Network


Latest external collaboration on country level. Dive into details by clicking on the dots.

Hotspot


Dive into the research topics where Yiannis Georgiou is active.

Publication


Featured researches published by Yiannis Georgiou.


Interactive Learning Environments | 2018

An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings

Irene Efstathiou; Eleni A. Kyza; Yiannis Georgiou

ABSTRACT This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students’ historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students’ conceptual understanding and historical empathy increased from pre to post for both conditions. Statistically significant differences were found between the AR field trip and the traditional field trip students in the development of empathy and conceptual understanding. These results add to the literature by supporting the potential of AR technologies for the development of students’ historical empathy; several design implications are also discussed.


Journal of Psychoeducational Assessment | 2018

Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students:

Yiannis Georgiou; Eleni A. Kyza

The purpose of the present study was to adapt and validate the Need for Cognition Scale–Short Form (NfC-SF) in the Greek language. A multistep process was followed, including (a) the translation and adaptation of the questionnaire, (b) a reliability analysis of the instrument’s items in combination with an exploratory factor analysis with 177 secondary school students, and (c) a confirmatory factor analysis for defining the underlying structure of the scale, using a sample of 532 secondary school students. The statistical analyses validated a 14-item version of the NfC-SF for measuring the cognitive motivation of secondary school, Greek-speaking students. The present study also extends previous research about the underlying structure of the NfC by suggesting that method effects should be considered in measurement models for improving scale validity.


Journal of Biological Education | 2016

Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students' Gender, Prior Knowledge and Motivation for Learning in Biology.

Andreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Paraskeva-Hadjichambi; Eleni A. Kyza; Demetrios Mappouras

Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the knowledge of human reproduction, are very few. The purpose of this study was to evaluate the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Data collection methods included students’ pre- and post-tests, evaluating students’ conceptual understanding regarding human reproduction, and measurements of students’ motivation employing the Motivational Learning Environment survey. The sample for the pre- and post-test conceptual understanding data included the whole population of the 7th graders in Cyprus (n = 6465). Students’ motivation data were collected from a representative sample of the entire 7th graders population (n = 946 students). Statistical analyses indicated a statistically significant increase in students’ conceptual understanding as well as in their motivation for learning in biology. However, students’ gender, prior knowledge and initial motivation for learning in biology seemed to mediate the effectiveness of the inquiry-based intervention. All of these variables are deemed, therefore, as of great importance for the design, implementation and evaluation of biology teaching interventions.


Journal of Biological Education | 2018

Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins

Andreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Hadjichambi; Eleni A. Kyza; Andria Agesilaou; Demetrios Mappouras

ABSTRACT Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.


Interactive Learning Environments | 2018

Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform

Eleni A. Kyza; Yiannis Georgiou

ABSTRACT While learning can happen anywhere and everywhere, most educational practices in K-12 are confined within the walls of a classroom and the school; such practices narrowly define learning and exclude the opportunities that an expanded and digitally mediated definition of learning can offer. Augmented reality (AR) technologies offer exciting new opportunities for supporting ubiquitous learning, by superimposing layers of digital information on the real world. The digital augmentation can provide enriched learning experiences, through situating the learning content in authentic contexts and fostering inquiry-based learning. Nonetheless, learning can often be sidestepped as the use of AR technologies becomes a mere fun activity, akin to a treasure hunt. Such challenges indicate the need to provide scaffolded AR environments to support deep learning. These ideas are reflected in the design of the TraceReaders, a platform for enabling location-based mobile learning using augmented reality (AR) technologies. TraceReaders supports the authoring of inquiry-based AR apps, to engage students in evidence-driven reflective inquiry in situ. This paper first describes the theoretical commitments which guided the development of the TraceReaders platform, followed by a description of its design rationale. Two case studies of informal inquiry learning using TraceReaders are then presented: the first one reports on the use of the “Young Archaeologists” TraceReaders app to support primary school students’ historical reasoning, while the second one reports on the “Mystery at the Lake” app to support high school students’ environmental science inquiry. These cases offer the opportunity to discuss the affordances and challenges in using such a scaffolded tool to support location-based AR learning in situ. The discussion concludes with lessons learned from empirical studies about the design and effectiveness of tools like the TraceReaders platform and future steps.


Studies in Educational Evaluation | 2014

Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus

Constantinos C. Manoli; Bruce Johnson; Andreas Ch. Hadjichambis; Demetra Hadjichambi; Yiannis Georgiou; Hara Ioannou


International Journal of Human-computer Studies \/ International Journal of Man-machine Studies | 2017

The development and validation of the ARI questionnaire

Yiannis Georgiou; Eleni A. Kyza


virtual reality continuum and its applications in industry | 2016

Digital tools for enriching informal inquiry-based mobile learning: the design of the TraceReaders location-based augmented reality learning platform

Eleni A. Kyza; Yiannis Georgiou


Proceedings of the 16th World Conference on Mobile and Contextual Learning | 2017

A design-based approach to augmented reality location-based activities: Investigating immersion in relation to student learning

Yiannis Georgiou; Eleni A. Kyza


International journal of environmental and science education | 2015

Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi; Hara Ioannou; Yiannis Georgiou; Constantinos C. Manoli

Collaboration


Dive into the Yiannis Georgiou's collaboration.

Top Co-Authors

Avatar

Eleni A. Kyza

Cyprus University of Technology

View shared research outputs
Top Co-Authors

Avatar

Andreas Ch. Hadjichambis

Cyprus University of Technology

View shared research outputs
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Andria Agesilaou

Cyprus University of Technology

View shared research outputs
Top Co-Authors

Avatar

Irene Efstathiou

Cyprus University of Technology

View shared research outputs
Top Co-Authors

Avatar
Researchain Logo
Decentralizing Knowledge