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class="profile-avatar u-positionAbsolute" alt="Ioannis Kazanidis" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/14010306/11192245/61479259/s200_ioannis.kazanidis.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Ioannis Kazanidis</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://ihu-gr.academia.edu/">International Hellenic University - IHU</a>, <a class="u-tcGrayDarker" href="https://ihu-gr.academia.edu/Departments/Computer_Science/Documents">Computer Science</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" 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class="data">18</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">10</p></div></a><a href="/kazanidis/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Dr. Ioannis Kazanidis is an Assistant professor at Computer Science Department at International Hellenic University and Member of the the Advanced Educational Technologies and Mobile Applications research Lab<br /><span class="u-fw700">Phone: </span>6974733445<br /><b>Address: </b>Kentro Diktyou, International Hellenic 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class="ds2-5-body-sm-bold">Articles </span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Ioannis Kazanidis</h3></div><div class="js-work-strip profile--work_container" data-work-id="122899341"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122899341/Harnessing_Generative_Artificial_Intelligence_for_Digital_Literacy_Innovation_A_Comparative_Study_between_Early_Childhood_Education_and_Computer_Science_Undergraduates"><img alt="Research paper thumbnail of Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates" class="work-thumbnail" src="https://attachments.academia-assets.com/117515678/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122899341/Harnessing_Generative_Artificial_Intelligence_for_Digital_Literacy_Innovation_A_Comparative_Study_between_Early_Childhood_Education_and_Computer_Science_Undergraduates">Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ihu-gr.academia.edu/kazanidis">Ioannis Kazanidis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uowm.academia.edu/DrNikolaosPellas">Dr. Nikolaos Pellas</a></span></div><div class="wp-workCard_item"><span>AI</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The recent surge of generative artificial intelligence (AI) in higher education presents a fascin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The recent surge of generative artificial intelligence (AI) in higher education presents a fascinating landscape of opportunities and challenges. AI has the potential to personalize education and create more engaging learning experiences. However, the effectiveness of AI interventions relies on well-considered implementation strategies. The impact of AI platforms in education is largely determined by the particular learning environment and the distinct needs of each student. Consequently, investigating the attitudes of future educators towards this technology is becoming a critical area of research. This study explores the impact of generative AI platforms on students’ learning performance, experience, and satisfaction within higher education. It specifically focuses on students’ experiences with varying levels of technological proficiency. A comparative study was conducted with two groups from different academic contexts undergoing the same experimental condition to design, develop, and implement instructional design projects using various AI platforms to produce multimedia content tailored to their respective subjects. Undergraduates from two disciplines—Early Childhood Education (n = 32) and Computer Science (n = 34)—participated in this study, which examined the integration of generative AI platforms into educational content implementation. Results indicate that both groups demonstrated similar learning performance in designing, developing, and implementing instructional design projects. Regarding user experience, the general outcomes were similar across both groups; however, Early Childhood Education students rated the usefulness of AI multimedia platforms significantly higher. Conversely, Computer Science students reported a slightly higher comfort level with these tools. In terms of overall satisfaction, Early Childhood Education students expressed greater satisfaction with AI software than their counterparts, acknowledging its importance for their future careers. This study contributes to the understanding of how AI platforms affect students from diverse backgrounds, bridging a gap in the knowledge of user experience and learning outcomes. Furthermore, by exploring best practices for integrating AI into educational contexts, it provides valuable insights for educators and scholars seeking to optimize the potential of AI to enhance educational outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="96ca1b603cf1679c8f05889e50aa1810" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117515678,"asset_id":122899341,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117515678/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122899341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122899341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122899341; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122899341]").text(description); $(".js-view-count[data-work-id=122899341]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122899341; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122899341']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122899341, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "96ca1b603cf1679c8f05889e50aa1810" } } $('.js-work-strip[data-work-id=122899341]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122899341,"title":"Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates","translated_title":"","metadata":{"doi":"10.3390/ai5030068","abstract":"The recent surge of generative artificial intelligence (AI) in higher education presents a fascinating landscape of opportunities and challenges. 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The case of Greece" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776699/A_longitudinal_analysis_of_internet_use_The_case_of_Greece">A longitudinal analysis of internet use. 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The quintessence and assistance of VWs allows adult users to immerse themselves in a common 3D multimedia environment, emphasizing co-creation and co-construction of their \"knowledge field.\" The corollary of interactivity and social form of modeling, allows the design of e-learning activities in accordance with contemporary pedagogical approaches. This chapter focuses both on how using the most advanced 3D Web-emulator of the real world, Second Life (SL), will increase users' learning ability and vehemently consecrate the common multiuser environment as an incubator of knowledge and action. The methodology is to evaluate SL with the assistance of 70 trainee users, according to four different parameters that postulate the learning progression in a virtual system. 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Sie dürfen dieses Dokument nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. Sofern für das Dokument eine Open-Content-Lizenz verwendet wurde, so gelten abweichend von diesen Nutzungsbedingungen die in der Lizenz gewährten Nutzungsrechte. Terms of use: This document may be saved and copied for your personal and scholarly purposes. You are not to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776694"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining"><img alt="Research paper thumbnail of Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining">Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining</a></div><div class="wp-workCard_item"><span>Lecture notes in business information processing</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Events, routinely broadcasted by news media all over the world, are captured and get recorded to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776694; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776694]").text(description); $(".js-view-count[data-work-id=110776694]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776694; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776694']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776694, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776694]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776694,"title":"Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining","translated_title":"","metadata":{"abstract":"Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).","publisher":"Springer Science+Business Media","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Lecture notes in business information processing"},"translated_abstract":"Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).","internal_url":"https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining","translated_internal_url":"","created_at":"2023-12-06T23:16:03.478-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":10168,"name":"Process Mining","url":"https://www.academia.edu/Documents/in/Process_Mining"},{"id":44687,"name":"Analytics","url":"https://www.academia.edu/Documents/in/Analytics"},{"id":2699636,"name":"Toolbox","url":"https://www.academia.edu/Documents/in/Toolbox"}],"urls":[{"id":36603991,"url":"https://doi.org/10.1007/978-3-319-57487-5_7"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776693"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments"><img alt="Research paper thumbnail of Using Embossed QR Codes on Product Packaging for People with Visual Impairments" class="work-thumbnail" src="https://attachments.academia-assets.com/108489602/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments">Using Embossed QR Codes on Product Packaging for People with Visual Impairments</a></div><div class="wp-workCard_item"><span>European Journal of Interdisciplinary Studies</span><span>, Dec 31, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57e653ac2dcad0f5b9ca326adf3e898f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108489602,"asset_id":110776693,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776693"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776693]").text(description); $(".js-view-count[data-work-id=110776693]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776693; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776693']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776693, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57e653ac2dcad0f5b9ca326adf3e898f" } } $('.js-work-strip[data-work-id=110776693]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776693,"title":"Using Embossed QR Codes on Product Packaging for People with Visual Impairments","translated_title":"","metadata":{"publisher":"Academy of Economic Studies (ASE)","grobid_abstract":"Vision impairment severely impacts quality of life among adult populations. People with vision impairment often have to deal with a number of problems in their everyday life. One of them is related with their shopping and after sales experience. They need assistive tools so that they can get information about the products they shop and store in their home. QR codes is a well-known technology that contains a link and directs mobile users to a specified website. This website can include various and multimodal information related to a product that can easily be received through audio from peopled with visual impairments. In this paper we propose a solution for people with visual impairments in order to improve the way they shop. From the company's side, QR code labels are printed and placed on the product's packaging while on the same time a mobile application that supports QR code reading has been implemented. The users, scanning the QR code of a product using the mobile application, can seamlessly be redirected to the product-related audio information. The proposed approach and the implemented mobile application were tested by a group of people with vision impairment in order to assess its usability, satisfaction and intention to use. The evaluation results revealed that people with vision impairment find the provided mobile application useful and easy to use, while they are totally satisfied with the proposed approach, and they intend to use it in the future.","publication_date":{"day":31,"month":12,"year":2022,"errors":{}},"publication_name":"European Journal of Interdisciplinary Studies","grobid_abstract_attachment_id":108489602},"translated_abstract":null,"internal_url":"https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments","translated_internal_url":"","created_at":"2023-12-06T23:16:03.250-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108489602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489602/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489602/ejis.2022-libre.pdf?1701936567=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=CUYPHxWENLtRkFYicvm305tz2WHYohlBtHzTfMPu6krBJhBcCPRFk8B3e-ZwB49uZRElwNCwkM7ic4u7oGonokdwoNwhJhXqyOcBaIH2ql7fvRyJiacI7GvV1TDdlOR0auh-b3mDkdlqATsHwQ5R7fkZJk1GH76lSFIUw6DhTOEcU10B7KoZ-gKCUCft-H8Wf-o6bZQF3VTQ9S~iTeFrYua2qhx6w-AJlpOVCaTAoyV7tohpxYEHTV6sIUc823CROGNFblF7Vr3kVdJJpDyvoRAzYmQuHUsNhj5pCXRnl1VXPv0DTrbVR29IHPgpzQE9zBydVj1bT5gH2mME7~QoYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":108489602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489602/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489602/ejis.2022-libre.pdf?1701936567=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=CUYPHxWENLtRkFYicvm305tz2WHYohlBtHzTfMPu6krBJhBcCPRFk8B3e-ZwB49uZRElwNCwkM7ic4u7oGonokdwoNwhJhXqyOcBaIH2ql7fvRyJiacI7GvV1TDdlOR0auh-b3mDkdlqATsHwQ5R7fkZJk1GH76lSFIUw6DhTOEcU10B7KoZ-gKCUCft-H8Wf-o6bZQF3VTQ9S~iTeFrYua2qhx6w-AJlpOVCaTAoyV7tohpxYEHTV6sIUc823CROGNFblF7Vr3kVdJJpDyvoRAzYmQuHUsNhj5pCXRnl1VXPv0DTrbVR29IHPgpzQE9zBydVj1bT5gH2mME7~QoYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":108489603,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489603/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489603/download_file","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489603/ejis.2022-libre.pdf?1701936565=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=KfV3N7vwyijtNwFS8VlkDRvuWVnfeGe6jgbRYMTNeCEjoSKvwq6aUEavtE~1GAcuR4N48kLoxxL5Y~m~TGjbSFtvXfI-qNv8CeTxXcGGPXB~n5EIaycIXjeL-WgnJ4J0reJxS3Ee6~3GM6V6URBHOISI1yJ1xMUeyUiBPd2hDiK6BSBkjx~EeP-UWYdBcH4lrW7ML16V6FsUl~ulvjjHOjwjWiYaptT23Ilkgx5YpAQOnOsJrMmkP8Fo3kz3VdzfWquadPrJTFJ-5~PLfyMs4BOZbmpR2ngvbrOipMBjNTPlbYe94gsYhOqg-Dfd-zHLabrrEttrn2NsAmG4S7QhGg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":36603990,"url":"https://doi.org/10.24818/ejis.2022.25"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776692"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines"><img alt="Research paper thumbnail of Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines">Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines</a></div><div class="wp-workCard_item"><span>Communications in Computer and Information Science</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, there has been a sharp increase of research in employing interactive video for l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776692"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776692"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776692; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776692]").text(description); $(".js-view-count[data-work-id=110776692]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776692; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776692']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776692, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776692]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776692,"title":"Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines","translated_title":"","metadata":{"abstract":"In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.","publisher":"Springer International Publishing","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Communications in Computer and Information Science"},"translated_abstract":"In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.","internal_url":"https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines","translated_internal_url":"","created_at":"2023-12-06T23:16:03.028-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":12006,"name":"Interactive Media","url":"https://www.academia.edu/Documents/in/Interactive_Media"},{"id":94867,"name":"Interactive Video","url":"https://www.academia.edu/Documents/in/Interactive_Video"},{"id":101071,"name":"Interactivity","url":"https://www.academia.edu/Documents/in/Interactivity"},{"id":118459,"name":"Interactive Learning","url":"https://www.academia.edu/Documents/in/Interactive_Learning"},{"id":216382,"name":"Affordance","url":"https://www.academia.edu/Documents/in/Affordance"}],"urls":[{"id":36603989,"url":"http://link.springer.com/content/pdf/10.1007/978-3-030-20954-4_38"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776691"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment"><img alt="Research paper thumbnail of Dynamic interactive number lines for fraction learning in a mixed reality environment" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment">Dynamic interactive number lines for fraction learning in a mixed reality environment</a></div><div class="wp-workCard_item"><span>2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fractions is a challenging mathematical concept for primary school students, since it includes co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776691"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776691"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776691; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776691]").text(description); $(".js-view-count[data-work-id=110776691]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776691; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776691']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776691, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776691]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776691,"title":"Dynamic interactive number lines for fraction learning in a mixed reality environment","translated_title":"","metadata":{"abstract":"Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.","publisher":"IEEE","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM)"},"translated_abstract":"Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.","internal_url":"https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment","translated_internal_url":"","created_at":"2023-12-06T23:16:02.781-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction"},{"id":39370,"name":"Mixed Reality","url":"https://www.academia.edu/Documents/in/Mixed_Reality"},{"id":118459,"name":"Interactive Learning","url":"https://www.academia.edu/Documents/in/Interactive_Learning"}],"urls":[{"id":36603988,"url":"http://xplorestaging.ieee.org/ielx7/8516260/8544917/08544927.pdf?arnumber=8544927"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776690"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776690/Cultural_IoT_Framework_Focusing_on_Interactive_and_Personalized_Museum_Sightseeing"><img alt="Research paper thumbnail of Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776690/Cultural_IoT_Framework_Focusing_on_Interactive_and_Personalized_Museum_Sightseeing">Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing</a></div><div class="wp-workCard_item"><span>Internet of Things</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Museum visitors are very focused and demanding. Immersive technologies as virtual and augmented r...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Museum visitors are very focused and demanding. Immersive technologies as virtual and augmented reality, interactive haptics, 3D scanning and plotting, content digitization, and personalized automatic navigation must be exploited by museums in order to stimulate museum visitors and extract their attention. The authors of this work propose an open source IoT InteRactive Museum Experience (IRME) framework. IRME offers information classified in thematic sections. The visitors have the opportunity to explore specific thematic sections of interest. Navigation instructions and artwork guidelines are obtained with the help of a smart phone application. Data-mining, artificial intelligence and cognitive services offer the ability to learn from visitor’s preferences and respond more accurately to future requests and in this way enhance visitor’s experience in the museum. IRME provides a real-time, responsive and personalized navigation to museum visitors. It includes indoor positioning technology, IoT sensors and actuators, haptic devices orchestrated over cloud services. Wherever possible, IRME uses low power technology such as Bluetooth Low Energy devices, led plates-spots-cubes and 3D printing modeling capabilities, in order to promote museum artifacts and to enhance the visitors’ knowledge acquisitions and entertainment. Moreover, the reflection of such recreational improvements to the visitors is also measured using IoT sensors and the results are used as feedback for future thematic land planning, and IoT illustration techniques.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776690"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776690"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776690; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776690]").text(description); $(".js-view-count[data-work-id=110776690]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776690; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776690']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776690, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776690]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776690,"title":"Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing","translated_title":"","metadata":{"abstract":"Museum visitors are very focused and demanding. 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Immersive technologies as virtual and augmented reality, interactive haptics, 3D scanning and plotting, content digitization, and personalized automatic navigation must be exploited by museums in order to stimulate museum visitors and extract their attention. The authors of this work propose an open source IoT InteRactive Museum Experience (IRME) framework. IRME offers information classified in thematic sections. The visitors have the opportunity to explore specific thematic sections of interest. Navigation instructions and artwork guidelines are obtained with the help of a smart phone application. Data-mining, artificial intelligence and cognitive services offer the ability to learn from visitor’s preferences and respond more accurately to future requests and in this way enhance visitor’s experience in the museum. IRME provides a real-time, responsive and personalized navigation to museum visitors. 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From the first simplistic web pages of the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Web based courses are already in their third decade. From the first simplistic web pages of the courses, which had usually supplementary role to existing traditional learning, we have moved since 2008 to the era of Massive Open Online Courses (MOOCs). TEI of Western Macedonia, offers free most of its courses online including presentations, notes, exercises and video lectures. This paper proposes a framework for the evaluation of web-based courses adopting of two evaluation stages by analysing on one hand the results of a questionnaire and on the other hand of the log files of an Learning Management System (LMS). The former uses two attributes Usage and Richness and the latter Activity and Access.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776689; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776689]").text(description); $(".js-view-count[data-work-id=110776689]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776689; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776689']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776689, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776689]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776689,"title":"A framework for the evaluation of multilayer web based learning","translated_title":"","metadata":{"abstract":"Web based courses are already in their third decade. 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The former uses two attributes Usage and Richness and the latter Activity and Access.","internal_url":"https://www.academia.edu/110776689/A_framework_for_the_evaluation_of_multilayer_web_based_learning","translated_internal_url":"","created_at":"2023-12-06T23:16:01.280-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_framework_for_the_evaluation_of_multilayer_web_based_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"}],"urls":[{"id":36603986,"url":"https://dl.acm.org/doi/pdf/10.1145/3003733.3003776"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776679"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776679/Innovative_Cultural_Experience_ICE_an_Augmented_Reality_system_for_promoting_cultural_heritage"><img alt="Research paper thumbnail of Innovative Cultural Experience (ICE), an Augmented Reality system for promoting cultural heritage" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776679/Innovative_Cultural_Experience_ICE_an_Augmented_Reality_system_for_promoting_cultural_heritage">Innovative Cultural Experience (ICE), an Augmented Reality system for promoting cultural heritage</a></div><div class="wp-workCard_item"><span>Proceedings of the 26th Pan-Hellenic Conference on Informatics</span><span>, Nov 25, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776679"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776679"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776679; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101813016"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview"><img alt="Research paper thumbnail of Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview" class="work-thumbnail" src="https://attachments.academia-assets.com/102249823/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview">Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gamification has been characterized as the usage of video game elements in non-game environments....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c5d776d113c684d0e77606218225c8c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102249823,"asset_id":101813016,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101813016"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101813016"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101813016; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101813016]").text(description); $(".js-view-count[data-work-id=101813016]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101813016; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101813016']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101813016, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c5d776d113c684d0e77606218225c8c0" } } $('.js-work-strip[data-work-id=101813016]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101813016,"title":"Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview","translated_title":"","metadata":{"abstract":"Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.","publisher":"Institute of Electrical and Electronics Engineers (IEEE)"},"translated_abstract":"Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.","internal_url":"https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview","translated_internal_url":"","created_at":"2023-05-15T08:30:40.258-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":102249823,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/102249823/thumbnails/1.jpg","file_name":"40208278.pdf","download_url":"https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gamification_and_Serious_Games_for_Cyber.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/102249823/40208278-libre.pdf?1684167466=\u0026response-content-disposition=attachment%3B+filename%3DGamification_and_Serious_Games_for_Cyber.pdf\u0026Expires=1732701816\u0026Signature=N3W0YBXznZJfO5RkIi6D3LXuqA-t5kkIcTDduHnxT-nv0xBGEENAVbD-phkMR6JpeY0XW3Ilmi766aUZm2W8UeShe44wnWYSr3BRHG7RM5XLWhAGsyAxR~rso58ifDNGZr5CRSlur~X3u8fFRe39u2eNAbZeqpB2LhAwXVKD1wYeWmF0BV~TMY-ibEMRLFIZnn3igix86GjBObhlsINj~vCJqVUj8EZulI2wtbjqEhxmKvAsk-Hv6Jtxta34y8lLDnL~Y80U2HJehN4OFbd-JUybYccmb-8cv2t7ZrWujfTBpSlsGCNwioq0pmxEvI4dVrNKMUjXKlDQtqvyUygIPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":102249823,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/102249823/thumbnails/1.jpg","file_name":"40208278.pdf","download_url":"https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gamification_and_Serious_Games_for_Cyber.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/102249823/40208278-libre.pdf?1684167466=\u0026response-content-disposition=attachment%3B+filename%3DGamification_and_Serious_Games_for_Cyber.pdf\u0026Expires=1732701816\u0026Signature=N3W0YBXznZJfO5RkIi6D3LXuqA-t5kkIcTDduHnxT-nv0xBGEENAVbD-phkMR6JpeY0XW3Ilmi766aUZm2W8UeShe44wnWYSr3BRHG7RM5XLWhAGsyAxR~rso58ifDNGZr5CRSlur~X3u8fFRe39u2eNAbZeqpB2LhAwXVKD1wYeWmF0BV~TMY-ibEMRLFIZnn3igix86GjBObhlsINj~vCJqVUj8EZulI2wtbjqEhxmKvAsk-Hv6Jtxta34y8lLDnL~Y80U2HJehN4OFbd-JUybYccmb-8cv2t7ZrWujfTBpSlsGCNwioq0pmxEvI4dVrNKMUjXKlDQtqvyUygIPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11070,"name":"Pleasure","url":"https://www.academia.edu/Documents/in/Pleasure"},{"id":13923,"name":"Computer Security","url":"https://www.academia.edu/Documents/in/Computer_Security"},{"id":208067,"name":"Security Awareness","url":"https://www.academia.edu/Documents/in/Security_Awareness"}],"urls":[{"id":31462880,"url":"https://ndownloader.figshare.com/files/40208278"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98991604"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98991604/Critical_Factors_for_the_Success_of_Web_Based_Learning"><img alt="Research paper thumbnail of Critical Factors for the Success of Web-Based Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/100195214/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98991604/Critical_Factors_for_the_Success_of_Web_Based_Learning">Critical Factors for the Success of Web-Based Learning</a></div><div class="wp-workCard_item"><span>International Journal of Web-Based Learning and Teaching Technologies</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Success is the main purpose in any entity. So, in any educational institute, the education offere...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Success is the main purpose in any entity. So, in any educational institute, the education offered must be successful. It seems that some factors are critical to achieve it. Web Based Learning (WBL) has some specific factors which are studied in this paper. These factors are the characteristics of Instructors, Students, Information and Communication Technology (ICT) and ICT used by school Support. In this perspective, the research purpose of this study is to present, investigate and assess the factors that influence and lead to successfully use the Web Based Learning. It also studies the dependence of the proposed five factors and their interrelationships. The results based on a structured questionnaire which was distributed and completed in a Greek university. Both exploratory and confirmatory factor analyses were used.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="51e7d040d574f716f126a8b4bc602dd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100195214,"asset_id":98991604,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100195214/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98991604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98991604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98991604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98991604]").text(description); $(".js-view-count[data-work-id=98991604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98991604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98991604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98991604, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "51e7d040d574f716f126a8b4bc602dd0" } } $('.js-work-strip[data-work-id=98991604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98991604,"title":"Critical Factors for the Success of Web-Based Learning","translated_title":"","metadata":{"abstract":"Success is the main purpose in any entity. 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Both exploratory and confirmatory factor analyses were used.","publisher":"IGI Global","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"International Journal of Web-Based Learning and Teaching Technologies"},"translated_abstract":"Success is the main purpose in any entity. So, in any educational institute, the education offered must be successful. It seems that some factors are critical to achieve it. Web Based Learning (WBL) has some specific factors which are studied in this paper. These factors are the characteristics of Instructors, Students, Information and Communication Technology (ICT) and ICT used by school Support. In this perspective, the research purpose of this study is to present, investigate and assess the factors that influence and lead to successfully use the Web Based Learning. It also studies the dependence of the proposed five factors and their interrelationships. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899035"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899035/A_Comparative_Study_of_the_ADDIE_Instructional_Design_Model_in_Distance_Education"><img alt="Research paper thumbnail of A Comparative Study of the ADDIE Instructional Design Model in Distance Education" class="work-thumbnail" src="https://attachments.academia-assets.com/97231344/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899035/A_Comparative_Study_of_the_ADDIE_Instructional_Design_Model_in_Distance_Education">A Comparative Study of the ADDIE Instructional Design Model in Distance Education</a></div><div class="wp-workCard_item"><span>Information</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distance education is now a reality introducing a “specific methodology of flexible and interacti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we obser...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13f62b76ed6ef6c2b7b0c07673cef2fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97231344,"asset_id":94899035,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97231344/download_file?st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899035"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899035"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899035; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899035]").text(description); $(".js-view-count[data-work-id=94899035]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899035; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899035']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899035, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13f62b76ed6ef6c2b7b0c07673cef2fc" } } $('.js-work-strip[data-work-id=94899035]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899035,"title":"A Comparative Study of the ADDIE Instructional Design Model in Distance Education","translated_title":"","metadata":{"abstract":"Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. 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In this study, we obser...","publisher":"MDPI AG","publication_name":"Information"},"translated_abstract":"Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899034"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor"><img alt="Research paper thumbnail of Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor">Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor</a></div><div class="wp-workCard_item"><span>New Realities, Mobile Systems and Applications</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google&amp;#39;s ARCore and Apple&amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899034"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899034"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899034; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899034]").text(description); $(".js-view-count[data-work-id=94899034]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899034; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899034']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899034, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94899034]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899034,"title":"Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor","translated_title":"","metadata":{"abstract":"Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google\u0026amp;#39;s ARCore and Apple\u0026amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.","publisher":"Springer International Publishing","publication_name":"New Realities, Mobile Systems and Applications"},"translated_abstract":"Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google\u0026amp;#39;s ARCore and Apple\u0026amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.","internal_url":"https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor","translated_internal_url":"","created_at":"2023-01-13T01:32:56.559-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":5673,"name":"Augmented Reality","url":"https://www.academia.edu/Documents/in/Augmented_Reality"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"}],"urls":[{"id":28012889,"url":"https://link.springer.com/content/pdf/10.1007/978-3-030-96296-8_16"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899033/An_empirical_evaluation_of_e_learning_usage_in_the_higher_education_context"><img alt="Research paper thumbnail of An empirical evaluation of e-learning usage in the higher education context" class="work-thumbnail" src="https://attachments.academia-assets.com/97231342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899033/An_empirical_evaluation_of_e_learning_usage_in_the_higher_education_context">An empirical evaluation of e-learning usage in the higher education context</a></div><div class="wp-workCard_item"><span>Proceedings INNODOCT/19. International Conference on Innovation, Documentation and Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">E-learning has been adopted for several years in Greece and abroad, and it is considered an integ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. E-learning systems accumulate a vast amount of data which may be very valuable. The educational organizations may exploit the power provided by e-learning, if they analyze the usage and the content of the courses. An early assessment of the of e-courses use may provide useful information to the educators, in order to make educational interventions in their teaching material. This study suggests that the evaluation of e-learning usage may be carried out with the assesment of variables and metrics related to teacher training material and student trafficking. We propose three metrics which are combined efficiently, in order to quantify the quality characteristics of the courses and offer useful insights about the educational material and e-learning usage. This case study was implemented in the e-class platform of a Greek Higher Education educational institute. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed98b5a02897dc7a0ab6f731927ff690" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97231342,"asset_id":94899033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97231342/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899033]").text(description); $(".js-view-count[data-work-id=94899033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899033, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed98b5a02897dc7a0ab6f731927ff690" } } $('.js-work-strip[data-work-id=94899033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899033,"title":"An empirical evaluation of e-learning usage in the higher education context","translated_title":"","metadata":{"abstract":"E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899032"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899032/Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature"><img alt="Research paper thumbnail of Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899032/Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature">Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature</a></div><div class="wp-workCard_item"><span>Virtual Reality</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There has been an increasing interest in applying immersive virtual reality (VR) applications to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six ( n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899032"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899032]").text(description); $(".js-view-count[data-work-id=94899032]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899032']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899032, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94899032]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899032,"title":"Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature","translated_title":"","metadata":{"abstract":"There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. 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The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.","publisher":"Springer Science and Business Media LLC","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Virtual Reality"},"translated_abstract":"There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. 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This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1626695" id="papers"><div class="js-work-strip profile--work_container" data-work-id="122899341"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122899341/Harnessing_Generative_Artificial_Intelligence_for_Digital_Literacy_Innovation_A_Comparative_Study_between_Early_Childhood_Education_and_Computer_Science_Undergraduates"><img alt="Research paper thumbnail of Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates" class="work-thumbnail" src="https://attachments.academia-assets.com/117515678/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122899341/Harnessing_Generative_Artificial_Intelligence_for_Digital_Literacy_Innovation_A_Comparative_Study_between_Early_Childhood_Education_and_Computer_Science_Undergraduates">Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ihu-gr.academia.edu/kazanidis">Ioannis Kazanidis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uowm.academia.edu/DrNikolaosPellas">Dr. Nikolaos Pellas</a></span></div><div class="wp-workCard_item"><span>AI</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The recent surge of generative artificial intelligence (AI) in higher education presents a fascin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The recent surge of generative artificial intelligence (AI) in higher education presents a fascinating landscape of opportunities and challenges. AI has the potential to personalize education and create more engaging learning experiences. However, the effectiveness of AI interventions relies on well-considered implementation strategies. The impact of AI platforms in education is largely determined by the particular learning environment and the distinct needs of each student. Consequently, investigating the attitudes of future educators towards this technology is becoming a critical area of research. This study explores the impact of generative AI platforms on students’ learning performance, experience, and satisfaction within higher education. It specifically focuses on students’ experiences with varying levels of technological proficiency. A comparative study was conducted with two groups from different academic contexts undergoing the same experimental condition to design, develop, and implement instructional design projects using various AI platforms to produce multimedia content tailored to their respective subjects. Undergraduates from two disciplines—Early Childhood Education (n = 32) and Computer Science (n = 34)—participated in this study, which examined the integration of generative AI platforms into educational content implementation. Results indicate that both groups demonstrated similar learning performance in designing, developing, and implementing instructional design projects. Regarding user experience, the general outcomes were similar across both groups; however, Early Childhood Education students rated the usefulness of AI multimedia platforms significantly higher. Conversely, Computer Science students reported a slightly higher comfort level with these tools. In terms of overall satisfaction, Early Childhood Education students expressed greater satisfaction with AI software than their counterparts, acknowledging its importance for their future careers. This study contributes to the understanding of how AI platforms affect students from diverse backgrounds, bridging a gap in the knowledge of user experience and learning outcomes. Furthermore, by exploring best practices for integrating AI into educational contexts, it provides valuable insights for educators and scholars seeking to optimize the potential of AI to enhance educational outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="96ca1b603cf1679c8f05889e50aa1810" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117515678,"asset_id":122899341,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117515678/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122899341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122899341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122899341; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122899341]").text(description); $(".js-view-count[data-work-id=122899341]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122899341; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122899341']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122899341, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "96ca1b603cf1679c8f05889e50aa1810" } } $('.js-work-strip[data-work-id=122899341]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122899341,"title":"Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates","translated_title":"","metadata":{"doi":"10.3390/ai5030068","abstract":"The recent surge of generative artificial intelligence (AI) in higher education presents a fascinating landscape of opportunities and challenges. 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The case of Greece" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776699/A_longitudinal_analysis_of_internet_use_The_case_of_Greece">A longitudinal analysis of internet use. The case of Greece</a></div><div class="wp-workCard_item"><span>International Journal of Society Systems Science</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776699"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776699"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776699; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776699]").text(description); $(".js-view-count[data-work-id=110776699]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776699; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776699']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776699, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776699]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776699,"title":"A longitudinal analysis of internet use. The case of Greece","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"International Journal of Society Systems Science"},"translated_abstract":null,"internal_url":"https://www.academia.edu/110776699/A_longitudinal_analysis_of_internet_use_The_case_of_Greece","translated_internal_url":"","created_at":"2023-12-06T23:16:04.735-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_longitudinal_analysis_of_internet_use_The_case_of_Greece","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business"},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":5745,"name":"Social Capital","url":"https://www.academia.edu/Documents/in/Social_Capital"},{"id":26227,"name":"Entertainment","url":"https://www.academia.edu/Documents/in/Entertainment"},{"id":30947,"name":"The Internet","url":"https://www.academia.edu/Documents/in/The_Internet"},{"id":41286,"name":"Everyday Life","url":"https://www.academia.edu/Documents/in/Everyday_Life"},{"id":51689,"name":"Greeks","url":"https://www.academia.edu/Documents/in/Greeks"}],"urls":[{"id":36603996,"url":"https://doi.org/10.1504/ijsss.2020.10033407"}]}, dispatcherData: dispatcherData }); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776698]").text(description); $(".js-view-count[data-work-id=110776698]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776698; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776698']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776698, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30ff611ee810f02ef9accfb83bc3391d" } } $('.js-work-strip[data-work-id=110776698]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776698,"title":"Mapping and Identifying Features of e-Learning Technology through Indexes and Metrics","translated_title":"","metadata":{"grobid_abstract":"People' s educational needs and requirements change. At the same time, educational technologies and tools also evolve. Therefore, contemporary educational methods are obliged to adapt to both. E-learning is the mode of learning which serves the former while exploits the latter. As e-learning capabilities are moving into the third decade of their implementation (Kulik et al., 1990), the necessity of thorough assessment is imminent. Moreover, the adoption to e-learning of assessment features which were successfully used by ecommerce is also a challenging issue. In this study, a novel approach is presented and put to test. The approach tries to utilize applicable features of e-commerce technology to e-learning in an effort to measure usage, user trends and knowledge affiliations. To the extent, some already tested indexes and metrics are used for the quantification of qualitative features of e-learning. These indexes and metrics contribute to the assessment of both educational content exposed by the educators and content usage by the learners. In this paper the identified features are classified. Finally, an experimental case scenario that took place in a Greek university e-learning platform is presented. From the revealed results there is evidence that these corresponding to features variables can be used for the measurement of reach, richness and information density of an e-learning platform system.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"grobid_abstract_attachment_id":108489633},"translated_abstract":null,"internal_url":"https://www.academia.edu/110776698/Mapping_and_Identifying_Features_of_e_Learning_Technology_through_Indexes_and_Metrics","translated_internal_url":"","created_at":"2023-12-06T23:16:04.497-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108489633,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489633/thumbnails/1.jpg","file_name":"63996.pdf","download_url":"https://www.academia.edu/attachments/108489633/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mapping_and_Identifying_Features_of_e_Le.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489633/63996-libre.pdf?1701936561=\u0026response-content-disposition=attachment%3B+filename%3DMapping_and_Identifying_Features_of_e_Le.pdf\u0026Expires=1732701814\u0026Signature=DRMlL1822-dUXrabzUds8R8OhHHMCjfaqDPRWITX79S6K6~0vPpFORpzTyxpu68dLnvOkmMkamMugQPhBglD7diVhFSLtPTf~pibJfqMTb4pjZStXNl10yG6vVAXrlHXk2NiWp8r39oa~VYyDOA5VNVS2GenAzWW4YUTs46Sg2eddTQxd7brqQchleO092h24~fE7BE4w9qvDxKdozZDetHeD~D~234kN0J~KbwVVtX0yb93JJjrytP9NWAlN2o8Z2VSlsN6JRjd2uilbHTqKdn8tDZRzroqKDrPiZSqxLXfsTINA51QQxhRx9SLEUdPyGaE-uNLxGwinMpsuqG6Ew__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mapping_and_Identifying_Features_of_e_Learning_Technology_through_Indexes_and_Metrics","translated_slug":"","page_count":7,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":108489633,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489633/thumbnails/1.jpg","file_name":"63996.pdf","download_url":"https://www.academia.edu/attachments/108489633/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mapping_and_Identifying_Features_of_e_Le.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489633/63996-libre.pdf?1701936561=\u0026response-content-disposition=attachment%3B+filename%3DMapping_and_Identifying_Features_of_e_Le.pdf\u0026Expires=1732701815\u0026Signature=Q73b0LG0WlIpP71nX3onB6lRXw6PYO-ppc0CHnXyaH9ncOSN1OwA4FRRXZ~0jGOEMwQn0V3meQ4a2Onj-v6NIQgMJO9EbIBpmtY3GKaBsiDJlwOktTe1r-ctTGMtPhnukHJG3DHIfmhu-6oxiQalMNoTo0fJKcOCx1RFW2ikC40WmWh4ZUaBuMcCd-zPab7gqqsEDlUqajVARMUMJTfhAAWww8CPfyA47fGCq4rUv49FwxTLoUFOLkARzr2CFlZzyLSCQJCEfDsuuKpzn5KpK6BSU~VkIDZDOOsjyosa~VtVht0LGJuhakQz--uAy4k7C0NwYNqyI6kw3pfF9GJ~Jw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"}],"urls":[{"id":36603995,"url":"https://doi.org/10.5220/0006399606490655"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776697"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776697/The_Impact_of_the_Digital_Divide_on_the_Adoption_of_e_Government_in_Greece"><img alt="Research paper thumbnail of The Impact of the Digital Divide on the Adoption of e-Government in Greece" class="work-thumbnail" src="https://attachments.academia-assets.com/108489607/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776697/The_Impact_of_the_Digital_Divide_on_the_Adoption_of_e_Government_in_Greece">The Impact of the Digital Divide on the Adoption of e-Government in Greece</a></div><div class="wp-workCard_item"><span>KnE Social Sciences</span><span>, Jan 12, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="583c851dec4f8f0c02cac8dba1274b09" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108489607,"asset_id":110776697,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108489607/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&st=MTczMjczMjUwMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776697"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776697"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776697; 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The current study examined the impact of the digital divide to the use of e-government and e-participation services. We used the micro-data from the national survey on the use of Information and Communication Technologies by the Greek households and individuals. This survey was conducted by the Greek Statistical Authority in 2017, in a representative sample of the Greek population (n = 3321). We analyzed the data using logistic regression equations. According to the results, the social exclusion factors may influence the use of e-government services. The most important socioeconomic factors affecting the decision to use e-government services are the educational level, age and citizenship. The e-participation of the citizens in various democratic processes is only influenced by their educational attainment. This work highlights the impact of the digital divide to every aspect of our digital life. The state should implement policies to address the digital divide focusing on the vulnerable social subgroups, such as the low-educated and older people. 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The quintessence and assistance of VWs allows adult users to immerse themselves in a common 3D multimedia environment, emphasizing co-creation and co-construction of their \"knowledge field.\" The corollary of interactivity and social form of modeling, allows the design of e-learning activities in accordance with contemporary pedagogical approaches. This chapter focuses both on how using the most advanced 3D Web-emulator of the real world, Second Life (SL), will increase users' learning ability and vehemently consecrate the common multiuser environment as an incubator of knowledge and action. The methodology is to evaluate SL with the assistance of 70 trainee users, according to four different parameters that postulate the learning progression in a virtual system. 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Sie dürfen dieses Dokument nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. Sofern für das Dokument eine Open-Content-Lizenz verwendet wurde, so gelten abweichend von diesen Nutzungsbedingungen die in der Lizenz gewährten Nutzungsrechte. Terms of use: This document may be saved and copied for your personal and scholarly purposes. You are not to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776694"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining"><img alt="Research paper thumbnail of Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining">Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining</a></div><div class="wp-workCard_item"><span>Lecture notes in business information processing</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Events, routinely broadcasted by news media all over the world, are captured and get recorded to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776694; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776694]").text(description); $(".js-view-count[data-work-id=110776694]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776694; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776694']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776694, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776694]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776694,"title":"Process Analytics Through Event Databases: Potentials for Visualizations and Process Mining","translated_title":"","metadata":{"abstract":"Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).","publisher":"Springer Science+Business Media","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Lecture notes in business information processing"},"translated_abstract":"Events, routinely broadcasted by news media all over the world, are captured and get recorded to event databases in standardized formats. This wealth of information can be aggregated and get visualized with several ways, to result in alluring illustrations. However, existing aggregation techniques tend to consider that events are fragmentary, or that they are part of a strictly sequential chain. Nevertheless, events’ occurrences may appear with varying structures (i.e., others than sequence), reflecting elements of a larger, implicit process. In this work, we propose several transformation templates to a enable a process perspective for raw event data. The basic idea is to transform event databases into a format suitable for process mining (aka event log) to enable the rich toolbox of process mining tools. We present our approach through the illustrative example of the events that happened in Greece during the referendum period (summer 2015).","internal_url":"https://www.academia.edu/110776694/Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining","translated_internal_url":"","created_at":"2023-12-06T23:16:03.478-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Process_Analytics_Through_Event_Databases_Potentials_for_Visualizations_and_Process_Mining","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":10168,"name":"Process Mining","url":"https://www.academia.edu/Documents/in/Process_Mining"},{"id":44687,"name":"Analytics","url":"https://www.academia.edu/Documents/in/Analytics"},{"id":2699636,"name":"Toolbox","url":"https://www.academia.edu/Documents/in/Toolbox"}],"urls":[{"id":36603991,"url":"https://doi.org/10.1007/978-3-319-57487-5_7"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776693"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments"><img alt="Research paper thumbnail of Using Embossed QR Codes on Product Packaging for People with Visual Impairments" class="work-thumbnail" src="https://attachments.academia-assets.com/108489602/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments">Using Embossed QR Codes on Product Packaging for People with Visual Impairments</a></div><div class="wp-workCard_item"><span>European Journal of Interdisciplinary Studies</span><span>, Dec 31, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57e653ac2dcad0f5b9ca326adf3e898f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108489602,"asset_id":110776693,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776693"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776693]").text(description); $(".js-view-count[data-work-id=110776693]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776693; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776693']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776693, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57e653ac2dcad0f5b9ca326adf3e898f" } } $('.js-work-strip[data-work-id=110776693]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776693,"title":"Using Embossed QR Codes on Product Packaging for People with Visual Impairments","translated_title":"","metadata":{"publisher":"Academy of Economic Studies (ASE)","grobid_abstract":"Vision impairment severely impacts quality of life among adult populations. People with vision impairment often have to deal with a number of problems in their everyday life. One of them is related with their shopping and after sales experience. They need assistive tools so that they can get information about the products they shop and store in their home. QR codes is a well-known technology that contains a link and directs mobile users to a specified website. This website can include various and multimodal information related to a product that can easily be received through audio from peopled with visual impairments. In this paper we propose a solution for people with visual impairments in order to improve the way they shop. From the company's side, QR code labels are printed and placed on the product's packaging while on the same time a mobile application that supports QR code reading has been implemented. The users, scanning the QR code of a product using the mobile application, can seamlessly be redirected to the product-related audio information. The proposed approach and the implemented mobile application were tested by a group of people with vision impairment in order to assess its usability, satisfaction and intention to use. The evaluation results revealed that people with vision impairment find the provided mobile application useful and easy to use, while they are totally satisfied with the proposed approach, and they intend to use it in the future.","publication_date":{"day":31,"month":12,"year":2022,"errors":{}},"publication_name":"European Journal of Interdisciplinary Studies","grobid_abstract_attachment_id":108489602},"translated_abstract":null,"internal_url":"https://www.academia.edu/110776693/Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments","translated_internal_url":"","created_at":"2023-12-06T23:16:03.250-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108489602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489602/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489602/ejis.2022-libre.pdf?1701936567=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=CUYPHxWENLtRkFYicvm305tz2WHYohlBtHzTfMPu6krBJhBcCPRFk8B3e-ZwB49uZRElwNCwkM7ic4u7oGonokdwoNwhJhXqyOcBaIH2ql7fvRyJiacI7GvV1TDdlOR0auh-b3mDkdlqATsHwQ5R7fkZJk1GH76lSFIUw6DhTOEcU10B7KoZ-gKCUCft-H8Wf-o6bZQF3VTQ9S~iTeFrYua2qhx6w-AJlpOVCaTAoyV7tohpxYEHTV6sIUc823CROGNFblF7Vr3kVdJJpDyvoRAzYmQuHUsNhj5pCXRnl1VXPv0DTrbVR29IHPgpzQE9zBydVj1bT5gH2mME7~QoYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Using_Embossed_QR_Codes_on_Product_Packaging_for_People_with_Visual_Impairments","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":108489602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489602/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489602/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489602/ejis.2022-libre.pdf?1701936567=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=CUYPHxWENLtRkFYicvm305tz2WHYohlBtHzTfMPu6krBJhBcCPRFk8B3e-ZwB49uZRElwNCwkM7ic4u7oGonokdwoNwhJhXqyOcBaIH2ql7fvRyJiacI7GvV1TDdlOR0auh-b3mDkdlqATsHwQ5R7fkZJk1GH76lSFIUw6DhTOEcU10B7KoZ-gKCUCft-H8Wf-o6bZQF3VTQ9S~iTeFrYua2qhx6w-AJlpOVCaTAoyV7tohpxYEHTV6sIUc823CROGNFblF7Vr3kVdJJpDyvoRAzYmQuHUsNhj5pCXRnl1VXPv0DTrbVR29IHPgpzQE9zBydVj1bT5gH2mME7~QoYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":108489603,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108489603/thumbnails/1.jpg","file_name":"ejis.2022.pdf","download_url":"https://www.academia.edu/attachments/108489603/download_file","bulk_download_file_name":"Using_Embossed_QR_Codes_on_Product_Packa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108489603/ejis.2022-libre.pdf?1701936565=\u0026response-content-disposition=attachment%3B+filename%3DUsing_Embossed_QR_Codes_on_Product_Packa.pdf\u0026Expires=1732701815\u0026Signature=KfV3N7vwyijtNwFS8VlkDRvuWVnfeGe6jgbRYMTNeCEjoSKvwq6aUEavtE~1GAcuR4N48kLoxxL5Y~m~TGjbSFtvXfI-qNv8CeTxXcGGPXB~n5EIaycIXjeL-WgnJ4J0reJxS3Ee6~3GM6V6URBHOISI1yJ1xMUeyUiBPd2hDiK6BSBkjx~EeP-UWYdBcH4lrW7ML16V6FsUl~ulvjjHOjwjWiYaptT23Ilkgx5YpAQOnOsJrMmkP8Fo3kz3VdzfWquadPrJTFJ-5~PLfyMs4BOZbmpR2ngvbrOipMBjNTPlbYe94gsYhOqg-Dfd-zHLabrrEttrn2NsAmG4S7QhGg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":36603990,"url":"https://doi.org/10.24818/ejis.2022.25"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776692"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines"><img alt="Research paper thumbnail of Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines">Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines</a></div><div class="wp-workCard_item"><span>Communications in Computer and Information Science</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, there has been a sharp increase of research in employing interactive video for l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776692"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776692"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776692; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776692]").text(description); $(".js-view-count[data-work-id=110776692]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776692; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776692']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776692, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776692]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776692,"title":"Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines","translated_title":"","metadata":{"abstract":"In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.","publisher":"Springer International Publishing","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Communications in Computer and Information Science"},"translated_abstract":"In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.","internal_url":"https://www.academia.edu/110776692/Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines","translated_internal_url":"","created_at":"2023-12-06T23:16:03.028-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Interactive_Video_for_Learning_A_Review_of_Interaction_Types_Commercial_Platforms_and_Design_Guidelines","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":12006,"name":"Interactive Media","url":"https://www.academia.edu/Documents/in/Interactive_Media"},{"id":94867,"name":"Interactive Video","url":"https://www.academia.edu/Documents/in/Interactive_Video"},{"id":101071,"name":"Interactivity","url":"https://www.academia.edu/Documents/in/Interactivity"},{"id":118459,"name":"Interactive Learning","url":"https://www.academia.edu/Documents/in/Interactive_Learning"},{"id":216382,"name":"Affordance","url":"https://www.academia.edu/Documents/in/Affordance"}],"urls":[{"id":36603989,"url":"http://link.springer.com/content/pdf/10.1007/978-3-030-20954-4_38"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776691"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment"><img alt="Research paper thumbnail of Dynamic interactive number lines for fraction learning in a mixed reality environment" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment">Dynamic interactive number lines for fraction learning in a mixed reality environment</a></div><div class="wp-workCard_item"><span>2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fractions is a challenging mathematical concept for primary school students, since it includes co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776691"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776691"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776691; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776691]").text(description); $(".js-view-count[data-work-id=110776691]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776691; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776691']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776691, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776691]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776691,"title":"Dynamic interactive number lines for fraction learning in a mixed reality environment","translated_title":"","metadata":{"abstract":"Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.","publisher":"IEEE","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM)"},"translated_abstract":"Fractions is a challenging mathematical concept for primary school students, since it includes complex conceptual content. The role of the number line as a representational tool for understanding fractions is well established. This paper proposes a new framework for learning about fractions through the use of dynamic interactive and tangible number lines. Our proposal tries to update the static and uncontextualized character of number lines as used in schools or even in educational apps and establish them as useful dynamic mediating tools in authentic environments and for authentic problems. We present a mixed reality environment offering a creative canvas for exercising knowledge about fractions together with a tangible and easily configurable interactive number.","internal_url":"https://www.academia.edu/110776691/Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment","translated_internal_url":"","created_at":"2023-12-06T23:16:02.781-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Dynamic_interactive_number_lines_for_fraction_learning_in_a_mixed_reality_environment","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction"},{"id":39370,"name":"Mixed Reality","url":"https://www.academia.edu/Documents/in/Mixed_Reality"},{"id":118459,"name":"Interactive Learning","url":"https://www.academia.edu/Documents/in/Interactive_Learning"}],"urls":[{"id":36603988,"url":"http://xplorestaging.ieee.org/ielx7/8516260/8544917/08544927.pdf?arnumber=8544927"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776690"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776690/Cultural_IoT_Framework_Focusing_on_Interactive_and_Personalized_Museum_Sightseeing"><img alt="Research paper thumbnail of Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776690/Cultural_IoT_Framework_Focusing_on_Interactive_and_Personalized_Museum_Sightseeing">Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing</a></div><div class="wp-workCard_item"><span>Internet of Things</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Museum visitors are very focused and demanding. Immersive technologies as virtual and augmented r...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Museum visitors are very focused and demanding. Immersive technologies as virtual and augmented reality, interactive haptics, 3D scanning and plotting, content digitization, and personalized automatic navigation must be exploited by museums in order to stimulate museum visitors and extract their attention. The authors of this work propose an open source IoT InteRactive Museum Experience (IRME) framework. IRME offers information classified in thematic sections. The visitors have the opportunity to explore specific thematic sections of interest. Navigation instructions and artwork guidelines are obtained with the help of a smart phone application. Data-mining, artificial intelligence and cognitive services offer the ability to learn from visitor’s preferences and respond more accurately to future requests and in this way enhance visitor’s experience in the museum. IRME provides a real-time, responsive and personalized navigation to museum visitors. It includes indoor positioning technology, IoT sensors and actuators, haptic devices orchestrated over cloud services. Wherever possible, IRME uses low power technology such as Bluetooth Low Energy devices, led plates-spots-cubes and 3D printing modeling capabilities, in order to promote museum artifacts and to enhance the visitors’ knowledge acquisitions and entertainment. Moreover, the reflection of such recreational improvements to the visitors is also measured using IoT sensors and the results are used as feedback for future thematic land planning, and IoT illustration techniques.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776690"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776690"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776690; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776690]").text(description); $(".js-view-count[data-work-id=110776690]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776690; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776690']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776690, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776690]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776690,"title":"Cultural IoT Framework Focusing on Interactive and Personalized Museum Sightseeing","translated_title":"","metadata":{"abstract":"Museum visitors are very focused and demanding. 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Immersive technologies as virtual and augmented reality, interactive haptics, 3D scanning and plotting, content digitization, and personalized automatic navigation must be exploited by museums in order to stimulate museum visitors and extract their attention. The authors of this work propose an open source IoT InteRactive Museum Experience (IRME) framework. IRME offers information classified in thematic sections. The visitors have the opportunity to explore specific thematic sections of interest. Navigation instructions and artwork guidelines are obtained with the help of a smart phone application. Data-mining, artificial intelligence and cognitive services offer the ability to learn from visitor’s preferences and respond more accurately to future requests and in this way enhance visitor’s experience in the museum. IRME provides a real-time, responsive and personalized navigation to museum visitors. 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From the first simplistic web pages of the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Web based courses are already in their third decade. From the first simplistic web pages of the courses, which had usually supplementary role to existing traditional learning, we have moved since 2008 to the era of Massive Open Online Courses (MOOCs). TEI of Western Macedonia, offers free most of its courses online including presentations, notes, exercises and video lectures. This paper proposes a framework for the evaluation of web-based courses adopting of two evaluation stages by analysing on one hand the results of a questionnaire and on the other hand of the log files of an Learning Management System (LMS). The former uses two attributes Usage and Richness and the latter Activity and Access.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776689; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110776689]").text(description); $(".js-view-count[data-work-id=110776689]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110776689; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110776689']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110776689, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110776689]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110776689,"title":"A framework for the evaluation of multilayer web based learning","translated_title":"","metadata":{"abstract":"Web based courses are already in their third decade. 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The former uses two attributes Usage and Richness and the latter Activity and Access.","internal_url":"https://www.academia.edu/110776689/A_framework_for_the_evaluation_of_multilayer_web_based_learning","translated_internal_url":"","created_at":"2023-12-06T23:16:01.280-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_framework_for_the_evaluation_of_multilayer_web_based_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"}],"urls":[{"id":36603986,"url":"https://dl.acm.org/doi/pdf/10.1145/3003733.3003776"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110776679"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110776679/Innovative_Cultural_Experience_ICE_an_Augmented_Reality_system_for_promoting_cultural_heritage"><img alt="Research paper thumbnail of Innovative Cultural Experience (ICE), an Augmented Reality system for promoting cultural heritage" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110776679/Innovative_Cultural_Experience_ICE_an_Augmented_Reality_system_for_promoting_cultural_heritage">Innovative Cultural Experience (ICE), an Augmented Reality system for promoting cultural heritage</a></div><div class="wp-workCard_item"><span>Proceedings of the 26th Pan-Hellenic Conference on Informatics</span><span>, Nov 25, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110776679"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110776679"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110776679; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101813016"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview"><img alt="Research paper thumbnail of Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview" class="work-thumbnail" src="https://attachments.academia-assets.com/102249823/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview">Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gamification has been characterized as the usage of video game elements in non-game environments....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c5d776d113c684d0e77606218225c8c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102249823,"asset_id":101813016,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101813016"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101813016"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101813016; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101813016]").text(description); $(".js-view-count[data-work-id=101813016]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101813016; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101813016']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101813016, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c5d776d113c684d0e77606218225c8c0" } } $('.js-work-strip[data-work-id=101813016]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101813016,"title":"Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview","translated_title":"","metadata":{"abstract":"Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.","publisher":"Institute of Electrical and Electronics Engineers (IEEE)"},"translated_abstract":"Gamification has been characterized as the usage of video game elements in non-game environments. Gamification in cybersecurity awareness training can lead to more engaging interactions, greater pleasure, and increased security. Serious games are becoming increasingly popular since they allow learning in a natural setting. Although many of the principles covered in cybersecurity awareness training are universal, many forms of training fail because they rely on rote learning and do not require users to think about security concepts. The primary goal of this research is to conduct a review of the literature on cybersecurity awareness training methodologies and frameworks, as well as serious games that may be used to raise awareness among people, organizations, and first responders.","internal_url":"https://www.academia.edu/101813016/Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview","translated_internal_url":"","created_at":"2023-05-15T08:30:40.258-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":102249823,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/102249823/thumbnails/1.jpg","file_name":"40208278.pdf","download_url":"https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gamification_and_Serious_Games_for_Cyber.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/102249823/40208278-libre.pdf?1684167466=\u0026response-content-disposition=attachment%3B+filename%3DGamification_and_Serious_Games_for_Cyber.pdf\u0026Expires=1732701816\u0026Signature=N3W0YBXznZJfO5RkIi6D3LXuqA-t5kkIcTDduHnxT-nv0xBGEENAVbD-phkMR6JpeY0XW3Ilmi766aUZm2W8UeShe44wnWYSr3BRHG7RM5XLWhAGsyAxR~rso58ifDNGZr5CRSlur~X3u8fFRe39u2eNAbZeqpB2LhAwXVKD1wYeWmF0BV~TMY-ibEMRLFIZnn3igix86GjBObhlsINj~vCJqVUj8EZulI2wtbjqEhxmKvAsk-Hv6Jtxta34y8lLDnL~Y80U2HJehN4OFbd-JUybYccmb-8cv2t7ZrWujfTBpSlsGCNwioq0pmxEvI4dVrNKMUjXKlDQtqvyUygIPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Gamification_and_Serious_Games_for_Cybersecurity_Awareness_and_First_Responders_Training_An_overview","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":102249823,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/102249823/thumbnails/1.jpg","file_name":"40208278.pdf","download_url":"https://www.academia.edu/attachments/102249823/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gamification_and_Serious_Games_for_Cyber.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/102249823/40208278-libre.pdf?1684167466=\u0026response-content-disposition=attachment%3B+filename%3DGamification_and_Serious_Games_for_Cyber.pdf\u0026Expires=1732701816\u0026Signature=N3W0YBXznZJfO5RkIi6D3LXuqA-t5kkIcTDduHnxT-nv0xBGEENAVbD-phkMR6JpeY0XW3Ilmi766aUZm2W8UeShe44wnWYSr3BRHG7RM5XLWhAGsyAxR~rso58ifDNGZr5CRSlur~X3u8fFRe39u2eNAbZeqpB2LhAwXVKD1wYeWmF0BV~TMY-ibEMRLFIZnn3igix86GjBObhlsINj~vCJqVUj8EZulI2wtbjqEhxmKvAsk-Hv6Jtxta34y8lLDnL~Y80U2HJehN4OFbd-JUybYccmb-8cv2t7ZrWujfTBpSlsGCNwioq0pmxEvI4dVrNKMUjXKlDQtqvyUygIPA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11070,"name":"Pleasure","url":"https://www.academia.edu/Documents/in/Pleasure"},{"id":13923,"name":"Computer Security","url":"https://www.academia.edu/Documents/in/Computer_Security"},{"id":208067,"name":"Security Awareness","url":"https://www.academia.edu/Documents/in/Security_Awareness"}],"urls":[{"id":31462880,"url":"https://ndownloader.figshare.com/files/40208278"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98991604"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98991604/Critical_Factors_for_the_Success_of_Web_Based_Learning"><img alt="Research paper thumbnail of Critical Factors for the Success of Web-Based Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/100195214/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98991604/Critical_Factors_for_the_Success_of_Web_Based_Learning">Critical Factors for the Success of Web-Based Learning</a></div><div class="wp-workCard_item"><span>International Journal of Web-Based Learning and Teaching Technologies</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Success is the main purpose in any entity. So, in any educational institute, the education offere...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Success is the main purpose in any entity. So, in any educational institute, the education offered must be successful. It seems that some factors are critical to achieve it. Web Based Learning (WBL) has some specific factors which are studied in this paper. These factors are the characteristics of Instructors, Students, Information and Communication Technology (ICT) and ICT used by school Support. In this perspective, the research purpose of this study is to present, investigate and assess the factors that influence and lead to successfully use the Web Based Learning. It also studies the dependence of the proposed five factors and their interrelationships. The results based on a structured questionnaire which was distributed and completed in a Greek university. Both exploratory and confirmatory factor analyses were used.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="51e7d040d574f716f126a8b4bc602dd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100195214,"asset_id":98991604,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100195214/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98991604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98991604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98991604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98991604]").text(description); $(".js-view-count[data-work-id=98991604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98991604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98991604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98991604, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "51e7d040d574f716f126a8b4bc602dd0" } } $('.js-work-strip[data-work-id=98991604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98991604,"title":"Critical Factors for the Success of Web-Based Learning","translated_title":"","metadata":{"abstract":"Success is the main purpose in any entity. 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Both exploratory and confirmatory factor analyses were used.","publisher":"IGI Global","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"International Journal of Web-Based Learning and Teaching Technologies"},"translated_abstract":"Success is the main purpose in any entity. So, in any educational institute, the education offered must be successful. It seems that some factors are critical to achieve it. Web Based Learning (WBL) has some specific factors which are studied in this paper. These factors are the characteristics of Instructors, Students, Information and Communication Technology (ICT) and ICT used by school Support. In this perspective, the research purpose of this study is to present, investigate and assess the factors that influence and lead to successfully use the Web Based Learning. It also studies the dependence of the proposed five factors and their interrelationships. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899035"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899035/A_Comparative_Study_of_the_ADDIE_Instructional_Design_Model_in_Distance_Education"><img alt="Research paper thumbnail of A Comparative Study of the ADDIE Instructional Design Model in Distance Education" class="work-thumbnail" src="https://attachments.academia-assets.com/97231344/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899035/A_Comparative_Study_of_the_ADDIE_Instructional_Design_Model_in_Distance_Education">A Comparative Study of the ADDIE Instructional Design Model in Distance Education</a></div><div class="wp-workCard_item"><span>Information</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distance education is now a reality introducing a “specific methodology of flexible and interacti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we obser...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13f62b76ed6ef6c2b7b0c07673cef2fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97231344,"asset_id":94899035,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97231344/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899035"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899035"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899035; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899035]").text(description); $(".js-view-count[data-work-id=94899035]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899035; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899035']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899035, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13f62b76ed6ef6c2b7b0c07673cef2fc" } } $('.js-work-strip[data-work-id=94899035]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899035,"title":"A Comparative Study of the ADDIE Instructional Design Model in Distance Education","translated_title":"","metadata":{"abstract":"Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. 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In this study, we obser...","publisher":"MDPI AG","publication_name":"Information"},"translated_abstract":"Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899034"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor"><img alt="Research paper thumbnail of Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor">Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor</a></div><div class="wp-workCard_item"><span>New Realities, Mobile Systems and Applications</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google&amp;#39;s ARCore and Apple&amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899034"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899034"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899034; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899034]").text(description); $(".js-view-count[data-work-id=94899034]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899034; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899034']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899034, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94899034]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899034,"title":"Building a General Purpose Educational Augmented Reality Application: The Case of ARTutor","translated_title":"","metadata":{"abstract":"Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google\u0026amp;#39;s ARCore and Apple\u0026amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.","publisher":"Springer International Publishing","publication_name":"New Realities, Mobile Systems and Applications"},"translated_abstract":"Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general-purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTutor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google\u0026amp;#39;s ARCore and Apple\u0026amp;#39;s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches.","internal_url":"https://www.academia.edu/94899034/Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor","translated_internal_url":"","created_at":"2023-01-13T01:32:56.559-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Building_a_General_Purpose_Educational_Augmented_Reality_Application_The_Case_of_ARTutor","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":5673,"name":"Augmented Reality","url":"https://www.academia.edu/Documents/in/Augmented_Reality"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"}],"urls":[{"id":28012889,"url":"https://link.springer.com/content/pdf/10.1007/978-3-030-96296-8_16"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899033/An_empirical_evaluation_of_e_learning_usage_in_the_higher_education_context"><img alt="Research paper thumbnail of An empirical evaluation of e-learning usage in the higher education context" class="work-thumbnail" src="https://attachments.academia-assets.com/97231342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899033/An_empirical_evaluation_of_e_learning_usage_in_the_higher_education_context">An empirical evaluation of e-learning usage in the higher education context</a></div><div class="wp-workCard_item"><span>Proceedings INNODOCT/19. International Conference on Innovation, Documentation and Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">E-learning has been adopted for several years in Greece and abroad, and it is considered an integ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. E-learning systems accumulate a vast amount of data which may be very valuable. The educational organizations may exploit the power provided by e-learning, if they analyze the usage and the content of the courses. An early assessment of the of e-courses use may provide useful information to the educators, in order to make educational interventions in their teaching material. This study suggests that the evaluation of e-learning usage may be carried out with the assesment of variables and metrics related to teacher training material and student trafficking. We propose three metrics which are combined efficiently, in order to quantify the quality characteristics of the courses and offer useful insights about the educational material and e-learning usage. This case study was implemented in the e-class platform of a Greek Higher Education educational institute. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed98b5a02897dc7a0ab6f731927ff690" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97231342,"asset_id":94899033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97231342/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899033]").text(description); $(".js-view-count[data-work-id=94899033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899033, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed98b5a02897dc7a0ab6f731927ff690" } } $('.js-work-strip[data-work-id=94899033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899033,"title":"An empirical evaluation of e-learning usage in the higher education context","translated_title":"","metadata":{"abstract":"E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. E-learning systems accumulate a vast amount of data which may be very valuable. The educational organizations may exploit the power provided by e-learning, if they analyze the usage and the content of the courses. An early assessment of the of e-courses use may provide useful information to the educators, in order to make educational interventions in their teaching material. This study suggests that the evaluation of e-learning usage may be carried out with the assesment of variables and metrics related to teacher training material and student trafficking. We propose three metrics which are combined efficiently, in order to quantify the quality characteristics of the courses and offer useful insights about the educational material and e-learning usage. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94899032"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94899032/Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature"><img alt="Research paper thumbnail of Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94899032/Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature">Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature</a></div><div class="wp-workCard_item"><span>Virtual Reality</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There has been an increasing interest in applying immersive virtual reality (VR) applications to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six ( n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94899032"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94899032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94899032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94899032]").text(description); $(".js-view-count[data-work-id=94899032]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94899032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94899032']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94899032, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=94899032]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94899032,"title":"Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature","translated_title":"","metadata":{"abstract":"There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six ( n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.","publisher":"Springer Science and Business Media LLC","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Virtual Reality"},"translated_abstract":"There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six ( n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.","internal_url":"https://www.academia.edu/94899032/Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature","translated_internal_url":"","created_at":"2023-01-13T01:32:56.076-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Immersive_Virtual_Reality_in_K_12_and_Higher_Education_A_systematic_review_of_the_last_decade_scientific_literature","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1615,"name":"Usability","url":"https://www.academia.edu/Documents/in/Usability"},{"id":2151,"name":"Virtual Reality (Computer Graphics)","url":"https://www.academia.edu/Documents/in/Virtual_Reality_Computer_Graphics_"},{"id":2152,"name":"Virtual Environments","url":"https://www.academia.edu/Documents/in/Virtual_Environments"},{"id":5673,"name":"Augmented Reality","url":"https://www.academia.edu/Documents/in/Augmented_Reality"},{"id":21842,"name":"Virtual Worlds","url":"https://www.academia.edu/Documents/in/Virtual_Worlds"},{"id":39370,"name":"Mixed Reality","url":"https://www.academia.edu/Documents/in/Mixed_Reality"},{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality"},{"id":98941,"name":"Virtual Learning","url":"https://www.academia.edu/Documents/in/Virtual_Learning"},{"id":162010,"name":"Geomatic Engineering","url":"https://www.academia.edu/Documents/in/Geomatic_Engineering"},{"id":818902,"name":"Educational Virtual Environments","url":"https://www.academia.edu/Documents/in/Educational_Virtual_Environments"},{"id":1019262,"name":"Virtual Reality Technology","url":"https://www.academia.edu/Documents/in/Virtual_Reality_Technology"}],"urls":[{"id":28012887,"url":"https://link.springer.com/content/pdf/10.1007/s10055-020-00489-9.pdf"}]}, dispatcherData: dispatcherData }); 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For the purposes of this study, a mobile application has been developed using open source and free mobile development and augmented reality tools. The application featured a game-based collaborative learning scenario. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35343050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35343050/Trials_of_the_Acropolis_Teaching_Greek_mythology_using_Virtual_Reality_and_game_based_learning"><img alt="Research paper thumbnail of Trials of the Acropolis: Teaching Greek mythology using Virtual Reality and game based learning" class="work-thumbnail" src="https://attachments.academia-assets.com/55204092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35343050/Trials_of_the_Acropolis_Teaching_Greek_mythology_using_Virtual_Reality_and_game_based_learning">Trials of the Acropolis: Teaching Greek mythology using Virtual Reality and game based learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">—The evolution of learning environments is huge in recent years in the fields of mobile, blended ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">—The evolution of learning environments is huge in recent years in the fields of mobile, blended learning and telecommunication technologies. Many courses are using VR tools to recreate historic and natural sites, while teachers use VR, guiding students to never before seen historic places. This paper presents a VR game for the instruction of the 3 rd grade Greek history, and in particular the Greek mythology. The main objective of this paper is a brief description of the technologies used, the design and implementation procedure, the presentation of the adopted educational scenario and the preliminary results of formative evaluation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="679acbc4f0d31574da25b99790c60e43" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55204092,"asset_id":35343050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55204092/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35343050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35343050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35343050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35343050]").text(description); $(".js-view-count[data-work-id=35343050]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35343050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35343050']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35343050, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "679acbc4f0d31574da25b99790c60e43" } } $('.js-work-strip[data-work-id=35343050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35343050,"title":"Trials of the Acropolis: Teaching Greek mythology using Virtual Reality and game based learning","translated_title":"","metadata":{"abstract":"—The evolution of learning environments is huge in recent years in the fields of mobile, blended learning and telecommunication technologies. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35343048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35343048/%CE%97_%CF%87%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%A3%CF%85%CE%BD%CE%B5%CF%81%CE%B3%CE%B1%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D_%CF%83%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%91%CE%BD%CF%84%CE%B9%CE%BA%CE%B5%CE%B9%CE%BC%CE%B5%CE%BD%CE%BF%CF%83%CF%84%CF%81%CE%B1%CF%86%CE%AE_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D"><img alt="Research paper thumbnail of Η χρήση του Συνεργατικού Προγραμματισμού στη διδασκαλία του Αντικειμενοστραφή Προγραμματισμού" class="work-thumbnail" src="https://attachments.academia-assets.com/55204089/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35343048/%CE%97_%CF%87%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%A3%CF%85%CE%BD%CE%B5%CF%81%CE%B3%CE%B1%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D_%CF%83%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%91%CE%BD%CF%84%CE%B9%CE%BA%CE%B5%CE%B9%CE%BC%CE%B5%CE%BD%CE%BF%CF%83%CF%84%CF%81%CE%B1%CF%86%CE%AE_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D">Η χρήση του Συνεργατικού Προγραμματισμού στη διδασκαλία του Αντικειμενοστραφή Προγραμματισμού</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ihu-gr.academia.edu/kazanidis">Ioannis Kazanidis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://duth.academia.edu/LefterisMoussiades">Lefteris Moussiades</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Περίληψη Ο συνεργατικός προγραμματισμός (pair programming) είναι ένα παράδειγμα συνεργασίας που υ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Περίληψη Ο συνεργατικός προγραμματισμός (pair programming) είναι ένα παράδειγμα συνεργασίας που υιοθετείται όλο και περισσότερο στην εκπαίδευση προγραμματισμού αφενός για τα οφέλη της συνεργατικής μάθησης και αφετέρου προκειμένου να μυήσει τους εκπαιδευόμενους σε πραγματικές συνθήκες ανάπτυξης λογισμικού. Σε έρευνες που έχουν γίνει διεθνώς διαπιστώνεται η χρησιμότητα της μεθόδου αλλά και τα οφέλη που μπορεί να αποφέρει για τους εκπαιδευόμενους. Σε αυτή την εργασία παρουσιάζουμε μία μελέτη περίπτωσης κατά την οποία έγινε εφαρμογή του προγραμματισμού σε ζεύγη σε ένα δείγμα 51 φοιτητών χωρισμένων σε δύο ομάδες (ομάδα ελέγχου και πειραματική ομάδα), σε εργαστηριακό μάθημα αντικειμενοστραφή προγραμματισμού της τριτοβάθμιας εκπαίδευσης. Τα αρχικά αποτελέσματα έδειξαν παραγωγή καλύτερου κώδικα και ελαφρά βελτίωση στις επιδόσεις των φοιτητών που δούλεψαν σε ζευγάρια ενώ δήλωσαν μεγάλη ικανοποίηση από το πλαίσιο το οποίο ακολούθησαν και θα ήθελαν να εφαρμοστεί και σε άλλα μαθήματα προγραμματισμού.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9bbe79cd6cd3623b8460839960419182" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55204089,"asset_id":35343048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55204089/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35343048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35343048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35343048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35343048]").text(description); $(".js-view-count[data-work-id=35343048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35343048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35343048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35343048, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9bbe79cd6cd3623b8460839960419182" } } $('.js-work-strip[data-work-id=35343048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35343048,"title":"Η χρήση του Συνεργατικού Προγραμματισμού στη διδασκαλία του Αντικειμενοστραφή Προγραμματισμού","translated_title":"","metadata":{"abstract":"Περίληψη Ο συνεργατικός προγραμματισμός (pair programming) είναι ένα παράδειγμα συνεργασίας που υιοθετείται όλο και περισσότερο στην εκπαίδευση προγραμματισμού αφενός για τα οφέλη της συνεργατικής μάθησης και αφετέρου προκειμένου να μυήσει τους εκπαιδευόμενους σε πραγματικές συνθήκες ανάπτυξης λογισμικού. Σε έρευνες που έχουν γίνει διεθνώς διαπιστώνεται η χρησιμότητα της μεθόδου αλλά και τα οφέλη που μπορεί να αποφέρει για τους εκπαιδευόμενους. Σε αυτή την εργασία παρουσιάζουμε μία μελέτη περίπτωσης κατά την οποία έγινε εφαρμογή του προγραμματισμού σε ζεύγη σε ένα δείγμα 51 φοιτητών χωρισμένων σε δύο ομάδες (ομάδα ελέγχου και πειραματική ομάδα), σε εργαστηριακό μάθημα αντικειμενοστραφή προγραμματισμού της τριτοβάθμιας εκπαίδευσης. Τα αρχικά αποτελέσματα έδειξαν παραγωγή καλύτερου κώδικα και ελαφρά βελτίωση στις επιδόσεις των φοιτητών που δούλεψαν σε ζευγάρια ενώ δήλωσαν μεγάλη ικανοποίηση από το πλαίσιο το οποίο ακολούθησαν και θα ήθελαν να εφαρμοστεί και σε άλλα μαθήματα προγραμματισμού."},"translated_abstract":"Περίληψη Ο συνεργατικός προγραμματισμός (pair programming) είναι ένα παράδειγμα συνεργασίας που υιοθετείται όλο και περισσότερο στην εκπαίδευση προγραμματισμού αφενός για τα οφέλη της συνεργατικής μάθησης και αφετέρου προκειμένου να μυήσει τους εκπαιδευόμενους σε πραγματικές συνθήκες ανάπτυξης λογισμικού. Σε έρευνες που έχουν γίνει διεθνώς διαπιστώνεται η χρησιμότητα της μεθόδου αλλά και τα οφέλη που μπορεί να αποφέρει για τους εκπαιδευόμενους. Σε αυτή την εργασία παρουσιάζουμε μία μελέτη περίπτωσης κατά την οποία έγινε εφαρμογή του προγραμματισμού σε ζεύγη σε ένα δείγμα 51 φοιτητών χωρισμένων σε δύο ομάδες (ομάδα ελέγχου και πειραματική ομάδα), σε εργαστηριακό μάθημα αντικειμενοστραφή προγραμματισμού της τριτοβάθμιας εκπαίδευσης. Τα αρχικά αποτελέσματα έδειξαν παραγωγή καλύτερου κώδικα και ελαφρά βελτίωση στις επιδόσεις των φοιτητών που δούλεψαν σε ζευγάρια ενώ δήλωσαν μεγάλη ικανοποίηση από το πλαίσιο το οποίο ακολούθησαν και θα ήθελαν να εφαρμοστεί και σε άλλα μαθήματα προγραμματισμού.","internal_url":"https://www.academia.edu/35343048/%CE%97_%CF%87%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%A3%CF%85%CE%BD%CE%B5%CF%81%CE%B3%CE%B1%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D_%CF%83%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%91%CE%BD%CF%84%CE%B9%CE%BA%CE%B5%CE%B9%CE%BC%CE%B5%CE%BD%CE%BF%CF%83%CF%84%CF%81%CE%B1%CF%86%CE%AE_%CE%A0%CF%81%CE%BF%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D","translated_internal_url":"","created_at":"2017-12-05T03:18:59.557-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":14010306,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":32754070,"work_id":35343048,"tagging_user_id":14010306,"tagged_user_id":52977971,"co_author_invite_id":null,"email":"l***s@teiemt.gr","affiliation":"Democritus University of Thrace","display_order":0,"name":"Lefteris Moussiades","title":"Η χρήση του Συνεργατικού Προγραμματισμού στη διδασκαλία του Αντικειμενοστραφή Προγραμματισμού"}],"downloadable_attachments":[{"id":55204089,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/55204089/thumbnails/1.jpg","file_name":"512_1_14Final.doc","download_url":"https://www.academia.edu/attachments/55204089/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"55204089.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55204089/512_1_14Final.doc?1512472684=\u0026response-content-disposition=attachment%3B+filename%3D55204089.doc\u0026Expires=1732736104\u0026Signature=NE0ERwyc1tLx~dV4paMDO7V7HCqznXV6i7~wdDlJY0a7-OPa-GzBoAd-ujBOTlv3gZPn3P-aAxTaKSQcBg9kbTRf4Y5foD~EEht4esQThWYLdqg0loqux3fofdFNCwtLFqXFGpBcn5neMm7KdZ-JSBH6roXubUPiSgPUK-EcAfLAAJ2I3mmQTVjp1iCA2Sg46TrIFhydXvPttHdxf2Sc5SJr-adNHmpQqlbT3V3CybjhBU-S~J-II5PVtV-jaWDVrcEjJc-h1~c~kqS~i-RcZGi21G6l5a99AEpe~vGwjTcFRV842A39u64C6vXXxbNElqNRXCBdvNDbByleVhDkBA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Η_χρήση_του_Συνεργατικού_Προγραμματισμού_στη_διδασκαλία_του_Αντικειμενοστραφή_Προγραμματισμού","translated_slug":"","page_count":8,"language":"el","content_type":"Work","owner":{"id":14010306,"first_name":"Ioannis","middle_initials":null,"last_name":"Kazanidis","page_name":"kazanidis","domain_name":"ihu-gr","created_at":"2014-07-16T21:49:12.603-07:00","display_name":"Ioannis Kazanidis","url":"https://ihu-gr.academia.edu/kazanidis"},"attachments":[{"id":55204089,"title":"","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/55204089/thumbnails/1.jpg","file_name":"512_1_14Final.doc","download_url":"https://www.academia.edu/attachments/55204089/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"55204089.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55204089/512_1_14Final.doc?1512472684=\u0026response-content-disposition=attachment%3B+filename%3D55204089.doc\u0026Expires=1732736104\u0026Signature=NE0ERwyc1tLx~dV4paMDO7V7HCqznXV6i7~wdDlJY0a7-OPa-GzBoAd-ujBOTlv3gZPn3P-aAxTaKSQcBg9kbTRf4Y5foD~EEht4esQThWYLdqg0loqux3fofdFNCwtLFqXFGpBcn5neMm7KdZ-JSBH6roXubUPiSgPUK-EcAfLAAJ2I3mmQTVjp1iCA2Sg46TrIFhydXvPttHdxf2Sc5SJr-adNHmpQqlbT3V3CybjhBU-S~J-II5PVtV-jaWDVrcEjJc-h1~c~kqS~i-RcZGi21G6l5a99AEpe~vGwjTcFRV842A39u64C6vXXxbNElqNRXCBdvNDbByleVhDkBA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":6575,"name":"Teaching and Learning Programming","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_Programming"},{"id":290312,"name":"Pair Programming","url":"https://www.academia.edu/Documents/in/Pair_Programming"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35343049"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35343049/A_Systematic_Review_of_Augmented_Reality_Game_Based_Applications_in_Primary_Education"><img alt="Research paper thumbnail of A Systematic Review of Augmented Reality Game-Based Applications in Primary Education" class="work-thumbnail" src="https://attachments.academia-assets.com/55204087/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35343049/A_Systematic_Review_of_Augmented_Reality_Game_Based_Applications_in_Primary_Education">A Systematic Review of Augmented Reality Game-Based Applications in Primary Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ihu-gr.academia.edu/kazanidis">Ioannis Kazanidis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uowm.academia.edu/DrNikolaosPellas">Dr. Nikolaos Pellas</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students' motivation and learning performance by incorporating this instructional model into their teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cea2140b1814dd70c978775e05f096d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55204087,"asset_id":35343049,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55204087/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35343049"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35343049"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35343049; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35343049]").text(description); $(".js-view-count[data-work-id=35343049]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35343049; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35343049']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35343049, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7cea2140b1814dd70c978775e05f096d" } } $('.js-work-strip[data-work-id=35343049]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35343049,"title":"A Systematic Review of Augmented Reality Game-Based Applications in Primary Education","translated_title":"","metadata":{"abstract":"Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students' motivation and learning performance by incorporating this instructional model into their teaching."},"translated_abstract":"Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="13146146" id="articles"><div class="js-work-strip profile--work_container" data-work-id="63386401"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63386401/ARTutor_An_Augmented_Reality_Platform_for_Interactive_Distance_Learning"><img alt="Research paper thumbnail of ARTutor-An Augmented Reality Platform for Interactive Distance Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/75832734/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63386401/ARTutor_An_Augmented_Reality_Platform_for_Interactive_Distance_Learning">ARTutor-An Augmented Reality Platform for Interactive Distance Learning</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mdpi.academia.edu/EducationSciencesEditorialOffice">Education Sciences</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ihu-gr.academia.edu/kazanidis">Ioannis Kazanidis</a></span></div><div class="wp-workCard_item"><span>Education Sciences</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality (AR) has been used in various contexts in recent years in order to enhance user...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality (AR) has been used in various contexts in recent years in order to enhance user experiences in mobile and wearable devices. Various studies have shown the utility of AR, especially in the field of education, where it has been observed that learning results are improved. However, such applications require specialized teams of software developers to create and maintain them. In an attempt to solve this problem and enable educators to easily create AR content for existing textbooks, the ARTutor platform was developed. It consists of a web-based application that acts as an AR authoring tool, and an accompanying mobile application that is used to access and interact with the educational AR content. In addition, the ARTutor application allows students to ask questions verbally and receive answers based on the contents of the book. This means that the system is suitable for distance learning and promotes self-study and independent learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4808416ac080914e4a13e4e6ff095235" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75832734,"asset_id":63386401,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75832734/download_file?st=MTczMjczMjUwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63386401"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63386401"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63386401; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63386401]").text(description); $(".js-view-count[data-work-id=63386401]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63386401; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63386401']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63386401, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4808416ac080914e4a13e4e6ff095235" } } $('.js-work-strip[data-work-id=63386401]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63386401,"title":"ARTutor-An Augmented Reality Platform for Interactive Distance Learning","translated_title":"","metadata":{"abstract":"Augmented Reality (AR) has been used in various contexts in recent years in order to enhance user experiences in mobile and wearable devices. 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