Δημοσιεύσεις σε Περιοδικά - Μουσείο Επιστημών & Τεχνολογίας

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    Combat Tanking in Education: The TANC Model for Playful Distance Learning in Social Virtual Reality
    (IGI Global, 2021) Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    This study examines the impact on engagement and affective outcomes of playful learning in social virtual reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three case studies in the United States and Greece were examined where playful learning was organized for e-learning. Data collection methods include questionnaires, observation of online course meetings, reviewing of course communications and chat logs records, student and instructor interviews, student coursework assessments, and reflections. Findings indicated that playful learning experiences in SVR can increase academic interest, intrinsic motivation, engagement level, satisfaction, and completion rates. Instructor genuine investment in a thoughtful, sophisticated humorous approach was vital for student buy-in. Finally, guiding principles for playful learning design in SVR are summarized in a model involving four dimensions: theme, actions, narrative, and auxiliary components (TANC).
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    Gamification in Education
    (Multidisciplinary Digital Publishing Institute, 2023-10-02) Christopoulos, Athanasios; Mystakidis, Stylianos; Χριστόπουλος, Αθανάσιος; Μυστακίδης, Στυλιανός
    Gamification, or gameful design, refers to the strategic application of game design principles, mechanics, and elements into non-game environments. It is often facilitated using digital platforms, aiming to solve problems, increase engagement, and motivate individuals towards their goals. The technique fosters a gameful and interactive experience, enhancing perceived autonomy, competence, and relatedness among users. With roots in fields like education, business, marketing, and services, gamification is a versatile tool that serves to enrich user experience and create value in a multitude of settings. The widespread impact of gamification across various sectors has transformed traditional methods of engagement, notably in education.
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    Open Access
    Immersive learning
    (MDPI, 2023-03-27) Mystakidis, Stylianos; Lympouridis, Vangelis; Μυστακίδης, Στυλιανός; Λυμπουρίδης, Βαγγέλης
    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.
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    ARLEAN : an augmented reality learning analytics ethical framework
    (MDPI, 2021-07-30) Christopoulos, Athanasios; Mystakidis, Stylianos; Pellas, Nikolaos; Laakso, Mikko-Jussi; Μυστακίδης, Στυλιανός
    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.
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    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
    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.