Search results for author:"Stavros Demetriadis"
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COMPUTER SCIENCE DEPT., ARISTOTLE UNIV. OF THESSAL
Educational Technology & Society Vol. 10, No. 2 (2007) pp. 147–157
This study investigates the level of students' learning when using e-lectures to increase the flexibility of the learning experience. Two cohorts of students were presented with the same material in lecture format. The control group attended a...
Educational Technology Research and Development Vol. 59, No. 3 (June 2011) pp. 327–349
While adaptive collaboration support has become the focus of increasingly intense research efforts in the CSCL domain, scarce, however, remain the research-based evidence on pedagogically useful ideas on what and how to adapt during the...
Peer-monitoring vs. micro-script fading for enhancing knowledge acquisition when learning in computer-supported argumentation environments
Computers & Education Vol. 59, No. 2 (September 2012) pp. 236–249
Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support with micro-scripts, which should withdraw (fade-out) allowing students to practice the acquired skills. However, research on...
Computers & Education Vol. 41, No. 1 (August 2003) pp. 87–103
Adaptive Hypermedia Systems (AHS) can be developed to accommodate a variety of individual differences, including learning style and cognitive style. The current research is an attempt to examine some of the critical variables, which may be important ...
A Configurable Conversational Agent to Trigger Students' Productive Dialogue: A Pilot Study in the CALL Domain
International Journal of Artificial Intelligence in Education Vol. 24, No. 1 (January 2014) pp. 62–91
Conversational agents constitute a specific type of ITSs that has been reportedly proven successful in helping students in one-to-one settings, while recently their impact has also been explored in computer-supported collaborative learning (CSCL)....
“Graphical” Jogthrough: expert based methodology for user interface evaluation, applied in the case of an educational simulation interface
Computers & Education Vol. 32, No. 4 (1999) pp. 285–99
“Walkthrough” and “Jogthrough” techniques are well known expert based methodologies for the evaluation of user interface design. In this paper we describe the use of “Graphical” Jogthrough method for evaluating the interface design of the Network...
Promoting academically productive talk with conversational agent interventions in collaborative learning settings
Computers & Education Vol. 87, No. 1 (September 2015) pp. 309–325
Research on computer-supported collaborative learning (CSCL) and conversational pedagogical agents has strongly emphasized the value of providing dynamic dialogue support for learners working together to accomplish a certain task. Recently, on the...
World Conference on Educational Media and Technology 2004 (2004) pp. 1639–1646
In this paper we report on the use of the instructional software called "The Density Notebook" in the classroom. The software design draws from the broader constructivist approach and is based on the assumption that if pupils understand the concepts ...
How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?
Journal of Science Education and Technology Vol. 27, No. 1 (2018) pp. 70–85
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the...
Comparison of expert-based and empirical evaluation methodologies in the case of a CBL environment: the “Orestis” experience
Computers & Education Vol. 47, No. 2 (September 2006) pp. 172–185
This paper compares several interface evaluation methods applied in the case of a computer based learning (CBL) environment, during a longitudinal study performed in three European countries, Greece, Germany, and Holland, and within the framework of ...
Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science
Computer Science Education Vol. 21, No. 1 (2011) pp. 29–56
This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script...
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 83–110
This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first,...
How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in a computer networking course
Computers & Education Vol. 59, No. 2 (September 2012) pp. 182–195
This study provides field research evidence on the efficiency of a “free-selection” peer review assignment protocol as compared to the typically implemented “assigned-pair” protocol. The study employed 54 sophomore students who were randomly...
Multicultural Education & Technology Journal Vol. 3, No. 1 (2009) pp. 47–60
Purpose: The purpose of this paper is to present the design and first results of the integration of a web-based system person-centred group-activity support system (PEGASUS) in university instruction, as a means for advancing person-centred learning ...
Selecting and Evaluating a Learning Management System: A Moodle Evaluation Based on Instructors and Students
International Journal of Distance Education Technologies Vol. 9, No. 3 (2011) pp. 13–30
This paper presents the rationale behind the utilization of a Moodle Learning Management System for the facilitation of a blended learning approach in the Informatics department. The authors present and analyze the steps followed in order to replace ...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2249–2258
This study analyzes the benefits and limitations of a “free-selection” peer assignment protocol by comparing them to the widely implemented “assigned-pair” protocol. The primary motivation was to circumvent the issues that often appear to the...
Prompting Students' Context-Generating Cognitive Activity in Ill-Structured Domains: Does the Prompting Mode Affect Learning?
Educational Technology Research and Development Vol. 57, No. 2 (April 2009) pp. 193–210
This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab...
The Value of Writing-to-Learn when Using Question Prompts to Support Web-Based Learning in Ill-Structured Domains
Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 71–90
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (...
The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning
Computers & Education Vol. 51, No. 2 (September 2008) pp. 939–954
This study investigates the hypothesis that students’ learning and problem-solving performance in ill-structured domains can be improved, if elaborative question prompts are used to activate students’ context-generating cognitive processes, during...
Multicultural Education & Technology Journal Vol. 4, No. 3 (2010) pp. 198–213
Purpose: The purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology-enhanced learning in an ill-structured domain. Design/methodology...