Papers by Athanasios Christopoulos
Information, Mar 5, 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
Information, May 12, 2023
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
Higher education teaching staff members need to build a scientifically accurate and comprehensive... more Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning to optimize teaching and achieve excellent student learning. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N=32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.
While virtual reality has attracted educators' interest by providing new opportunities to the lea... more While virtual reality has attracted educators' interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of 'big' educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students' data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
Cogent Education, 2021
This study analyzes the integration of an educational technology platform and relates the difficu... more This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers' (n = 15) and students' (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures. ABOUT THE AUTHOR Athanasios Christopoulos (Ph.D., Computer Science) is a Research Fellow in the Department of Computing at the University of Turku, Finland. Dr. Christopoulos is currently working for the Centre for Learning Analytics where he investigates matters related to digital inclusion, educational technology advancement, immersive technologies and learning analytics. The Centre is also developing "ViLLE", a digital learning platform that includes content and exercises for studying mathematics, programming, and languages (Finnish, English). Pieter Sprangers (Doctoral candidate in Educational Design) has over 25 years of experience in teaching, educational design, and educational leadership both in Secondary and in Higher Education Institutions. Besides his teaching duties, his research activities in the domain of "scientific educational design research" focus on the redesign of educational systems.
Computer Science educators benefit from knowing which of their students need help or feel the mat... more Computer Science educators benefit from knowing which of their students need help or feel the material is difficult. Collecting this information is, typically, done via surveys. However, surveying students is time-consuming and not every student answers. Additionally, with surveys, teachers identify struggling students only after-the-fact, when nothing can be done to help them. This paper proposes a machine learning approach to cluster students into groups with similar features; the weak-performing learners, who consider the material and/or programming difficult, the average-performing learners, who are learning the material normally, and the best-performing learners, who consider programming to be an easy task and do not need additional assistance. The clustering is data-driven as it is based on the collection of code snapshots (i.e., submissions). The clusters are then formed from a transition probability matrix, computed using the submission history of the student, and a state machine. We demonstrate the effectiveness of the clustering approach to create clusters with significant differences in perceived student difficulty by cross-validating the formed clusters with survey data collected from a CS1 course. The clusters also contain differences in programming behavior. The proposed method can be applied to the classroom setting to identify students benefitting from assistance during the course in real-time, without surveys. CCS CONCEPTS •Computing methodologies ~Machine learning ~Learning paradigms ~ Unsupervised learning ~Cluster analysis •Social and professional topics ~Professional topics ~Computing educatioñ Computing education programs ~Computer science education •Computing methodologies ~Modeling and simulation ~Model development and analysis ~Model verification and validation
Education Sciences, May 22, 2023
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
2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), May 23, 2022
Identifying the assessment indicators which can facilitate the provision of personalized learning... more Identifying the assessment indicators which can facilitate the provision of personalized learning has been a long-term topic of discussion and debate. Several studies have emphasized on the important role that Information and Communication Technology solutions can play in closing this gap whereas, the recent pandemic outbreak, strengthened even more the necessity to introduce educational solutions capable for supporting Blended Learning scenarios. To tackle this obstacle, educators adopted various solutions including Learning Management System and Virtual Reality educational platforms. Recent reviews have revealed that examining students' learning artifacts from a single solution, in isolation, may not be comprehensive enough to extract information and, therefore, provide holistic support for academic knowledge growth and skillset advancement. The introduction of multimodal assessments can potentially counter this issue and accordingly assist educators in providing personalised educational interventions. With that objective in mind, we propose an integrated Multimodal Learning Analytics (MMLA) framework which aims at orchestrating and classifying students' personality traits, behavioral effects, academic performance, and practical skills simultaneously. The present work constitutes part of a wider effort which aims at providing Higher Education students with personalised and adaptive learning experiences to prepare and equip them with the qualities and the skills that the Industry 4.0 demands.
British Journal of Educational Technology, Sep 29, 2021
This is an open access article under the terms of the Creat ive Commo ns Attri bution-NonCo mmerc... more This is an open access article under the terms of the Creat ive Commo ns Attri bution-NonCo mmercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Behaviour & Information Technology, May 27, 2022
Individuals’ conceptual knowledge of contemporary biological issues influences ethical attitudes ... more Individuals’ conceptual knowledge of contemporary biological issues influences ethical attitudes and critical life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public opinion is so critically divided can be partially explained from the didactic approaches used in the Biology education. In view of the rapid evolution of Virtual Reality as well as the increasing interest that youths have shown toward Escape Rooms, an unexplored research and development avenue is identified. In this experimental study, we present the design and development steps as well as the evaluation of a Virtual Reality Escape Room dedicated to Biology education. For comparison purposes, a machinima instructional video was also prepared in consideration of students’ familiarity with video learning resources. Both approaches were examined in the upper secondary education context with participants (N=50) emerging from the Applied Sciences academic path. The key-findings suggest that the active learning approach (i.e., playing the escape room) leads to increased knowledge acquisition, in the short term, as opposed to the passive learning approach (i.e., observing an actor playing the escape room) but no significant differences were identified in the long term (knowledge retention) across the methods. Based on the instructional decisions made and the key-findings emerged we provide theoretical implications and practical guidelines for the design, development, and integration of Virtual Reality Escape Rooms in the educational context.
Journal of Educational Technology Systems, Mar 3, 2020
The vast development and expansion of educational technology has led to the deconstruction of var... more The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.
Multimodal technologies and interaction, May 24, 2021
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
Education and Information Technologies, Aug 6, 2021
While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secon... more While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
British Journal of Educational Technology, Feb 9, 2023
The promise of using immersive technologies in learning has increasingly been attracting research... more The promise of using immersive technologies in learning has increasingly been attracting researchers’ and practitioners’ attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360o VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n=70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence, and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.
Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Lea... more Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity but mainly focusing on the interactions that take place within the virtual world. However, in non-distance learning contexts, where students not only share the virtual but also the physical space, different types of interplay can be observed. In this paper, we classify these 'hybrid' interactions and further correlate them with the impact that the instructional design decisions have on motivation and engagement. In particular, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with Computer Science and Technology students participating in the study, whilst, the chosen instructional design approach included the employment of different Pedagogical Agents who aimed at increasing the incentives for interaction and therefore, engagement. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students.
IEEE Transactions on Learning Technologies, Oct 1, 2020
Although virtual reality (VR) simulation training has gained prominence, review studies to inform... more Although virtual reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in science, technology, engineering, and mathematics (STEM) are still scarce. This article presents various VR-supported instructional design practices in K-12 (primary and secondary) and higher education in terms of participants’ characteristics, methodological features, and pedagogical uses in alignment with applications, technological equipment, and instructional design strategies. During the selection and screening process, 41 (n = 41) studies published in the period 2009–2019 were included for a detailed analysis and synthesis. This article's results indicate that many studies were focused on the description and evaluation of the appropriateness or the effectiveness of applied teaching practices with VR support. Several studies pointed out improvements in learning outcomes or achievements, positive perspectives on user experience, and perceived usability. Nevertheless, fewer studies were conducted to measure students’ learning performance. The current scoping review aims to encourage instructional designers to develop innovative VR applications or integrate existing approaches in their teaching procedures. It will also inform researchers to conduct further research for an in-depth understanding of the educational benefits of immersive-VR applications in STEM fields.
Education Sciences, Oct 8, 2022
The Effects of Machinima on Communication Skills in Students with Developmental Dyslexia. Educ.
A significant body of literature documents the numerous benefits that Virtual (VR) and Augmented ... more A significant body of literature documents the numerous benefits that Virtual (VR) and Augmented Reality (AR) supported interventions have brought to the educational scenery, especially with regards to the attainment of the underpinning objectives. At the same time, the vast evolution of Information and Communication Technology (ICT) has led to the emergence of a newly formed discipline, the so-called Learning Analytics (LA), which suggests the collection of big data’ for the assessment and the evaluation of the educational practices. However, by examining the relevant literature it became apparent that the attempts to blend these topics are limited. Motivated by this shortcoming, we propose a theoretical framework which accounts the elements that influence the educational processes and the unique features that immersive technologies have. On the grounds of this framework, an effort will be made to design and develop a universal LA system which will support the conduct and evaluation of such interventions in different educational contexts and scientific fields.
Informatics in education, Sep 2, 2022
Prior programming knowledge of students has a major impact on introductory programming courses. T... more Prior programming knowledge of students has a major impact on introductory programming courses. Those with prior experience often seem to breeze through the course. Those without prior experience see others breeze through the course and disengage from the material or drop out. The purpose of this study is to demonstrate that novice student programming behavior can be modeled as a Markov process. The resulting transition matrix can then be used in machine learning algorithms to create clusters of similarly behaving students. We describe in detail the state machine used in the Markov process and how to compute the transition matrix. We compute the transition matrix for 665 students and cluster them using the k-means clustering algorithm. We choose the number of cluster to be three based on analysis of the dataset. We show that the created clusters have statistically different means for student prior knowledge in programming, when measured on a Likert scale of 1-5.
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Papers by Athanasios Christopoulos
students need help or feel the material is difficult. Collecting this
information is, typically, done via surveys. However, surveying
students is time-consuming and not every student answers.
Additionally, with surveys, teachers identify struggling students
only after-the-fact, when nothing can be done to help them.
This paper proposes a machine learning approach to cluster
students into groups with similar features; the weak-performing
learners, who consider the material and/or programming difficult,
the average-performing learners, who are learning the material
normally, and the best-performing learners, who consider
programming to be an easy task and do not need additional
assistance.
The clustering is data-driven as it is based on the collection of code
snapshots (i.e., submissions). The clusters are then formed from a
transition probability matrix, computed using the submission
history of the student, and a state machine.
We demonstrate the effectiveness of the clustering approach to
create clusters with significant differences in perceived student
difficulty by cross-validating the formed clusters with survey data
collected from a CS1 course. The clusters also contain differences
in programming behavior. The proposed method can be applied
to the classroom setting to identify students benefitting from
assistance during the course in real-time, without surveys.