Anna Mavroudi

• Almasri, Mohammed; Imran, Ali Shariq; Nuci, Krenare; Mavroudi, Anna & Soylu, Ahmet (2026). Exploring Teachers' Perspectives on AI-Assisted Authoring Tool: A TAM-Based Study. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. doi: 10.1109/EDUCON67543.2026.11574185. Full text in Research Archive
• Almasri, Mohammed; Imran, Ali Shariq; Mavroudi, Anna & Soylu, Ahmet (2026). AI-Powered Framework for developing Virtual labs in Higher Education. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. doi: 10.1109/EDUCON67543.2026.11574439. Full text in Research Archive
• Slette, Aslaug Louise; Flobakk-Sitter, Fride & Mavroudi, Anna (2026). Integrating digital technologies and pedagogies: the importance of considering technology affordances. Högre utbildning. 16(1), p. 37–49. doi: 10.23865/hu.v16.7213. Full text in Research Archive Show summary

  The integration of digital technologies in higher education is increasingly subject to critical examination. Research indicates that discussions surrounding technology tend to come first, whereas attention on pedagogy often comes second. The aim of this study is to explore the ‘pedagogy- led vs technology-led’ dilemma. Through a qualitative interview study, we investigate how digital technologies and pedagogies are entangled within learning activities in five higher education courses, as well as the perceived usefulness of the digital technologies employed. Drawing on a theoretical framework including entangled pedagogy, a typology of technological interventions, and the concept of technology affordances, our analysis reveals varying degrees of integrated approaches. Our findings show that the more deliberately the pedagogical and technological components were integrated, the more the learning design reflected an entangled pedagogy. We also found that certain technology affordances can significantly influence students’ learning processes, both positively and negatively. Hence, we argue that technology affordances are not fixed entities, and that digital technologies should not be regarded as homogenous entities with universally applicable characteristics or outcomes. Their use is inherently situated, contingent upon institutional structures, cultural norms, and individual interpretations. 

• Chaanine, Luciana; Kokkinaki, Angelika & Mavroudi, Anna (2025). Examining E-Learning Adoption for Professional Development: A Case Study with MOOC Users. In Papadaki, Maria; Themistocleous, Marinos; Marri, Khalid Al & Zarouni, Marwan Al (Ed.), Information Systems. Springer Nature. ISSN 9783031564819. p. 260–274. doi: 10.1007/978-3-031-81325-2_19. Full text in Research Archive Show summary

  The need for professional development via MOOCs (Massive Open Online Courses) has been increasing lately, especially during the pandemic crisis. This paper is a case study on MOOC adoption by professionals and seeks to understand the predictive power of a specific technology acceptance model. The proposed model was developed by extending the Unified Theory of Acceptance and Use of Technology (UTAUT). UTAUT was extended by specifying two facilitating conditions related to the nature of online learning and adding two extra moderation mechanisms. A survey that was using the ensuing framework was answered by 253 participants who were professionals attending a MOOC. The research findings show that users’ behavioral intention to attend MOOC is influenced mainly by Effort Expectancy and Facilitating conditions, where the emphasis is on Time Flexibility and Continuous Availability (i.e. the two newly introduced parameters related to the nature of online learning). Performance Expectancy and Social Influence were found to have less significant influence on MOOC usage intention. The effect of Social Perceptiveness and Group Work Effectiveness (i.e. the two newly introduced parameters) were also analyzed. Results show that Social Perceptiveness has a moderating effect on the relationship between Social Influence and Behavioral Intention to attend the MOOC, while Group Work Effectiveness has an effect on the relationship between Effort Expectancy and Behavioral Intention. The paper concludes with theoretical and practical implications touching the proposed extended technology acceptance model as well as guidelines targeting the acceptance of MOOCs for professional learning, respectively.

• Papoutsakis, Lambros; Mavroudi, Anna & Papadakis, Spyros (2025). Factors Influencing Teachers’ Intention to Use and Acceptance of Big Data in the Greek School Context, Research on e-Learning and ICT in Education. Springer. ISSN 9783319950587. p. 121–131. doi: 10.1007/978-3-031-99961-1_7. Full text in Research Archive Show summary

  The aim of the present study was to explore the factors influencing primary and secondary education teachers’ intention to use Big Data (BD) in their teaching practice. To this end, a quantitative research design was employed, utilizing a structured questionnaire grounded in the theoretical framework of the Technology Acceptance Model (TAM). Analysis of the responses from 750 educators indicated a generally neutral stance and intention toward the integration of BD into their instructional practices. Similarly, their perceptions regarding the perceived usefulness, ease of use, as well as concerns related to data security and privacy, were also characterized by neutrality. Moreover, the findings revealed a strong interest among teachers in receiving professional development and training on Big Data, with the goal of enhancing their ability to utilize such technologies effectively in the educational context. This study constitutes one of the first empirical investigations into the acceptance of Big Data by educators in Greece. Its findings offer valuable insights for both researchers in the field of educational technology and policymakers involved in shaping the integration of emerging technologies within the Greek educational system.

• Mavroudi, Anna & Wagstaffe, Rebekka Baunbæk (2025). Studying digital metamorphosis in university pedagogy: A systematic review. Open Scholarship of Teaching and Learning. 5(1), p. 130–153. doi: 10.56230/osotl.144. Full text in Research Archive Show summary

  Metamorphosis signifies a profound and progressive transformation in response to a changing environment. Transitioning to online learning enabled the continuity of education offerings during the recent pandemic, while disrupting university teaching. In that context, the aim of this paper is to understand digital metamorphosis in university pedagogy. We performed a systematic literature review which was driven by two seminal theoretical frameworks: Signature Pedagogies and Transformative learning. The selection criteria entailed peer-reviewed empirical journal articles published in educational technology journals with high impact factor articles published between 2020 and 2023 in English focusing on the intersection of emergency remote teaching and higher education. We analysed 23 articles by asking ‘what’, ‘how’ and ‘why’ questions applied to university teaching using the Signature Pedagogies framework. Furthermore, we analysed the answers to the ‘why’s’ by using the Transformative learning framework targeting the teachers’ viewpoint. Our findings indicate that the digital metamorphosis comprises three constituent elements: (1) introspect our values, beliefs and expectations as educators in relation to the use of learning technologies, (2) re-conceptualise faculty preparedness and competence to teach online and (3) understand digital transformation as opportunity for transformative learning for university teachers. The findings have both theoretical and practical implications that go beyond the pandemic context targeting a better ‘new normal’ in the post-pandemic era.

• Mavroudi, Anna; Saglam, Asli Lidice Gokturk & Tsagari, Dina (2025). Perceived benefits and challenges of scaffolds in online education – a mixed method case study with teacher students. Interactive Learning Environments. ISSN 1049-4820. doi: 10.1080/10494820.2025.2596897. Full text in Research Archive Show summary

  Pedagogical design in online courses is crucial for educational quality, and one of its main components is instructional scaffolding. This study explored teachers’ perceptions of instructional scaffolding mechanisms embedded in an online language assessment training course. The course was specifically designed with the teacher as a reflective practitioner in mind. A total of 95 English teachers completed an online survey, and 15 volunteered for semi-structured interviews. Quantitative data were analyzed utilizing the Friedman test and descriptive statistics. Qualitative data were analysed employing Directed Qualitative Content Analysis. Findings indicated that, statistically, no single type of scaffold is perceived as more useful than the others, suggesting the importance of a balanced and varied approach in instructional design. Still, metacognitive scaffolding was perceived as the most useful. Both positive and challenging aspects of instructional scaffolds in online education were identified. Participants highlighted benefits such as improved navigation, comprehension monitoring, and time management while noting challenges like technical issues, unclear platform instructions, and stress-inducing learning analytics notifications. The study highlights key areas for improving scaffold design in online education. For instance, the conceptual alignment between the course design philosophy and the instructional scaffolding aspect in online learning environments.

• Mavroudi, Anna (2023). Challenges and Recommendations on the Ethical Usage of Learning Analytics in Higher Education. In Viberg, Olga & Grönlund, Åke (Ed.), Practicable Learning Analytics. Springer. ISSN 9783031276453. p. 193–206. doi: 10.1007/978-3-031-27646-0_11. Full text in Research Archive
• Mavroudi, Anna & Papanikolaou, Kyparisia (2022). A Case Study on How Distance Education May Inform Post-Pandemic University Teaching. International Review of Research in Open and Distance Learning. 23(4), p. 57–74. doi: 10.19173/irrodl.v23i4.6245. Full text in Research Archive
• Peftitsis, Dimosthenis & Mavroudi, Anna (2022). Students Perceptions on Teaching Design of Power Electronics Using Student-Response Systems: Thematic Content Analysis of Interviews. IEEE Access. 10, p. 64059–64071. doi: 10.1109/ACCESS.2022.3183584. Full text in Research Archive Show summary

  The paper presents an empirical study conducted in the context of an advanced power electronics design course in a technical university. In selected points of the lectures formative assessments were introduced and supported by the use of clickers. The purpose of the article is to examine students’ perceptions of the effectiveness of clickers use. Individual, semi-structured student interviews conducted which were analysed using thematic content analysis. The findings reveal that the perceptions of the students with respect to the use of clickers were associated to: sustain student attention during the lecture, the provision of confirmatory and elaborative instructional feedback, the anonymity of the students’ answers, asking questions appropriate for this teaching/learning method, students’ motivation, students own suggestions for improvement, and the perceived existence of game-like elements. While in general the findings confirm the previous literature, there are a few points which are unique for this study, such as the relative importance of enhancing the students’ attention compared to other studies, as well as the importance of using appropriate questions from the subject-matter. Besides, the drawbacks of previous research on clickers are not in line with the perceived ones in the present study. The paper is concluded with providing research and practical implications. The former touch upon the potential of this study on informing the research on didactics in the field of electrical engineering in Higher Education, whereas the latter pertains to its contribution with respect to learning design in similar learning contexts.

• Rosa, Angela Daniela La & Mavroudi, Anna (2022). A case study of hybrid learning in higher education using quantitative research design. In Domenech, Josep (Eds.), Eighth edition of the International Conference on Higher Education Advances (HEAd). Polytechnic University of Valencia. ISSN 9788413960036. p. 943–950. doi: 10.4995/HEAd22.2022.14680. Full text in Research Archive Show summary

  There is currently limited work on synchronous forms of hybrid education although it has become the norm in university education. In addition, there is a gab on empirical studies that are focusing on quantitative measures (such as student performance data) in this particular setting. To compensate for this gab in the literature, the paper presents a case study of hybrid teaching in the context of higher education that revolves around a quasi-experimental design with student performance data. The results were analysed quantitatively and they indicate that there was no significant statistical difference between the two groups in their performance in the final exams (with a large size effect). That finding is somewhat surprising since there is research indicating that the learning experience and performance of the students that attend a hybrid learning course remotely are not equally good as in the case of the students that participate in-class/on-site.

• Mavroudi, Anna & Kokkinaki, Angelika (2022). The Learners’ Perceptions of Learning Design for Mobile MOOCs. In Tsiatsos, Thrasyvoulos & Auer, Michael E. (Ed.), New Realities, Mobile Systems and Applications. Springer Nature. ISSN 9783030962951. p. 259–268. doi: 10.1007/978-3-030-96296-8_24. Full text in Research Archive
• Mavroudi, Anna; Almeida, Teresa; Frennert, Susanne; Laaksolahti, Jarmo & Viberg, Olga (2021). A card game for designing activities for technology-enhanced learning in higher education. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 27, p. 2367–2383. doi: 10.1007/s10639-021-10668-z. Full text in Research Archive Show summary

  The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

• Vrioni, Andri; Mavroudi, Anna & Ioannou, Ioannis (2021). Promoting Authentic Student Assessment for STEM Project-Based Learning Activities. In Auer, Michael E. & Tsiatsos, Thrasyvoulos (Ed.), Internet of Things, Infrastructures and Mobile Applications: Proceedings of the 13th IMCL Conference. Springer. ISSN 9783030499310. p. 117–126. doi: 10.1007/978-3-030-49932-7_12. Full text in Research Archive Show summary

  This paper is a case study which discusses the development and the use of rubrics as means of assessing students in STEM project-based learning activities. The context of the case study involves the pilot phase of the STEMFREAK program, an out-of-school educational program which engaged students in such projects. The aim of the paper is twofold: 1) to present the systematic process that was employed for the design, development and application of rubrics and 2) to assess the effectiveness of the STEMFREAK program which, following the principle of constructive alignment between learning design and assessment strategy, was designed to develop the students’ competencies that the rubrics assess. The design and the development of the rubrics took place following an iterative and participatory approach, whereas their application engaged 15 students in STEM projects. The students were assessed using the ensuing rubrics in a pre-post single group research design. The results showed that all students made statistically significant progress in all aspects of their performance, as assessed by the rubrics made. The case study has the potential of informing future approaches towards the assessment of students in projects that cater for STEM project-based learning with young learners.

• Mavroudi, Anna; Papadakis, Spyros & Ioannou, Ioannis (2021). Teachers’ Views Regarding Learning Analytics Usage Based on the Technology Acceptance Model. TechTrends. ISSN 8756-3894. 65(1), p. 278–287. doi: 10.1007/s11528-020-00580-7. Full text in Research Archive Show summary

  The article is focusing on aspects related to technology acceptance of LA in the context of school education. A survey that was based on the Technology Acceptance Model was distributed to 98 participants who work as schoolteachers and/or local educational policymakers and are geographically dispersed across two different European countries. The survey comprised of questions that span across four broad categories: a) actual usage of LA in schools, b) intention to use LA, c) perceived usefulness, and d) attitudes towards use. Regarding (a), most of the participants were aware that their educational institutions retain and use digital formats of student data as well as other data relevant to the learning process. Also, the participants could verify the existence of a respective privacy policy in their educational institutions. With respect to the perceived usefulness aspect, the participants were asked to opinionate concerning four promising types of LA usage, namely 1) real-time feedback, 2) prediction of at-risk students, 3) learning activities recommendation, and 4) student groups recommendation. All four types were well-received, but the perceived usefulness of prediction of at-risk students scored lower than the other three types of activities, while the learning activities recommendation scored higher in terms of perceived usefulness. The participants’ intention to use LA was examined in conjunction with their professionalism and that prospect was also well-received. The results are partially controversial, since the participants’ attitudes were not particularly favorable: they are moderate with respect to how much sceptic, willing and ready they feel about embarking on a LA endeavor.

• Ghahfarokhi, Ashkan Jahanbani & Mavroudi, Anna (2020). Flipped classroom in engineering education: the views of the main stakeholders. Læring om læring. ISSN 2535-4108. 5(1). Full text in Research Archive Show summary

  Flipped classroom is a blended learning approach that is increasingly gaining popularity in university education in the recent years. This paper discusses the use of the flipped classroom approach in the context of a graduate course in petroleum engineering by investigating the views of two main participants: the students and the university educators. The student views were investigated via a survey and a reference group discussion. The survey was asking students about: 1) the effectiveness of the flipped classroom, 2) the appropriateness of the learning methods and the learning activities, 3) their effort (plus their open-ended comments). The reference group was focusing on broader issues of course evaluation. The investigation of the university tutors’ views involved feedback from: a) a small group of university educators via lesson observation, and b) the teaching assistant, and the professor that was responsible for the course before introducing the flipped classroom to it via interviews. The student survey indicated mixed signals, since slightly less than half of the class think that the flipped classroom is generally more effective than the traditional model, whereas about 70% think that problem solving in class helps them better understand the theory and around 80% think the applied learning methods and activities helped achieving the learning outcomes of the course. The feedback from the observation resulted in action that was taken by the course responsible to encourage students to ask questions and get engaged in group work. The interview with the teaching assistant revealed (among others) instructional techniques to activate the students and encourage communication of ideas among them. Finally, the views of the previous course responsible gave some insight as to why flipped classroom would be an appropriate approach for this particular course. The contribution of the paper touches upon the fact that it adds to the dialogue of the educational community concerning the views of the students (which is a controversial topic) and the views of the university tutors (where there is a lack of research).

• Viberg, Olga; Mavroudi, Anna & Ma, Yanwen (2020). Supporting Second Language Learners’ Development of Affective Self-regulated Learning Skills Through the Use and Design of Mobile Technology. In Alario-Hoyos, Carlos; Rodriguez-Triana, M.J.; Scheffel, Maren; Sánchez, Inmaculada Arnedillo & Dennerlein, Sebastian (Ed.), Addressing Global Challenges and Quality Education: proceedings of the 15th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 9783030577162. p. 173–186. doi: 10.1007/978-3-030-57717-9_13. Full text in Research Archive Show summary

  Self-regulated learning (SRL) is associated with students’ academic performance, but it is difficult for learners. It can be learnt and taught. This study investigates how we can support second language learners in fostering affective learning skills needed for the successful acquisition of the targeted language. In the research literature, the affective domain has received little attention compared to other aspects of SRL. In this design-oriented case study, a prototype of a cultural-appropriate tool (the AffecTive LeArning Srl (ATLAS) mobile app) aiming to support students with affective learning in their SRL process, was designed and evaluated with 13 Japanese language students through semi-structured interviews and usability testing. The app’s design has been informed by Zimmerman’s SRL model, and its affective learning part - by the psychoevolutionary theory of emotions. Design Science Research was adopted as the overall methodology. The findings show that the majority of the respondents exhibited positive attitudes towards the use of the affective learning scenarios embedded in the ATLAS app to enhance their SRL. Especially, the perceived usefulness of the ATLAS’ affective learning part was seen to increase their awareness of their individual SRL process, as well as their engagement in- and motivation for self-regulated language learning across learning settings. In regard to the SRL phases (i.e., plan, monitor and reflect), the results indicate that the students would prefer to perform affective learning activities during each SRL phase. From a practical perspective, this study presents a culturally adapted SRL tool and provides relevant design guidelines.

• Fragou, Olga & Mavroudi, Anna (2020). Exploring Internet of Things, Mobile Computing and Ubiquitous Computing in Computer Science Education: A Systematic Mapping Study. International Journal of Technology in Education & Science (IJTES). 4(1), p. 72–85. doi: 10.46328/ijtes.v4i1.47. Full text in Research Archive Show summary

  Ubiquitous computing, mobile computing and the Internet of Things (UMI) have been widely used in several application areas. To date, methods and techniques for the application of these technologies in real life situations have continued to emerge; however, their use in education settings focusing on existing practices remain largely underexplored. A systematic mapping study (SMS) method was herein used to map initially identified 395 articles with the aims of systematically analyzing and presenting the evidence from the literature on the topic, and to identify important gaps as well as promising research directions. An appropriate methodological protocol has been adopted from the literature for the analysis, filtering, evaluation and report of the evidence. As a result, twenty-five studies have been selected and analyzed. The axes of analyzing systematically the literature were inspired by an existing UMI learning ecology. The analysis revealed important characteristics of existing UMI related educational practices in all levels of education, including contexts and actors involved, methods and digital tools used, affordances and learning approaches important for achieving effective learning in IoT, Mobile and Ubiquitous Computing domain.

• Viberg, Olga; Mavroudi, Anna; Khalil, Mohammad & Bälter, Olof (2020). Validating an instrument to measure teachers' preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy. 15(1), p. 38–54. doi: 10.18261/ISSN.1891-943X-2020-01-04. Full text in Research Archive Show summary

  In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers’ preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers’ digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.

• Mavroudi, Anna; Fragkou, Olga & Goumopoulos, Christos (2019). Design Concepts, Principles and Patterns in the Curriculum of the New Computing Education Era. Designs for Learning. ISSN 1654-7608. 11(1), p. 141–153. doi: 10.16993/dfl.140. Full text in Research Archive Show summary

  Ubiquitous Computing, Mobile Computing and the Internet of Things (collectively referred to as UMI herein) involve recent advances in technology areas such as low-cost and miniaturized processing and sensing technologies, high-bandwidth wireless networking and so on. UMI technologies can also sup-port the recent attempts to reform computing education. Yet, to accomplish this potential, relevant UMI learning scenarios are needed. Creating such scenarios can be challenging, since this particular field of computing education is still in its infancy. This paper discusses learning design knowledge which can orientate the future design of UMI learning scenarios. Content analysis was applied on ten quality UMI-oriented learning scenarios. The scenarios were freely accessible in online platforms, and they were designed for middle school education and for the UMI domain. Two different methodological approaches were employed: the first one involved mapping the scenarios to existing predefined learning design elements (i.e. design concepts, design principles, and design patterns). The learning design elements were previously defined in an online database and they involved ubiquitous tools. The second method involved mapping the scenarios to the parameters of a UMI learning ecology. The performed analysis revealed design concepts, principles, patterns and key characteristics underpinning the selected UMI scenarios: they cater for students’ active learning and engage them in interdisciplinary projects in which students are learning across contexts in groups and solve meaningful problems that exploit the functionalities of the UMI technologies. Several recommendations concerning the creation of quality UMI learning scenarios are suggested, such as: striking a balance between conceptual understanding and 21st century lifelong learning skills, highlighting how students’ collaboration is expected to happen in a UMI scenario, providing many opportunities for instructional scaffolding and explicitly mentioning spatiotemporal aspects of the UMI scenarios. These findings could be of interest to computing education researchers, tutors, and cur-riculum designers who wish to design UMI oriented educational scenarios.

• Trætteberg, Hallvard; Mavroudi, Anna; Sharma, Kshitij & Giannakos, Michail (2019). Utilizing Real-Time Descriptive Learning Analytics to Enhance Learning Programming. In Spector, Michael; Lockee, Barbara & Childress, Marcus (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. Springer Publishing Company. ISSN 9783319177274. doi: 10.1007/978-3-319-17727-4_117-1. Full text in Research Archive Show summary

  The focus of this case study is the usage of visualized learning analytics coupled with the provision of feedback and support provided to the students and their impact in provoking change at student programming habits. To this end, this chapter discusses mechanisms of capturing and analyzing the debugging habits and the quality of the design solutions provided by the students in the context of an object-oriented programming course. The environment monitored students’ programming progression in order to track their behavior and visualize metrics associated with it while the students developed programs in Java. This chapter presents an exploratory study, which provides valuable insights through the lens of the collected evidence from students’ use employing semistructured interviews and eye-tracking techniques. It was found that visual learning analytics coupled with some adaptability foster students’ learning awareness, support learning by reflection, and increase students’ self-confidence. When adaptive and visual learning analytics capabilities are incorporated, it is vital to follow minimal and well-integrated design, focus on meaningful representations for the learners and the tutors, include descriptive visual analytics, and consider incorporating adaptability characteristics.

• Mavroudi, Anna; Divitini, Monica; Mora, Simone & Gianni, Francesco Valerio (2018). Game-Based Learning for IoT: the Tiles inventor toolkit, Interactive Mobile Communication Technologies and Learning, Proceedings of the 11th IMCL Conference. Springer Publishing Company. ISSN 9783319751740. p. 294–305. doi: 10.1007/978-3-319-75175-7_31. Full text in Research Archive Show summary

  This paper presents a Game-Based Learning Design Pattern for designing Internet of Things (IoT) applications, as well as an instance of this particular pattern, namely the ‘Tiles inventor game’. This educational game has been validated in various educational contexts aiming to understand IoT fundamentals. Due to lack of topics on IoT in the STEM curricula today as well as due to the lack of game-based learning design patterns, we propose these two artifacts, the pattern of designing IoT applications and the description of the Tiles inventor game, as a means of communicating best practice and contributing to bridging the gap between educational theory and informal practice in such a niche domain.

• Mavroudi, Anna; Divitini, Monica; Gianni, Francesco Valerio; Mora, Simone & Kvittem, Dag Rune (2018). Designing IoT Applications in Lower Secondary Schools. In González, Carina S.; Castro, Manuel & Nistal, Martín Llamas (Ed.), EDUCON 2018 - Emerging Trends and Challenges of Engineering Education Education. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538629574. p. 1120–1126. doi: 10.1109/EDUCON.2018.8363355. Full text in Research Archive Show summary

  The paper reports on a case study where four groups of lower secondary school students participated in a workshop and undertook the demanding role of designers of Internet of Things applications. In doing that, they made use of a dedicated inventor toolkit, which facilitated students' creative solutions to problems that can appear in the context of a smart city. From a pedagogical point of view, the workshop format is in line with the experiential learning approach. The paper presents a holistic student assessment methodology for this nice domain. In particular, to analyse the impact of the workshop for the students we used four different approaches: artefacts analysis of students' design solutions, classroom observations, a post-test and a survey. The results indicate that the intervention has promoted an effective teaching methodology for the basic conceptual and design aspects of the IoT for these lower secondary school students, but it hasn't addressed equally effectively the attitude-related aspects. Nonetheless, the participant students perceived the intervention as very satisfactory in terms of the IoT concept knowledge, smart cities learning, and problem-solving skills acquired, as well as in terms of enjoyment. The paper concludes on the learning gains of the intervention and discusses the motivation aspect for the teacher as well as for the students in this highly innovative learning experience.

• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2018). Supporting adaptive learning pathways through the use of learning analytics: developments, challenges and future opportunities. Interactive Learning Environments. ISSN 1049-4820. 26(2), p. 206–220. doi: 10.1080/10494820.2017.1292531. Full text in Research Archive
• Mavroudi, Anna; Economides, Anastasios; Fragkou, Olga; Nikou, Stavros; Divitini, Monica & Giannakos, Michail [Show all 7 contributors for this article] (2017). Motivating students with Mobiles, Ubiquitous applications and the Internet of Things for STEM (MUMI4STEM). IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. p. 37–38. doi: 10.1109/EDUCON.2017.7942820. Full text in Research Archive
• Mavroudi, Anna; Divitini, Monica; Giannakos, Michail & Jaccheri, Maria Letizia (2017). Local communities of computing education in Norway. In NN, NN (Eds.), 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509054688. p. 1806–1810. doi: 10.1109/EDUCON.2017.7943095. Full text in Research Archive
• Mavroudi, Anna & Divitini, Monica (2017). A case of career consultancy in STEM for youths. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 10474 LNCS, p. 571–575. doi: 10.1007/978-3-319-66610-5_65. Full text in Research Archive
• Barth, Karl; Mavroudi, Anna; Libbrecht, Paul; Muller, Wolfgang & Otero, Nuno (2016). Let me do it: Towards the implementation of instructional patterns of ICT usage in schools. GI-Edition Lecture Notes in Informatics (LNI). ISSN 1617-5468. 262, p. 305–307. Full text in Research Archive
• Trætteberg, Hallvard; Krogstie, John; Mavroudi, Anna & Giannakos, Michail (2016). Adaptable Learning and Learning Analytics: A Case Study in a Programming Course. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 9783319451527. p. 665–668. doi: 10.1007/978-3-319-45153-4_87. Full text in Research Archive
• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2016). Combining Adaptive Learning with Learning Analytics: Precedents and Directions. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 9783319451527. p. 434–439. doi: 10.1007/978-3-319-45153-4_39. Full text in Research Archive
• Mavroudi, Anna; Hadzilacos, Thanasis & Angeli, Charoula (2016). An Adaptive E-Learning Strategy to Overcome the Inherent Difficulties of the Learning Content. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 9783319451527. p. 440–445. doi: 10.1007/978-3-319-45153-4_40. Full text in Research Archive
• Mavroudi, Anna; Miltiadous, Miltos; Libbrecht, Paul; Muller, Wolfgang; Hadzilacos, Thanasis & Otero, Nuno [Show all 8 contributors for this article] (2016). Let me do it: towards the implementation of sustainable instructional patterns. In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781467390415. p. 414–415. doi: 10.1109/ICALT.2016.92. Full text in Research Archive
• Mavroudi, Anna & Tsagari, Dina (2016). Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning? In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781467390415. p. 342–346. doi: 10.1109/ICALT.2016.87. Full text in Research Archive
• Hadzilacos, Thanasis; Mavroudi, Anna; Georgiou, Kyriakoula; Otero, Nuno & Müller, Wolfgang (2016). On the Creation of Sustainable Design Patterns of ICT Integration in the Classroom. In Karahanna, Elena & Kokkinaki, Angelika (Ed.), THE 10th MEDITERRANEAN CONFERENCE ON INFORMATION SYSTEMS (MCIS 2016). Association for Information Systems (AIS). ISSN 9789963711420. Full text in Research Archive
• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2016). Insights on the Interplay between Adaptive Learning and Learning Analytics. In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781467390415. doi: 10.1109/ICALT.2016.84. Full text in Research Archive

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• Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2024). Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 9788202860790. 441 p. Full text in Research Archive

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• Torgersen, Gerald R.; Torp, Monica Jeanette Wicksell & Mavroudi, Anna (2025). Exploring Generative AI in Dental Education: Student Experiences in Radiology-Focused Curriculum. doi: https:/api.ltb.io/show/ACJTX. Full text in Research Archive Show summary

  Background Generative AI tools are increasingly being integrated into education to enhance learning and engagement. This study focuses on the use of an AI assistant in teaching dental hygiene students within a curriculum covering radiation physics, radiation biology, radiation protection, and radiological technology. These topics were chosen based on the teaching expertise of a project team member, ensuring subject matter competency and enabling effective integration of AI to support student learning within a focused and manageable framework. Aims and Objectives The study aims to evaluate how generative AI can support student learning in radiology-related topics for dental hygiene students. Objectives include: - Assessing the impact of AI-assisted learning on student comprehension and engagement. - Collecting qualitative insights into student experiences and perceptions of AI as a learning tool. - Developing pedagogical strategies for integrating AI effectively into radiology education. Materials and methods A mixed-methods approach was employed: - AI Tool Integration: Students used an AI assistant to complete structured tasks related to radiology topics. - Focus Group Interviews: semi-structured interviews were conducted with student participants to collect qualitative data on their experiences. -Iterative Refinement: Feedback from initial activities informed adjustments to both the system prompts and teaching strategies. Results Formal analysis of interview data is ongoing. Preliminary findings, including insights from student and faculty experiences, will be presented and discussed at the ADEE meeting. Discussion and conclusion This study establishes a foundation for exploring how generative AI can be integrated into a focused radiology curriculum for dental hygiene students. While the analysis of interview data is still underway, the findings are anticipated to provide valuable insights into how AI tools influence student engagement, comprehension, and learning processes. These insights will inform future strategies for integrating AI into dental education, with an emphasis on fostering critical thinking and active learning.

• Wallin, Patric; Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin & Isaksen, Robert [Show all 7 contributors for this article] (2024). Avslutningskommentar. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 437–441. Full text in Research Archive
• Ferguson, Leila Eve; Husebø, Dag; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2024). Innledning. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 7–14. Full text in Research Archive
• Torgersen, Gerald; Mavroudi, Anna & Torp, Monica Jeanette Wicksell (2023). KI-assistert Læring: Språkmodeller som undervisningsassistent. Full text in Research Archive Show summary

  Tannleger og tannpleiere trenger kompetanse i stråling, strålevern og radiologisk teknologi i sin yrkesutøvelse. Derfor er det en del av pensum i deres studium i oral radiologi. Mange studenter opplever dette emnet som krevende. For å støtte læringsprosessen, utforsker vi bruk av en KI-verktøy, drevet av avanserte språkmodeller, for å forstå disse komplekse temaene. Språkmodeller kan noen ganger generere misvisende informasjon, en utfordring kjent som "hallusinering". Dessuten mangler de ofte spesialisert fagkunnskap. For å møte disse utfordringene, har vi utviklet et norskspråklig datasett spesifikt for vårt fagfelt. Dette datasettet hjelper oss å skreddersy språkmodellene til våre behov. Vi bruker en tilpasset versjon av OpenAI GPT-4, driftet av UiO og kompatibel med GDPR, som integrerer vårt datasett for å gi mer presise svar på studentenes spørsmål. Dette sikrer at studentene får bedre veiledning enn hva standard språkmodeller kan tilby. Vi skal prøve dette verktøyet med første års bachelorstudenter i tannpleie, hvor de vil benytte det i arbeidet med korte essayoppgaver. Verktøyet vil være tilgjengelig for utvalgte oppgaver. Vi vil evaluere studentenes erfaringer med verktøyet gjennom intervjuer og eventuelt spørreskjemaer. Vi vil også analysere oppgavesvarene for å identifisere eventuelle forskjeller som kan tilskrives bruken av KI. På Utdanningskonferansen vil vi ha med oss en laptop der vi kan demonstrere systemet vårt og deltakere kan også selv prøve det. Vi håper å få interessante diskusjoner med kolleger rundt både de tekniske og de pedagogiske sidene av prosjektet.

• Mavroudi, Anna (2023). Faculty development revisited: experiences and issues in a Norwegian perspective. Full text in Research Archive
• Wallin, Patric; Erikson, Inger Carin; Husebø, Dag; Ferguson, Leila Eve; Isaksen, Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Full text in Research Archive
• Mavroudi, Anna & Hokstad, Leif Martin (2022). Perspectives of faculty members on the use of learning technologies. Full text in Research Archive
• Mavroudi, Anna & Gynnild, Vidar (2021). A Review of Cross-Campus Teaching Projects. Full text in Research Archive
• Ghahfarokhi, Ashkan Jahanbani & Mavroudi, Anna (2020). Critical reflection on the use of flipped classroom in an engineering university course. Full text in Research Archive Show summary

  Flipped classroom is a blended learning approach that is increasingly gaining popularity in university education in the recent years. This presentation discusses the use of the flipped classroom approach in the context of a graduate course in petroleum engineering by means of the analytical lenses that refer to four sources (Springfield, 2017): (1) students’ eyes, (2) colleagues’ perceptions, (3) own experience (in this case of the course responsible), and (4) the literature of flipped classroom. Regarding (1), a survey was implemented asking students about: the effectiveness of the flipped classroom, the appropriateness of the learning methods and the learning activities, and their perceived effort. Regarding (2), it involved: feedback from lesson observation by three university educators, the views of the teaching assistant and the views of the professor that was responsible for the course before introducing the flipped classroom to it. The results of the student survey indicate mixed signals, since less than half of the class think that the flipped classroom is generally more effective than the traditional model, whereas about 70% think that problem solving in class helps them better understand the theory and around 80% think the applied learning methods and activities helped achieving the learning outcomes of the course. The feedback from the observation resulted in action that was taken on behalf of the course responsible to encourage students to ask questions and get engaged in group work. The interview with the teacher assistant revealed (among others) instructional techniques to activate the students and encourage between them communication of ideas. Finally, the views of the previous course responsible gave some insight as to why flipped classroom would be an appropriate approach for this particular course. The presentation will conclude with respect to all four analytical lenses of Springfield (2017) mentioned above.

• Peftitsis, Dimosthenis & Mavroudi, Anna (2020). The integration of a student response system in an electrical engineering course. Full text in Research Archive
• Tsagari, Dina & Mavroudi, Anna (2018). Teachers as trainees of an online program: challenges and support. Full text in Research Archive
• Tsagari, Dina & Mavroudi, Anna (2018). English language teachers as trainees of an online program: needs, challenges and support. Full text in Research Archive
• Mangaroska, Katerina; Tahir, Rabail; Lorås, Madeleine & Mavroudi, Anna (2018). What do we know about learner assessment in technology-rich environments? A systematic review of systematic reviews. Full text in Research Archive
• Mavroudi, Anna; Giannakos, Michail & Divitini, Monica (2016). Arenas For Innovative STEM Education: Scenarios From The Norwegian University of Science And Technology. Full text in Research Archive

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