Department of Communication and Internet Studies
Participation in funded research
Google scholar profile: https://scholar.google.com/citations?user=2sTeX34AAAAJ&hl=el&oi=ao
Dr. Yiannis Georgiou is a member of the Special Teaching Staff at the Department of Communication & Internet Studies of the Cyprus University of Technology, since September 2022.
He holds a bachelor’s degree in Elementary School Teaching from the University of Cyprus (2005-2009), a master’s degree in Science & Environmental Education from the University of Cyprus (2009-2011), and a PhD in New Technologies for Communication and Learning from the Cyprus University of Technology (2011-2017). During his studies he served as Research Associate at various research groups, as follows: Learning in Science Research group (2007-2009), Centre for Environmental Research and Education (2009-2011), Media, Cognition and Learning Research Group (2011-2017). From 2018-2020, he served as a Postdoctoral researcher at the Cyprus Interaction Lab of the Cyprus University of Technology, as well as at the Research Center for Interactive Media, Smart Systems & Emerging Technologies.
His research interests are focused on user-centered design, implementation and evaluation of emerging technologies for learning as well as on teachers’ professional development in relation to novel pedagogies and technologies. During his doctoral and postdoctoral studies, he participated as a Research Associate at various funded projects (e.g., PROFILES, PARRISE, INTELed, ENGINITE, ERUM). His research work has been selected and distinguished by the community via competitive procedures (e.g., participation the ICLS Doctoral Consortium 2014, Nomination for the Best paper at ICLS 2018, participation at the CSCL Early Career Workshop 2019). His research work has also resulted in numerous publications at highly prestige scientific journals and conferences in the field of the Learning Sciences.
More information available on Google Scholar:
https://scholar.google.com/citations?user=2sTeX34AAAAJ&hl=el&oi=ao
He served as the Junior Coordinator of the “Inquiry Learning” Special Interest Group (SIG 20) of EARLI-European Association for Research on Learning and Instruction [2017-2021], as well as a member of the publications committee of the ISLS-International Society of the Learning Sciences [2019-2020]. In addition, at 2015 he served as a co-chair of the Junior Researchers of EARLI conference, which took place in Limassol and was organized by the Cyprus University of Technology, attracting more than 300 delegates.
PUBLICATIONS
Google scholar citations:
https://scholar.google.com/citations?user=2sTeX34AAAAJ&hl=el&oi=ao
PEER-REVIEWED JOURNAL ARTICLES
Kyza, E. A., Georgiou, Y., Agesilaou, A., & Souropetsis, M. (2022). A cross-sectional study investigating primary school children’s coding practices and computational thinking using ScratchJr. Journal of Educational Computing Research, 60(1), 220-257.
Hadjichambis, A. C., Paraskeva-Hadjichambi, D., & Georgiou, Y. (2022). Evaluating a Novel Learning Intervention Grounded in the Education for Environmental Citizenship Pedagogical Approach: A Case Study from Cyprus. Sustainability, 14(3), 1398.
Adamou, A., Georgiou, Y., Paraskeva-Hadjichambi, D., & Hadjichambis, A. C. (2021). Environmental citizen science initiatives as a springboard towards the education for environmental citizenship: A systematic literature review of empirical research. Sustainability, 13(24), 13692.
Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051-3080.
Georgiou, Y., & Ioannou, A. (2021). Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms. TechTrends, 65(1), 38-50.
Georgiou, Y., Ioannou, A., & Kosmas, P. (2021). Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?. Technology, Pedagogy and Education, 1-19.
Georgiou, Y., & Kyza, E. A. (2021). Bridging narrative and locality in mobile-based augmented reality educational activities: effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies, 145, 102546.
Tsivitanidou, O. E., Georgiou, Y., & Ioannou, A. (2021). A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and Technology, 1-21.
Georgiou, Y., Hadjichambis, A. C., & Hadjichambi, D. (2021). Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability, 13(5), 2622.
Vasiliades, M. A., Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Adamou, A., & Georgiou, Y. (2021). A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability, 13(13), 7457.
Georgiou, Y., & Ioannou, A. (2019). Teachers’ concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development. Journal of Technology and Teacher Education, 27(3), 335-371.
Kyza, E. A., Georgiou, Y., Souropetsis, M., & Agesilaou, A. (2019). Collecting ecologically valid data in location-aware augmented reality settings: A comparison of three data collection techniques. International Journal of Mobile and Blended Learning (IJMBL), 11(2), 78-95.
Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A. (2018). Antibiotics in Livestock: Introducing In-Service Teachers to the Nature of Contemporary Socio-Scientific Controversies. School Science Review, 100(371), 53-58.
Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Agesilaou, A., Kyza, E. A. & Mappouras, D. (2018). Promoting Responsible Research and Innovation (RRI) and active citizenship in an inquiry-based controversial socio-scientific issue: The case of cholesterol regulation and statins. Journal of Biological Education.
Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-182. doi.org/10.1016/j.chb.2018.08.011
Kyza, E. A. & Georgiou, Y. (2018). Scaffolding augmented reality learning: The design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 1-15.
Efstathiou, I., Kyza, E. A. & Georgiou, Y. (2017). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments. 1-20.
Georgiou, Y., & Kyza, E. A. (2017). Translation, adaptation, and validation of the Need for Cognition Scale - Short Form (NfC-SF) in the Greek language for secondary school students. Journal of Psychoeducational Assessment, 36(5), 523-531. doi:10.1177/0734282916686005
Georgiou, Y., & Kyza, E. A. (2017). The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human Computer Studies, 98, 24-37. doi:10.1016/j.ijhcs.2016.09.014
Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Ioannou, H., & Manoli, C. (2015). Integrating sustainable consumption into environmental education: A case Study on environmental representations, decision making and intention to act. International Journal of Environmental and Science Education, 10(1), 67-86.
Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E. A. & Mappouras, D. (2015). Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education. doi: 10.1080/00219266.2015.1067241
Kyza, E. A. & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technology-supported participatory design approach to professional development. Science Education International, 25(2), 55-77.
Manoli, C., Johnson, B., Hadjichambis, A., Paraskeva-Hadjichambi, D., Georgiou, Y., & Ioannou, H. (2014). Evaluating the impact of the Earthkeepers earth education program on children’s ecological understandings, attitudes, and behaviour in Cyprus. Studies in Educational Evaluation, 41, 29-37. doi:10.1016/j.stueduc.2013.09.008
BOOK CHAPTERS
Kyza, E. A., Agesilaou, A., Georgiou, Y., & Hadjichambis, A. (2022). Teacher–researcher co-design teams: Teachers as intellectual partners in design. In Teacher Learning in Changing Contexts (pp. 175-195). Routledge.
Georgiou, Y., & Ioannou, A. (2019). Embodied learning in a digital world: A systematic review of empirical research in K-12 education. In Learning in a Digital World (pp. 155-177). Springer, Singapore.
Kyza, E. A., & Georgiou, Y. (2019). The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings. In Emergent Practices and Material Conditions in Learning and Teaching with Technologies (pp. 183-197). Springer, Cham.
Georgiou Y. & Kyza, E. A. (2014). “Can you listen to my voice?” Including a student voice in the design of a chemistry module aiming to increase students’ learning and motivation. In Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (eds.), Science teachers’ continuous professional development in Europe: Case studies from the PROFILES project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), 94-102.
ARTICLES IN FULLY REFEREED CONFERENCE PROCEEDINGS
Vasiliades, M. A., Hadjichambis, A. C., Hadjichambi, D., Adamou, A., & Georgiou, Y. (2022). Investigating the Participation Facets of Environmental Citizen Science Initiatives: A Systematic Literature Review of Empirical Research. Environmental Sciences Proceedings, 14(1), 1.
Georgiou, Y., & Ioannou, A. (2020). A co-design approach for the development and classroom integration of embodied learning apps. In International Conference on Human-Computer Interaction (pp. 217-229). Springer, Cham.
Ioannou, M, Ioannou, A., Georgiou, Y. & Retalis, S. (2020). Designing and orchestrating the classroom experience for technology-enhanced embodied learning. Proceedings of the International Conference of the Learning Sciences (ICLS 2020). Nashville, USA
Georgiou, Y., Tsivitanidou, O., Eckhardt, c. & Ioannou, A. (In press). A learning experience design for immersive virtual reality in Physics classrooms. Conference Proceedings of the 6th International Immersive Learning Research Network (iLRN 2020) 2020 conference.
Georgiou, Y. & Ioannou, A. (2019). Investigating in-service teachers’ concerns about adopting technology-enhanced embodied learning. Proceedings of the 14th European Conference on Technology Enhanced Learning (ECTEL). Deft, The Netherlands.
Georgiou, Y., Ioannou, A., & Ioannou, M. (2019). Investigating children’s immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting. In International Conference on Immersive Learning (pp. 222-233). Springer, Cham.
Ioannou, M., Georgiou, Y., Ioannou, A., Johnson-Glenberg, M. (2019). On the understanding of students’ learning and perceptions of technology integration in low- and high-embodied group learning. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning.
Georgiou, Y. & Kyza, E. A. (2018). Investigating the coupling of narrative and locality in augmented reality educational activities: Effects on students’ immersion and learning gains. Proceedings of the 13th International Conference of the Learning Sciences. London, UK: International Society of the Learning Sciences (ISLS), 2018.
Georgiou, Y. & Kyza, E. A. (2017). A design-based approach to augmented reality location-based activities: Investigating immersion in relation to student learning. Proceedings of the 16th World Conference on Mobile and Contextual Learning (mLearn, 2017), Larnaka, Cyprus.
Georgiou, Y. & Kyza, E. A. (2017). Investigating immersion in relation to students’ learning during a collaborative location-based augmented reality activity. Proceedings of the 12th International Conference of Computer Supported Collaborative Learning. Philadelphia, Pennsylvania: International Society of the Learning Sciences (ISLS), 2017.
Kyza, E. A. & Georgiou, Y. (2016). Digital tools for enriching informal inquiry-based mobile learning: the design of the TraceReaders location-based augmented reality learning platform. Proceedings of the 15th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and its Applications in Industry (VRCAI 2016), Zhuhai, China.
Kyza, E. A., Georgiou, Y., Hadjichambi, D., & Hadjichambis, A. (2013). Teacher Framing, Classroom Collaboration Scripts, and Help‐Seeking and Help‐Giving Behaviors. In N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale. Proceedings of the 10th International Conference of Computer Supported Collaborative Learning. Madison, WI: International Society of the Learning Sciences (ISLS), 2013.
TEACHING
CIS 102: Communication Theory (seminars)
CIS 164: Statistics for Social Sciences (lab component)
CIS 205: Introduction to the Information Society
CIS 207: Research Methods in Communication I: Quantitative Analysis (lab component)
CIS 541: Methodology of Research
Posts