Search results for author:"Petros Lameras"
Total records matched: 6 Search took: 0.132 secs
International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017 (2017)
The aim of this paper is to report on teachers' experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n = ...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 141–157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers'...
Essential features of serious games design in higher education: Linking learning attributes to game mechanics
British Journal of Educational Technology Vol. 48, No. 4 (June 2017) pp. 972–994
This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers...
Ian Dunwell; Petros Lameras; Sara de Freitas; Panos Petridis; Maurice Hendrix; Sylvester Arnab; Kam Star
International Journal of Game-Based Learning Vol. 4, No. 4 (October 2014) pp. 58–70
In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are...
Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework
Ann Jones; Mark Gaved; Agnes Kukulska-Hulme; Eileen Scanlon; Charlie Pearson; Petros Lameras; Ian Dunwell; Jan Jones
International Journal of Mobile and Blended Learning Vol. 6, No. 4 (October 2014) pp. 75–92
Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress...
A narrative approach to studying the diversification of inquiry learning across instructional settings
Nico Rutten; Wouter van Joolingen; Gerdi Haverkamp-Hermans; Franz Bogner; Thomas Kretschmer; Christian Stracke; Petros Lameras; Augusto Chioccariello; Rosa Doran; Rdiger Tiemann; Timotheos Kastrinogiannis; Jasminka Maravic; Yvonne Crotty; Claire Kelly; Vassiliki Markaki; Angelos Lazoudis; Jani Koivula; Dimitris Polymatidis
International Journal of Education and Development using ICT Vol. 11, No. 2 (Aug 31, 2015)
In this study we followed a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived as 'talking through' a lesson in which a teacher supports...