Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας

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A new museum for an ancient land : Patras University Science and Technology Museum
(2000) Theologi-Gouti, Penelope; Θεολόγη-Γκούτη, Πηνελόπη
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
That university museums have a major role to play in contemporary life and are far more than the fortuitous outcome of random collecting is amply illustrated by the project of Patras University. Located just outside the city of Patras with a view over the Gulf of Corinth to the mountains of central Greece, it lies on a self-contained campus of about 240 hectares and is now the third largest institution of tertiary education in the country. Its decision to create a Science and Technology Museum was seen as vital to its mission as a major venue for scientific research and knowledge.
Open Access
Planning activities in a new university museum
(2003) Theologi-Gouti, Penelope; Θεολόγη-Γκούτη, Πηνελόπη
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Patras University is organizing a new Science and Technology Museum in order to facilitate and encourage contacts between the University and the town. From the early planning stages onwards, the words 'Pedagogy, Heritage and Identity' were important in discussions about the role and goals of the Science and Technology Museum. After intensive debate, it was decided that the Museum would be organized in accordance with the International Council of Museums (ICOM) definition of a museum. The Patras University new Science and Technology Museum preparation process started in May 1998, aiming at designing and constructing a new building and creating, enriching and documenting the collections. The Museum was officially founded in September 2001.
Open Access
Το Μουσείο Επιστημών και Τεχνολογίας του Πανεπιστημίου Πατρών (ΜΕΤΠΠ) : χώρος άτυπης μάθησης και βιωματικής προσέγγισης των επιστημών και της τεχνολογίας
(2014-09) Θεολόγη-Γκούτη, Πηνελόπη; Theologi-Gouti, Penelope
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Στο παρόν άρθρο περιγράφεται η ίδρυση, η διαδρομή και οι εκπαιδευτικές δράσεις που λαμβάνουν χώρα στο Μουσείο Επιστημών και Τεχνολογίας του Πανεπιστημίου Πατρών σε συνέργασια με πλήθος εσωτερικών και εξωτερικών φορέων για την προσέγγιση της κοινωνίας και την προαγωγή της άτυπης και βιωματικής μάθησης γύρω από την Επιστήμη και την Τεχνολογία.
Open Access
Deep and meaningful e-learning with social virtual reality environments in higher education : a systematic literature review
(MDPI, 2021-03-09) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Μυστακίδης, Στυλιανός; Μπέρκη, Ελένη
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.
Open Access
ARLEAN : an augmented reality learning analytics ethical framework
(MDPI, 2021-07-30) Christopoulos, Athanasios; Mystakidis, Stylianos; Pellas, Nikolaos; Laakso, Mikko-Jussi; Μυστακίδης, Στυλιανός
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance of providing users with adaptive and personalised learning experiences. At the same time, the use of Augmented Reality (AR) applications in education have been gaining a growing interest across all the educational levels and contexts. However, the efforts to integrate LA techniques in immersive technologies, such as AR, are limited and scarce. This inadequacy is mainly attributed to the difficulties that govern the collection and interpretation of the primary data. To deal with this shortcoming, we present the “Augmented Reality Learning Analytics” (ARLEAN) ethical framework, tailored to the specific characteristics that AR applications have, and focused on various learning subjects. The core of this framework blends the technological, pedagogical, and psychological elements that influence the outcome of educational interventions, with the most widely adopted LA techniques. It provides concrete guidelines to educational technologists and instructional designers on how to integrate LA into their practices to inform their future decisions and thus, support their learners to achieve better results.
Open Access
Deep meaningful learning
(MDPI, 2021-09-18) Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.
Open Access
Metaverse
(MDPI, 2022-02-10) Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. The contemporary iteration of the Metaverse features social, immersive VR platforms compatible with massive multiplayer online video games, open game worlds and AR collaborative spaces.
Open Access
Teacher perceptions on virtual reality escape rooms for STEM education
(MDPI, 2022-03-05) Mystakidis, Stylianos; Christopoulos, Athanasios; Μυστακίδης, Στυλιανός; Χριστόπουλος, Αθανάσιος
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the transformations caused by the fourth industrial revolution, spearheaded by the convergence of multiple exponential technologies. Teachers’ attitude is a critical success factor for any technology-enhanced learning innovation. This study explored in-service teachers’ views on the use of a digital educational escape room in virtual reality. Forty-one (n = 41) K-12 educators participated in a mixed research study involving a validated survey questionnaire instrument and an online debriefing session in the context of a teacher training program. The key findings revealed that such alternative instructional solutions can potentially enhance the cognitive benefits and learning outcomes, but further highlighted the shortcomings that instructional designers should consider while integrating them in contexts different than the intended. In line with this effort, more systematic professional development actions are recommended to encourage the development of additional teacher-led interventions.
Open Access
Immersive Learning
(MDPI, 2023-03-27) Mystakidis, Stylianos; Lympouridis, Vangelis; Μυστακίδης, Στυλιανός; Λυμπουρίδης, Βαγγέλης
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented reality.
Open Access
The case of literacy motivation : playful 3D immersive learning environments and problem-focused education for blended digital storytelling
(IGI Global, ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, Στυλιανός
Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας
The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.

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