Publications & Conference Presentations

  • Georgiou, Y., & Ioannou, A. (2020). A co-design approach for the development and classroom integration of embodied learning apps. Proceedings of HCI International, Copenhagen, Denmark.

  • Georgiou, Y., & Ioannou, A. (2020). Developing, enacting and evaluating a learning experience design for technology-enhanced embodied learning in math classrooms. TechTrends. https://doi.org/10.1007/s11528-020-00543-y

  • 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.

 

  • Georgiou, Y., Ioannou, A., & Ioannou, M. (2019). Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom. Multimodal Technologies and Interaction3(4), 68.

 

  • Georgiou, Y., Ioannou A. & Kosmas, P. (2019).  Learning via embodied learning: Investigating the impact of a digital Vs a non-digital intervention. Paper presented at 19th Conference of European Association for Research on Learning and Instruction (EARLI 2019), Aachen, Germany.

 

  • Georgiou, Y., & Ioannou, A. (2019, September). Investigating in-service teachers’ concerns about adopting technology-enhanced embodied learning. In European Conference on Technology Enhanced Learning (pp. 595-599). Springer, Cham.

 

  • Georgiou, Y., Ioannou, A., & Ioannou, M. (2019, June). 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.

 

  • Georgiou, Y., & Ioannou, A. (2019). Teachers’ concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development. Journal of Technology and Teacher Education27(3), 335-371.

  • Ioannou, M., Ioannou, A., Georgiou, Y., & Retalis, S. (2020) Designing and orchestrating the classroom experience for technology-enhanced embodied learning. Proceedings of International Conference of the Learning Sciences (ICLS 2020). ISLS.

  • Ioannou, M., Georgiou, Y., Ioannou, A., & Johnson, M. (2019). On the understanding of students’ learning and perceptions of technology integration in low-and high-embodied group learning.

  • Ioannou, M, Ioannou, A., Georgiou, Y. & Retalis, S. (2019). Designing the classroom experience for embodied learning. Paper presented at the Hybrid Learning Spaces – Design, Data, Didactics (HLS: D3) workshop of the 14th European Conference on Technology Enhanced Learning (ECTEL). Deft, The Netherlands. 

 

  • Ioannou, M., Ioannou, A., Georgiou, Y. & Boloudakis, M. (2019). Orchestrating the technology-enhanced embodied learning classroom via learning stations rotation: A case study. Proceedings of the 14th European Conference on Technology Enhanced Learning (ECTEL). Deft, The Netherlands.

 

  • Martínez-Monés, A., Villagrá-Sobrino, S., Georgiou, Y., Ioannou, A., & Ruiz, M. J. (2019, June). The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts. In Proceedings of the XX International Conference on Human Computer Interaction (p. 35). ACM.

  • Martínez Monés, A., Georgiou, Y., Villagrá Sobrino, S., Giambeluca, S., Retalis, S., & Ioannou, A. (2019). State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe-The Case of Cyprus, Greece, Italy and Spain. Online Submission.  https://files.eric.ed.gov/fulltext/ED607663.pdf

 

  • Martínez-Monés, A., Villagrá-Sobrino, S., Faundez, E. M. F., & Ruiz, M. J. (2020, July). Teachers’ Adoption of Embodied Learning Digital Games with an Inclusive Education Approach: Lessons Learnt from the INTELed Project in Spain. In International Conference on Human-Computer Interaction (pp. 241-253). Springer, Cham.