Papers by Maria Perifanou
Education Sciences, Nov 5, 2022
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Journal of adult and continuing education, May 11, 2022
The success of the teachers’ trainers’ transfer of training can be affected by several factors li... more The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.
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The International Review of Research in Open and Distributed Learning, Sep 1, 2022
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Computers, Jul 15, 2023
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2022 International Conference on Advanced Learning Technologies (ICALT), Jul 1, 2022
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IEEE Access
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2022 IEEE Integrated STEM Education Conference (ISEC)
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EDULEARN proceedings, Jul 1, 2022
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Lecture Notes in Computer Science, 2022
Using examples and non-examples is a common technique to demonstrate concepts’ characteristics an... more Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.
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Lecture Notes in Computer Science
Using examples and non-examples is a common technique to demonstrate concepts’ characteristics an... more Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measure...
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Learning and Collaboration Technologies: New Challenges and Learning Experiences, 2021
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Journal of Computers in Education
While augmented reality (AR) can offer many advantages in education, one reason for the difficult... more While augmented reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it in instructional practices is the lack of teachers’ AR competences. Therefore, there is an increasing need to address the required competences needed by teachers to effectively integrate augmented reality (AR) in their teaching. This study develops and validates a comprehensive augmented reality competences scale for teachers. The suggested instrument encompasses skills related to the creation, use and management of augment reality resources for teaching. The scale was validated on a sample of 150 educators from 45 countries teaching in primary, secondary or tertiary levels. Confirmatory factor analysis demonstrated valid results in terms of model fit criteria, factor loadings, validity, and reliability. The final scale is composed of 11 items and 4 competence components. Teaching subject, general digital skills and previous AR class experience revealed significant di...
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Lecture notes in networks and systems, 2023
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Future Internet
The integration of augmented reality (AR) in education is promising since it enhances teaching an... more The integration of augmented reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education; therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital ...
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European Journal of Education
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Universal Access in the Information Society
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EDULEARN Proceedings
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International Journal of Educational Technology in Higher Education
Towards the transition to blended and remote education, evaluating the levels of students’ digita... more Towards the transition to blended and remote education, evaluating the levels of students’ digital competence and designing educational programs to advance them is of paramount importance. Existing validated digital competence scales usually ignore either important digital skills needed or new socio-technological innovations. This study proposes and validates a comprehensive digital competence scale for students in higher education. The suggested instrument includes skills of online learning and collaboration, social media, smart and mobile devices, safety, and data protection. The scale was evaluated on a sample of 156 undergraduate and postgraduate students just before and at the beginning of the COVID-19 crisis. The final scale is composed of 28 items and six digital competence components. The evaluation study revealed valid results in terms of model fit criteria, factor loadings, internal validity, and reliability. Individual factors like the students’ field of study, computer e...
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Education and Information Technologies
Teachers’ digital competence (DC) is an important condition for the effective application of tech... more Teachers’ digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers’ DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers’ total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: 1) Teaching preparation; 2) Teaching delivery & students’ support; 3) Teaching evaluation & revision; 4) Professional development; 5) School’s development; and 6) Innovating education. The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial struc...
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Papers by Maria Perifanou
It is though important to know which tools you will choose for each purpose, in which way and to what extend, in order to achieve successfully your goals. In fact, there is no single ’right way’ for researchers to use Web 2.0 tools in order to improve the way they work. How you use them will depend on you, your discipline, those around you and the research you are doing. There are though some important and useful “key-actions” that could support this process.
Objectives of the workshop:
The general goals of the proposed workshop is to provide the participants with practical guidelines and alternative perspectives on searching and selecting useful info for their research as well as presenting and sharing their research results. After the workshop, the participants should be able to consider various types of sharing and presenting their research and improve their skills in using them.
More specifically, this workshop aims to:
1. introduce the idea (and its importance) of scientific publishing and sharing research results;
2. give useful advice on how to build a dissemination web strategy;
3. introduce useful social media tools for researchers;
4. give ideas on how to build up a network and how to curate and filter useful networks;
5. show how to manage information overload;
6. give practical tips on creating links between SNSs;
7. show how researchers can measure the impact of their digital footprint and choose the appropriate Web analytics tools
8. show how to maximize the traffic of a site or a blog and create viral effects;
9. give practical tips on how to prepare and where to publish research results.
Brief description: audience & format
The workshop is targeted for students interested in getting to learn about the basic principles of sharing research and the strategies and tools for that. Several ways of sharing and presenting research will be presented to illustrate the basic principles and the variety of the forms. Then, the strategies for using social media and content curation for enhancing research will be presented. The workshop will also include several practical activities.
The workshop will include four major parts (90 min):
a) Brief discussion facilitated by a list of guiding questions (1st part): The organizers will first explain the main reasons of sharing research and the importance of building a dissemination strategy. Then they will propose a list of useful ways/tools that participants could use to disseminate their research and curate the content (20 min).
b) Brief discussion facilitated by a list of guiding questions (2nd part): The organizers will continue with the second round of the discussion. Participants will be invited to discuss about methodologies and tools that can help them prepare and publish (how/where) their research results (20 min).
c) Choose between 2 activities:
-Hands on session (1): Participants will work in groups of four or five. Each group will have the task to design a web strategy guide that could help researchers disseminate their research in the most efficient and creative way (50min: 30 min activity & 20 min group presentations).
-Hands on session (2): The attendees will work again in groups of four or five. They will be invited to explore the tools and find ways to use them in order to prepare and publish their research presentations (50 min: 30 min activity & 20 min group presentations).
Tutors:
Maria Perifanou, Mikhail Fominykh and Ana Loureiro