratory and confirmatory methods. Principal Components Analysis extracted six factors, namely Usability, Enjoyment, Involvement, Learning, Worries, and Values, which explained 72.42% of the total variance. Subsequently, by implementing Latent Class Analysis based on the above factors, four Clusters (i.e., parents’ Profiles) were extracted corresponding to their perceptions and attitudes towards the educational apps used for kindergarten pupils. Those were named as ‘mild attitude’, ‘negative attitude’, ‘positive attitude’, and ‘indifferent attitude’. This categorization, besides the statistical support, is fully interpretable, and the profiles were associated with certain covariates, such as age, the number of children, knowledge on new technologies, or distal outcomes, e.g., the frequency of using apps, the general position towards apps or their intention to recommend apps use. The findings are discussed within the current research field, investigating the influential role parents play in young children’s media selection and use.

ACS Style

Julie Vaiopoulou; Stamatios Papadakis; Eirini Sifaki; Dimitrios Stamovlasis; Michail Kalogiannakis. Parents’ Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents’ Profiles. Behavioral Sciences 2021, 11, 82 .

AMA Style

Julie Vaiopoulou, Stamatios Papadakis, Eirini Sifaki, Dimitrios Stamovlasis, Michail Kalogiannakis. Parents’ Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents’ Profiles. Behavioral Sciences. 2021; 11 (6):82.

Chicago/Turabian Style

Julie Vaiopoulou; Stamatios Papadakis; Eirini Sifaki; Dimitrios Stamovlasis; Michail Kalogiannakis. 2021. "Parents’ Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents’ Profiles." Behavioral Sciences 11, no. 6: 82.

Journal article
Published: 21 May 2021 in Education Sciences
Reads 0
Downloads 0

The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the early years? The present work presents some of the significant findings of a case study on implementing a water project in early-year settings around Europe. It explores the characteristics and the methodological approaches the project implementation developed. Three types of implementation are derived from the qualitative analysis of data and reveal that there are still cases in which sustainability projects are focused on a descriptive approach rather than critical inquiry and analysis. In this sense, the need for educational designs that help children deepen their understanding of sustainability issues and become empowered citizens who will work for a sustainable future is highlighted.

ACS Style

Maria Ampartzaki; Michail Kalogiannakis; Stamatios Papadakis. Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project. Education Sciences 2021, 11, 251 .

AMA Style

Maria Ampartzaki, Michail Kalogiannakis, Stamatios Papadakis. Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project. Education Sciences. 2021; 11 (6):251.

Chicago/Turabian Style

Maria Ampartzaki; Michail Kalogiannakis; Stamatios Papadakis. 2021. "Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project." Education Sciences 11, no. 6: 251.

Conference paper
Published: 14 May 2021 in Education in & with Robotics to Foster 21st-Century Skills
Reads 0
Downloads 0

This paper is a brief review of the literature on the use of educational robotics in primary school. The purpose is to explore the application of robotics and, more specifically, the advantages robotics offers to students, the challenges that arise from its application, and what is its place in the curricula. Educational robotics is an innovative and useful tool. It positively affects critical thinking, computational thinking, problem-solving, algorithmic thinking, creativity, and collaboration. The literature reveals that difficulties arise either at the technical level or due to teachers’ lack of relevant knowledge or the lack of relevant provisions for their effective integration into primary school curricula.

ACS Style

Effransia Tzagkaraki; Stamatios Papadakis; Michail Kalogiannakis. Exploring the Use of Educational Robotics in Primary School and Its Possible Place in the Curricula. Education in & with Robotics to Foster 21st-Century Skills 2021, 216 -229.

AMA Style

Effransia Tzagkaraki, Stamatios Papadakis, Michail Kalogiannakis. Exploring the Use of Educational Robotics in Primary School and Its Possible Place in the Curricula. Education in & with Robotics to Foster 21st-Century Skills. 2021; ():216-229.

Chicago/Turabian Style

Effransia Tzagkaraki; Stamatios Papadakis; Michail Kalogiannakis. 2021. "Exploring the Use of Educational Robotics in Primary School and Its Possible Place in the Curricula." Education in & with Robotics to Foster 21st-Century Skills , no. : 216-229.

Journal article
Published: 27 April 2021 in Education Sciences
Reads 0
Downloads 0

The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers’ attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.

ACS Style

Stamatios Papadakis; Julie Vaiopoulou; Eirini Sifaki; Dimitrios Stamovlasis; Michail Kalogiannakis. Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles. Education Sciences 2021, 11, 204 .

AMA Style

Stamatios Papadakis, Julie Vaiopoulou, Eirini Sifaki, Dimitrios Stamovlasis, Michail Kalogiannakis. Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles. Education Sciences. 2021; 11 (5):204.

Chicago/Turabian Style

Stamatios Papadakis; Julie Vaiopoulou; Eirini Sifaki; Dimitrios Stamovlasis; Michail Kalogiannakis. 2021. "Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles." Education Sciences 11, no. 5: 204.

Review
Published: 06 January 2021 in Education Sciences
Reads 0
Downloads 0

The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.

ACS Style

Michail Kalogiannakis; Stamatios Papadakis; Alkinoos-Ioannis Zourmpakis. Gamification in Science Education. A Systematic Review of the Literature. Education Sciences 2021, 11, 22 .

AMA Style

Michail Kalogiannakis, Stamatios Papadakis, Alkinoos-Ioannis Zourmpakis. Gamification in Science Education. A Systematic Review of the Literature. Education Sciences. 2021; 11 (1):22.

Chicago/Turabian Style

Michail Kalogiannakis; Stamatios Papadakis; Alkinoos-Ioannis Zourmpakis. 2021. "Gamification in Science Education. A Systematic Review of the Literature." Education Sciences 11, no. 1: 22.

Chapter
Published: 01 January 2021 in Handbook of Research on Using Educational Robotics to Facilitate Student Learning
Reads 0
Downloads 0

This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.

ACS Style

Avraam Chatzopoulos; Michail Kalogiannakis; Stamatios Papadakis; Michail Papoutsidakis; Dethe Elza; Sarantos Psycharis. DuBot. Handbook of Research on Using Educational Robotics to Facilitate Student Learning 2021, 441 -465.

AMA Style

Avraam Chatzopoulos, Michail Kalogiannakis, Stamatios Papadakis, Michail Papoutsidakis, Dethe Elza, Sarantos Psycharis. DuBot. Handbook of Research on Using Educational Robotics to Facilitate Student Learning. 2021; ():441-465.

Chicago/Turabian Style

Avraam Chatzopoulos; Michail Kalogiannakis; Stamatios Papadakis; Michail Papoutsidakis; Dethe Elza; Sarantos Psycharis. 2021. "DuBot." Handbook of Research on Using Educational Robotics to Facilitate Student Learning , no. : 441-465.

Review
Published: 22 December 2020 in Interactive Technology and Smart Education
Reads 0
Downloads 0

Purpose This study, by critically analyzing material from multiple sources, aims to provide an overview of what is available on evaluation tools for educational apps for children. To realize this objective, a systematic literature review was conducted to search all English literature published after January 2010 in multiple electronic databases and internet sources. Various combinations of search strings were used due to database construction differences, while the results were cross-referenced to discard repeated references, obtaining those that met the criteria for inclusion. Design/methodology/approach The present study was conducted according to the methods provided by Khan et al. (2003) and Thomé et al. (2016). The whole procedure included four stages: planning the review, identifying relevant studies in the literature, critical analysis of the literature, summarizing and interpreting the findings (Figure 1). Furthermore, in this analysis, a well-known checklist, PRISMA, was also used as a recommendation (Moher et al., 2015). Findings These review results reveal that, although there are several evaluation tools, in their majority they are not considered adequate to help teachers and parents to evaluate the pedagogical affordances of educational apps correctly and easily. Indeed, most of these tools are considered outdated. With the emergence of new issues such as General Data Protection Regulation, the quality criteria and methods for assessing children's products need to be continuously updated and adapted (Stoyanov et al., 2015). Some of these tools might be considered as good beginnings, but their “limited dimensions make generalizable considerations about the worth of apps” (Cherner, Dix and Lee, 2014, p. 179). Thus, there is a strong need for effective evaluation tools to help parents and teachers when choosing educational apps (Callaghan and Reich, 2018). Research limitations/implications Even though this work is performed by following the systematic mapping guideline, threats to the validity of the results presented still exist. Although custom strings that contained a rich collection of data were used to search for papers, potentially relevant publications that would have been missed by the advanced search might exist. It is recommended that at least two different reviewers should independently review titles, abstracts and later full papers for exclusion (Thomé et al., 2016). In this study, only one reviewer – the author – selected the papers and did the review. In the case of a single researcher, Kitchenham (2004) recommends that the single reviewer should consider discussing included and excluded papers with an expert panel. The researcher, following this recommendation, discussed the inclusion and exclusion procedure with an expert panel of two professionals with research experience from the Department of (removed for blind review). To deal with publication bias, the researcher in conjunction with the expert panel used the search strategies identified by Kitchenham (2004) including: Grey literature, conference proceedings, communicating with experts working in the field for any unpublished literature. Practical implications The purpose of this study was not to advocate any evaluation tool. Instead, the study aims to make parents, educators and software developers aware of the various evaluation tools available and to focus on their strengths, weaknesses and credibility. This study also highlights the need for a standardized app evaluation (Green et al., 2014) via reliable tools, which will allow anyone interested to evaluate apps with relative ease (Lubniewski et al., 2018). Parents and educators need a reliable, fast and easy-to-use tool for the evaluation of educational apps that is more than a general guideline (Lee and Kim, 2015). A new generation of evaluation tools would also be used as a reference among the software developers, designers to create educational apps with real educational value. Social implications The results of this study point to the necessity of creating new evaluation tools based on research, either in the form of rubrics or checklists to help educators and parents to choose apps with real educational value. Originality/value However, to date, no systematic review has been published summarizing the available app evaluation tools. This study, by critically analyzing material from multiple sources, aims to provide an overview of what is available on evaluation tools for educational apps for children.

ACS Style

Stamatios Papadakis. Tools for evaluating educational apps for young children: a systematic review of the literature. Interactive Technology and Smart Education 2020, ahead-of-p, 1 .

AMA Style

Stamatios Papadakis. Tools for evaluating educational apps for young children: a systematic review of the literature. Interactive Technology and Smart Education. 2020; ahead-of-p (ahead-of-p):1.

Chicago/Turabian Style

Stamatios Papadakis. 2020. "Tools for evaluating educational apps for young children: a systematic review of the literature." Interactive Technology and Smart Education ahead-of-p, no. ahead-of-p: 1.

Review
Published: 16 December 2020 in Challenges
Reads 0
Downloads 0

The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

ACS Style

Maria Drolia; Eirini Sifaki; Stamatios Papadakis; Michail Kalogiannakis. An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics. Challenges 2020, 11, 31 .

AMA Style

Maria Drolia, Eirini Sifaki, Stamatios Papadakis, Michail Kalogiannakis. An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics. Challenges. 2020; 11 (2):31.

Chicago/Turabian Style

Maria Drolia; Eirini Sifaki; Stamatios Papadakis; Michail Kalogiannakis. 2020. "An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics." Challenges 11, no. 2: 31.

Conference paper
Published: 10 November 2020 in Communications in Computer and Information Science
Reads 0
Downloads 0

The widespread use of computer-based learning environments and the rise of big data have positioned learning analytics as a fundamental component of educational technology. Learning analytics provides methods for capturing and assessing student behaviors. In game-based learning environments, however, the development and integration of learning analytics has not yet reached their full potential. Research thus far has focused on the specification of learning analytics frameworks, implementation of different techniques and methods for the collection of data, and the development of automated assessment tools. Unfortunately, much work overlooks the importance of strategic data collection and therefore risks basing decisions on flawed or incomplete data. In this paper, we present our library that seeks to capture data in the context of a serious game, designed to be compatible with the Experience API (xAPI) and implemented in the Unity 3D game engine. Through this work, we aim to emphasize and extend the use of learning analytics in serious games, simplify the production of data, and record events with educational value.

ACS Style

Nikolas Vidakis; Anastasios Kristofer Barianos; Apostolos Marios Trampas; Stamatios Papadakis; Michail Kalogiannakis; Kostas Vassilakis. in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game. Communications in Computer and Information Science 2020, 629 -646.

AMA Style

Nikolas Vidakis, Anastasios Kristofer Barianos, Apostolos Marios Trampas, Stamatios Papadakis, Michail Kalogiannakis, Kostas Vassilakis. in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game. Communications in Computer and Information Science. 2020; ():629-646.

Chicago/Turabian Style

Nikolas Vidakis; Anastasios Kristofer Barianos; Apostolos Marios Trampas; Stamatios Papadakis; Michail Kalogiannakis; Kostas Vassilakis. 2020. "in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game." Communications in Computer and Information Science , no. : 629-646.

Journal article
Published: 10 November 2020 in International Journal of Interactive Mobile Technologies (iJIM)
Reads 0
Downloads 0

Educational robotics can consider one of the newest trends in education and they have been introduced into the classrooms ranging from kindergarten through high school as a means of enriching the learning environment and promote knowledge-building activities. Especially, robotics technologies offer opportunities for young age children, for a practical, hands-on understanding of the things they meet in their daily life but do not fully understand, such as proximity sensors, motion detectors, and light sensors, reasoning failures (software bugs) and connection problems (Wi-Fi, Bluetooth disconnection). In this article, we presented robots that can be used in early childhood and first primary classes of education. The purpose of this article is not to advocate against an educational robot or robotic kit but indeed to inform the educational community so that to make informed decisions regarding the introduction of this kind of technology into the classroom.

ACS Style

Stamatios Papadakis. Robots and Robotics Kits for Early Childhood and First School Age. International Journal of Interactive Mobile Technologies (iJIM) 2020, 14, 34 .

AMA Style

Stamatios Papadakis. Robots and Robotics Kits for Early Childhood and First School Age. International Journal of Interactive Mobile Technologies (iJIM). 2020; 14 (18):34.

Chicago/Turabian Style

Stamatios Papadakis. 2020. "Robots and Robotics Kits for Early Childhood and First School Age." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 18: 34.

Journal article
Published: 20 May 2020 in Sustainability
Reads 0
Downloads 0

During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data (N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided.

ACS Style

Stamatios Papadakis; Julie Vaiopoulou; Michail Kalogiannakis; Dimitrios Stamovlasis. Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability 2020, 12, 4201 .

AMA Style

Stamatios Papadakis, Julie Vaiopoulou, Michail Kalogiannakis, Dimitrios Stamovlasis. Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability. 2020; 12 (10):4201.

Chicago/Turabian Style

Stamatios Papadakis; Julie Vaiopoulou; Michail Kalogiannakis; Dimitrios Stamovlasis. 2020. "Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children." Sustainability 12, no. 10: 4201.

Journal article
Published: 17 January 2020 in Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία
Reads 0
Downloads 0

Στις μέρες μας, τα μέσα οθονών αφής έχουν στην κυριολεξία εκτοξευθεί και τα παιδιά νεαρής ηλικίας έχουν γίνει χρήστες των ψηφιακών τεχνολογιών, όπως είναι τα έξυπνα κινητά τηλέφωνα και οι ταμπλέτες. Αυτές οι συσκευές υιοθετούνται ολοένα και περισσότερο σε όλες τις προηγμένες χώρες, ουσιαστικά ως οικογενειακές συσκευές, ορισμένες φορές ως ‘ατομική ιδιοκτησία’ του παιδιού αποτελώντας την ‘πρώτη’ τους επιλογή, τόσο λόγω των χαρακτηριστικών τους όσο και της πληθώρας των συνοδευτικών τους εφαρμογών. Η δημοτικότητα των μέσων αυτών στα παιδιά νεαρής ηλικίας έχει οδηγήσει στην παραγωγή δεκάδων χιλιάδων φορητών εφαρμογών που υπάρχουν διαθέσιμες είτε δωρεάν είτε επί πληρωμή στα δυο δημοφιλή διαδικτυακά ηλεκτρονικά καταστήματα, Apple App Store και Google Play, και οι οποίες - θεωρητικά τουλάχιστον - έχουν σχεδιαστεί για να διδάσκουν ποικίλες μαθησιακές περιοχές. Ωστόσο, παρά την δεδηλωμένη επιθυμία και εν μέρει ανάγκη των γονέων και εκπαιδευτικών να χρησιμοποιήσουν τις εφαρμογές αυτές, στην πλειονότητα τους οι διαθέσιμες εφαρμογές οι οποίες αυτοπροβάλλονται ως «εκπαιδευτικές», έχουν ελάχιστα δικαιώσει τον αυτοπροσδιορισμό τους, καθώς στην πλειοψηφία τους έχουν μηδαμινή ή ελάχιστη εκπαιδευτική αξία. Η παρούσα εργασία η οποία αποτελεί μια επισκόπηση του πεδίου επιχειρεί να αποτυπώσει την κατάσταση που επικρατεί στο οικοσύστημα των εκπαιδευτικών εφαρμογών και την αναντίρρητη ανάγκη γονέων και εκπαιδευτικών για εφαρμογές με πραγματική εκπαιδευτική αξία.

ACS Style

Stamatios Papadakis; Michail Kalogiannakis. Μια επισκόπηση του πεδίου των εκπαιδευτικών φορητών εφαρμογών για παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 2020, 15, 95 -113.

AMA Style

Stamatios Papadakis, Michail Kalogiannakis. Μια επισκόπηση του πεδίου των εκπαιδευτικών φορητών εφαρμογών για παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία. 2020; 15 (2):95-113.

Chicago/Turabian Style

Stamatios Papadakis; Michail Kalogiannakis. 2020. "Μια επισκόπηση του πεδίου των εκπαιδευτικών φορητών εφαρμογών για παιδιά προσχολικής και πρώτης σχολικής ηλικίας." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 15, no. 2: 95-113.

Journal article
Published: 01 January 2020 in International Journal of Mobile Learning and Organisation
Reads 0
Downloads 0
ACS Style

Michail Kalogiannakis; Stamatios Papadakis; Pandora Dorouka. Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation 2020, 14, 255 .

AMA Style

Michail Kalogiannakis, Stamatios Papadakis, Pandora Dorouka. Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation. 2020; 14 (2):255.

Chicago/Turabian Style

Michail Kalogiannakis; Stamatios Papadakis; Pandora Dorouka. 2020. "Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education." International Journal of Mobile Learning and Organisation 14, no. 2: 255.

Chapter
Published: 01 January 2020 in Advances in Early Childhood and K-12 Education
Reads 0
Downloads 0

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

ACS Style

Stamatios Papadakis; Michail Kalogiannakis. Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics. Advances in Early Childhood and K-12 Education 2020, 289 -309.

AMA Style

Stamatios Papadakis, Michail Kalogiannakis. Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics. Advances in Early Childhood and K-12 Education. 2020; ():289-309.

Chicago/Turabian Style

Stamatios Papadakis; Michail Kalogiannakis. 2020. "Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics." Advances in Early Childhood and K-12 Education , no. : 289-309.

Chapter
Published: 01 January 2020 in Cases on Inquiry through Instructional Technology in Math and Science
Reads 0
Downloads 0

Studies suggest that the exposure to STEM learning opportunities early in life is important because the development of STEM skills can further students' interest and educational attainment in STEM, expanding their career choices later in life. Smart mobile devices have become ubiquitous in schools and have been transforming educational practices at all ages and levels and almost all over the world. At the same time, there is evidence that teacher education departments lack the knowledge and skill to teach pre-service teachers about using these devices in their daily teaching practice. The findings of this chapter underline the need to develop teaching and learning processes that go beyond a mere transmission of the technical knowledge required to use mobile technologies with educational purposes, focusing instead on raising students' awareness about the educational benefits that the integration of mobile technologies can bring to formal education.

ACS Style

Michail Kalogiannakis; Stamatios Papadakis. The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms. Cases on Inquiry through Instructional Technology in Math and Science 2020, 82 -100.

AMA Style

Michail Kalogiannakis, Stamatios Papadakis. The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms. Cases on Inquiry through Instructional Technology in Math and Science. 2020; ():82-100.

Chicago/Turabian Style

Michail Kalogiannakis; Stamatios Papadakis. 2020. "The Use of Developmentally Mobile Applications for Preparing Pre-Service Teachers to Promote STEM Activities in Preschool Classrooms." Cases on Inquiry through Instructional Technology in Math and Science , no. : 82-100.

Chapter
Published: 01 January 2020 in Technology Management in Organizational and Societal Contexts
Reads 0
Downloads 0

A decade ago, Computational Thinking (CT) and coding were typically considered part of the secondary education programs, as the focus was on programming and algorithm development. The early childhood classroom was not exactly the area expected to find students-developed coding skills. But as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but for all citizens. Yet, through the application of developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps the rationale for this chapter is to investigate if there are apps that provide the children of preschool and pre-primary school age with opportunities to cultivate their foundational coding and CT skills.

ACS Style

Stamatios Papadakis. Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age. Technology Management in Organizational and Societal Contexts 2020, 101 -121.

AMA Style

Stamatios Papadakis. Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age. Technology Management in Organizational and Societal Contexts. 2020; ():101-121.

Chicago/Turabian Style

Stamatios Papadakis. 2020. "Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age." Technology Management in Organizational and Societal Contexts , no. : 101-121.

Chapter
Published: 01 January 2020 in Technology Management in Organizational and Societal Contexts
Reads 0
Downloads 0

Mobile devices are the preferred media choice for children, and their massive worldwide use has driven a new generation of software called mobile applications or apps for use in the educational context. But, while there has been an explosion of apps that are claimed to be educational for young children, there are large distinctions between the quality of the apps. Even though apps may provide an active, enjoyable, and engaging context, the question is whether they are attuned to children's educational needs. This study performed a meta-analysis and research synthesis of 22 studies published 2011 to 2019. In the study, journal articles and conference papers in the English language published during the period 2010-2019 were coded and analyzed. The findings provide evidence that very few of these so-called “educational” apps that have been evaluated and tested can promote children's intelligence and improve their learning performance.

ACS Style

Stamatios Papadakis; Michail Kalogiannakis. A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children. Technology Management in Organizational and Societal Contexts 2020, 1 -19.

AMA Style

Stamatios Papadakis, Michail Kalogiannakis. A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children. Technology Management in Organizational and Societal Contexts. 2020; ():1-19.

Chicago/Turabian Style

Stamatios Papadakis; Michail Kalogiannakis. 2020. "A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children." Technology Management in Organizational and Societal Contexts , no. : 1-19.