Papers by Yiannis Georgiou
Sustainability, Jan 26, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
International journal of environmental and science education, Jan 10, 2015
During the last decades, current consumption patterns have been recurrently blamed for rendering ... more During the last decades, current consumption patterns have been recurrently blamed for rendering both the environment and our lifestyles unsustainable. Young children are considered a critical group in the effort to make a shift towards sustainable consumption (environmentally friendly consumption). However, young people should be able to consider sustainable consumption as a potential venue, among their options. The present study investigates the effectiveness of an environmental education program aiming to familiarize children aged 8-12 with the notion of sustainable consumption by focusing on children's environmental representations and their intentions to act (decision-making). Findings revealed that the program employed influenced children's environmental representations into becoming more sustainable ones. In addition, the environmental program provided children with more environmental criteria, allowing children to report their intentions to act as sustainable consumers. Relating children's environmental representations to their decision-making criteria, findings indicated an emerging relationship between children's environmental representations, and their intentions to act, as reflected through the decision-making process.
Sustainability
During the last decade, many cities worldwide have implemented various green policies; in this wa... more During the last decade, many cities worldwide have implemented various green policies; in this way, they have gradually transformed into “green cities”. The emergence of green cities may provide a promising venue to address cities’ environmental degradation and citizens’ disengagement with current socio-environmental issues, thus giving rise to the notion of Environmental Citizenship (EC). Despite these assumptions, empirical research on the topic is currently emerging. In this study, we examine citizens’ engagement in green cities and its interrelatedness with EC through a systematic literature review. The selected empirical studies (n = 25) were published in peer-reviewed journals during the timespan of the last 12 years (2010–2021). In total, 31 green cities were analyzed in the 25 selected empirical studies. Thematic and frequency analysis revealed that green cities encourage citizens’ engagement with the implemented green policies, while also advancing citizens’ EC. Furthermore...
iREEC 2022, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Hadjichambis, A. Ch., Georgiou, Y., Paraskeva-Hadjichambi, D. P., Ioannou, H., & Manoli, C. C. (2015). Integrating sustainable consumption into environmental education: a case study on environmental representations, decision making and intention to act. International Journal of Environmental and ...
International Journal of Environmental and Science Education
ABSTRACT
A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship
Educational Research Review
How can we transform citizens into ‘environmental agents of change'? Towards the citizen science for environmental citizenship (CS4EC) theoretical framework based on a meta-synthesis approach
International Journal of Science Education, Part B
ICLS, 2014
It is argued that augmented reality games can promote immersion and feelings of presence, which c... more It is argued that augmented reality games can promote immersion and feelings of presence, which could support students' engagement with the learning process. Sustaining presence is crucial but challenging, since immersion is a transient state. As part of a broader design-based research, in this study, we employed a focus group methodology to investigate the perceptions of eighteen 11th graders regarding the factors which affected their immersion during an augmented reality game for inquiry-based science learning.
Investigating the Coupling of Narrative and Locality in Augmented Reality Educational Activities: Effects on Students’ Immersion and Learning Gains
ICLS, Jul 1, 2018
The popularity of Augmented Reality (AR) technologies is on the rise, yet little is known about t... more The popularity of Augmented Reality (AR) technologies is on the rise, yet little is known about the design principles which could support immersion and learning in such contexts. This study investigated the hypothesis that greater coupling between the physical space and the narrative of the AR activity leads to enhanced immersion and learning. Forty-five middle school students participated in this study: students in Condition1 (n=22) participated in an AR activity with strong coupling between the narrative and the physical space, while students in Condition2 (n=23) participated in a loose coupling version of the activity. Data collection included baseline data, questionnaires investigating students’ immersion and learning gains, as well as post-activity interviews. Findings showed higher learning gains and increased immersion for the students participating in the strong coupling condition than for the students in the loose coupling condition.
The present report provides an overview of current practices on teacher training, and how teacher... more The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers' education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation.
Technology-enhanced embodied learning is argued to have the potential to revolutionize K-12 educa... more Technology-enhanced embodied learning is argued to have the potential to revolutionize K-12 education. Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace. Slow adoption of technological innovation is not a new issue in the education arena. Several factors are contributing to why in-service teachers are being reluctant to adopt educational innovations. This study investigated the concerns of 31 in-service primary education teachers about adopting technology-enhanced embodied learning using the Concerns Based Adoption Model (CBAM). A Professional Development (PD) programme composed of two phases – a Training phase (including experiential workshops) and a Practical phase (including teachers' enactment of technology-enhanced embodied learning in their classrooms) – allowed for the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are esse...
Communications in Computer and Information Science, 2019
Prior research has supported that game-based learning is dependent on the degree of immersion ach... more 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.
Sustainability, 2021
Environmental Citizen Science (CS) initiatives have been recognized over time as a promising way ... more Environmental Citizen Science (CS) initiatives have been recognized over time as a promising way to engage citizens in the investigation and management of various socio-ecological issues. In this context, it has been often hypothesized that these CS initiatives may also contribute to the education and subsequent transformation of citizens into environmentally aware and active citizens. However, the potential of CS to serve as a springboard for supporting Education for Environmental Citizenship (EEC) has not been explored yet. A systematic review was conducted, seeking to examine how citizens’ participation in environmental CS initiatives contributes to the EEC, as a venue through which citizens can undertake actions in different scales (local, national, global) to achieve environmental citizenship. A content analysis procedure was implemented on thirty-one empirical studies (n = 31) retrieved from a systematic review of the literature covering the timespan of the last two decades (2...
AoIR Selected Papers of Internet Research, 2021
Social media have become online spaces where misinformation abounds and spreads virally in the ab... more Social media have become online spaces where misinformation abounds and spreads virally in the absence of professional gatekeeping. This information landscape requires everyday citizens, who rely on these technologies to access information, to cede control of information. This work sought to examine whether the control of information can be regained by humans with the support of a co-created browser plugin, which integrated credibility labels and nudges, and was informed by artificial intelligence models and rule engines. Given the literature on the complexity of information evaluation on social media, we investigated the role of technological, situational and individual characteristics in “liking” or “sharing” misinformation. We adopted a mixed-methods research design with 80 participants from four European sites, who viewed a curated timeline of credible and non-credible posts on Twitter, with (n=40) or without (n=40) the presence of the plugin. The role of the technological inter...
A design-based approach to augmented reality location-based activities
Proceedings of the 16th World Conference on Mobile and Contextual Learning, 2017
Augmented Reality (AR) location-based learning activities are argued to promote students' imm... more Augmented Reality (AR) location-based learning activities are argued to promote students' immersion and facilitate learning. However, little is known about the factors that may affect immersion, as well as about the design of immersive location-based AR activities which can successfully promote students' learning. To address this research gap, we report on a design-based research study with 11th grade students, comprised of two design iterations (n1=18, n2=10); students used a location-based AR application during a collaborative, environmental science problem-solving activity at a local lake. The data corpus included students' audio-taped discussions and log files, students' final explanations and post-activity group interviews. Findings indicate that the students who participated in the second iteration reported being more immersed in the AR activity, provided explanations of higher quality and managed to solve the problem-based case.
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, 2021
Abstract Despite the rapid development of mobile-based Augmented Reality (AR) apps, little is yet... more Abstract 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.
PROFILES – The Case of Cyprus: The Impact of a Participatory Designmodel of Inquiry-based Learning Environments on Student Motivation
Designing and Orchestrating the Classroom Experience for Technology-Enhanced Embodied Learning
Investigating Immersion in Relation to Students' Learning During a Collaborative Location-Based Augmented Reality Activity
Collecting Ecologically Valid Data in Location-Aware Augmented Reality Settings: A Comparison of Three Data Collection Techniques
Collecting data in a mobile augmented reality (AR) settings is challenging, as participants are d... more 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 stud...
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Papers by Yiannis Georgiou