Garneli, V. and Chorianopoulos, K. 2018. Programming video games and simulations in science education: exploring computational thinking through code analysis. Interactive Learning Environments 26, 3, 386–401.
Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities.
Chorianopoulos, K. 2018. A Taxonomy of Asynchronous Instructional Video Styles. The International Review of Research in Open and Distributed Learning 19, 1.
Many educational organizations are employing instructional video in their pedagogy, but there is limited understanding of the possible presentation styles. In practice, the presentation style of video lectures ranges from a direct recording of classroom teaching with a stationary camera and screencasts with voice-over, up to highly elaborate video post-production. Previous work evaluated the effectiveness of several presentation styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. In this article, we surveyed the research literature and we examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across various academic disciplines. We organized video lectures in two dimensions according to the level of human presence and according to the type of instructional media. In addition to organizing existing video lectures in a comprehensive way, the proposed taxonomy offers a design space that facilitates the choice of a suitable presentation style, as well as the preparation of new ones.
Moholdt, T., Weie, S., Chorianopoulos, K., Wang, A.I., and Hagen, K. 2017. Exergaming can be an innovative way of enjoyable high-intensity interval training. BMJ Open Sport & Exercise Medicine 3, 1, e000258.
Objectives Exergames can replace sedentary time spent on computer gaming with physical activity. Previous research has found exergaming to elicit light-to-moderate exercise intensity. Our primary aim was to examine the exercise intensity of a newly developed biking exergame. Methods Eight males (23.9±0.6 years) played the exergame (PLAY) and walked (WALK) on three separate occasions, with the condition counterbalanced and in random sequence within each day. They were asked to PLAY and WALK for a minimum of 15 min and then continue for as long as they wanted. We measured heart rate (HR), activity duration, caloric expenditure and subject-rated exertion and enjoyment (based on 0–10 Visual Analogue Scale, VAS). We used an average of each outcome variable across the 3 days in the analysis. Results The average intensity during PLAY (73%±10% of HRmax) was significantly higher than that during WALK (57%±7% of HRmax, p=0.01). Participants spent 12.5±5.3 min at 80%–89% of HRmax and 5.5±4.6 min at ≥90% of HRmax during PLAY, whereas intensity during WALK was ≤72% of HRmax. The duration of PLAY was 44.3±0.7 min and of WALK 17.0±0.7 min (p=0.01). The relative energy expenditure during PLAY was 7.6±0.7 kcal/min and during WALK 6.2±0.3 kcal/min (p\textless0.01). The enjoyment of PLAY (VAS 8.7±0.1) was higher than that of WALK (VAS 3.9±1.8, p=0.01). Conclusions Exergaming can be an innovative way of enjoyable high-intensity training.
|Mar 14, 2018||Got tenured at the rank of assistant professor!|
|Oct 15, 2017||Teaching at the MSc on Mobile and Ubiquitous Computing at the Hellenic Open University!|
|Jun 7, 2017||Post-graduate student Varvara Garneli successfully defended PhD thesis! 🎆|
|Sep 14, 2016||Self-published a book on making of interactive systems! 📖|