Prof. Dr. Georgios Fesakis
University of the Aegean, Rhodes, Greece
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Academic Career Length
17Years (2010-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications2 May 2018 in International Journal of Engineering Pedagogy (iJEP)
Journal Article
Georgios FesakisPKPascalina Karta
Pascalina Karta
KKKontantinos Kozas
Kontantinos Kozas
Seeking a systematic combination of the pedagogical model of m-learning with the Realistic Mathematics Education (RME) approach, this study concerns the use of math trail as a learning activity model that can take the advantages of mobile computing devices for the design of effective learning experiences in an authentic context. The paper presents the design and the case study of the first pilot implementation of a math trail, using mobile devices for primary school students. In this math trail, the students are guided, through a digital map, to a sequence of preselected sites of a park where they solve specially designed math problems using data from the environmental context. The students measure real objects’ dimensions either with conventional instruments or by measurement applications of their tablet. According to the findings of the study, students solved the puzzles by applying mathematical knowledge, discussion and collaboration. The students applied and reinforced their knowledge through an effective and engaging learning activity. Moreover, the students were puzzled about the differences of the measurements by conventional and digital instruments and this confusion triggered social negotiation. Further research is needed for a grounded theory development about m-learning design for RME.
17 November 2010 in Early Childhood Education Journal
Journal Article
Georgios FesakisCSChristina Sofroniou
Christina SofroniouEMElisavet Mavroudi
Elisavet MavroudiJournal Article
SBSimon Barlovits
Simon BarlovitsACAmélia Cristina Duque Caldeira
Amélia Cristina Duque CaldeiraGeorgios FesakisSJSimone Jablonski
Simone JablonskiDFDespoina Koutsomanoli Filippaki
Despoina Koutsomanoli FilippakiSVStamatia Volika
Stamatia Volika +7
The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework and design requirements for distance and online learning tools. As one example for online learning in mathematics education, the ASYMPTOTE system is introduced. It will be freely available by May 2022. ASYMPTOTE is aimed at the adaptive and synchronous delivery of online education by taking a mobile learning approach. Its core is the so-called digital classroom, which not only allows students to interact with each other or with the teacher but also enables teachers to monitor their students’ work progress in real time. With respect to the theoretical framework, this article analyses to what extent the ASYMPTOTE system meets the requirements of online learning. Overall, the digital classroom can be seen as a promising tool for teachers to carry out appropriate formative assessment and—partly—to maintain personal and content-related interaction at a distance. Moreover, we highlight the availability of this tool. Due to its mobile learning approach, almost all students will be able to participate in lessons conducted with ASYMPTOTE.
15 August 2018
Book Chapter
Georgios FesakisVKVasilis Komis
Vasilis Komis
EMElisavet Mavroudi
Elisavet Mavroudi
STAVROULA PRANTSOUDI1 October 2022 in International Journal of Mobile and Blended Learning
Journal Article
DMDimitrios Markouzis
Dimitrios MarkouzisABAikaterini Baziakou
Aikaterini Baziakou
Georgios FesakisADAngelique Dimitracopoulou
Angelique DimitracopoulouIn recent years more and more people use their mobile phones daily for work or entertainment. The increasing use of mobile devices has led researchers to seek new ways of learning with their support, beyond the confines of formal education. The increasing computing power of mobile devices has contributed to the emergence of new, rapidly evolving technologies, with augmented reality (AR) applications being at the forefront of these developments. This article provides a literature review of AR applications for mobile devices related to informal education. It analyses their structural elements to examine if they exploit powerful features such as collaboration and content modification, as well as storytelling potentials. The findings show that most of these applications use those learning affordances only to a very limited extent, as they are mainly designed for individual usage, do not allow user-originated contribution to the digital material, and do not incorporate elements of any storytelling model.
6 December 2014
Book Chapter
Georgios FesakisDLDimitrios Lappas
Dimitrios Lappas
EMElisavet Mavroudi
Elisavet Mavroudi
About Me
Dr. Georgios Fesakis is a Full Professor at the University of the Aegean's School of Humanities, Department of Preschool Education and Educational Design. He specializes in Computer Science and Mathematics Education, Digital Technology in Education, and Educational Design. His core research spans Computer Science and Computational Thinking Education, AI and Data Literacy, Epistemic Programming, Learning Design for Modern Pedagogical Models (e-learning, m-learning), Educational Robotics, Mobile Learning & Augmented Reality (AR) in mathematics education, and Serious Games.
Georgios Fesakis earned a BSc from the N.K.U. of Athens' Department of Informatics and Telecommunications in 1994, as well as a two-year, full-time MSc from the department's "Advanced Informatics Systems" postgraduate program in 1996. He also holds a pedagogical studies degree (1999) from ASPETE. Finally, he graduated from the University of the Aegean's with a PhD in "Educational use of computational modeling environments, particularly Relational Database Management Systems" in 2003.
He serves as the member of the Greek Organizing Committee for the International Bebras Challenge.
He directs the Postgraduate Studies Program "Didactics of Mathematics, Science, and ICT in Education: Interdisciplinary Approach."
Prof. Fesakis has participated in numerous research projects, he is author or co-author in over 100 scientific works, including journal and conference papers, volume chapters, and 3 academic textbooks.
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