Christothea Herodotou
Biographic Data
| ID | 173443 |
|---|---|
| NAME | Christothea Herodotou |
| GIVEN NAMES | Christothea |
| FAMILY NAME | Herodotou |
| SIGNATURE | HERODOTOU C |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0003-0980-1632 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Co‐creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education
Educational outcomes from traditionally underrepresented groups are generally worse than for their more advantaged peers. This problem is typically known as the awarding gap (we use the term awarding gap over ‘attainment gap’ as attainment places the responsibility on students to attain at equal levels) and continues to pose a challenge for educational systems across the world. While Learning Analytics (LA) dashboards help identify patterns contr…
Understanding how educational maths apps can enhance learning
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and ap…
Online Community and Citizen Science supports environmental science learning by young people
Community and citizen science in online settings could be seen as a means for young people to engage with and contribute to authentic science. Yet, there is a limited understanding of who takes part in citizen science among young people, what they learn, and through which processes, particularly in online settings. In this exploratory study, we analysed 34 in-depth interviews and log files of young people aged 11-19 years old who took part in cit…
The engagement of university teachers with predictive learning analytics
Defining the Boundaries Between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics
This review aims to define the boundaries of four distinct research fields of Artificial Intelligence and EDucation (AIED), Computer-Supported Collaborative Learning (CSCL), Educational Data Mining (EDM), and Learning Analytics (LA). While all four fields are focused on understanding learning and teaching using technology, each field has a relatively unique or common perspective on which theoretical frameworks, methods, and ontologies might be ap…
The scalable implementation of predictive learning analytics at a distance learning university
Expressivity of creativity and creative design considerations in digital games
Young children and tablets
Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi‐experimental, or mixed‐method studies was 862 and in descriptive or correlation studies, 941. The majority of studies reported positive effects on liter…
An Iterative, Multidisciplinary Approach to Studying Digital Play Motivation
The aim of this article is to present the methodological approach adopted for the development and iteration of the Model of Game Motivation (MGM), a conceptual model explaining digital play motivation. A multidisciplinary, mixed-methods research design was deployed for the empirical iteration of the model. This choice was reinforced by the critical review of related literature, which revealed that a combination of evidence from multiple disciplin…
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An Iterative, Multidisciplinary Approach to Studying Digital Play Motivation
The aim of this article is to present the methodological approach adopted for the development and iteration of the Model of Game Motivation (MGM), a conceptual model explaining digital play motivation. A multidisciplinary, mixed-methods research design was deployed for the empirical iteration of the model. This choice was reinforced by the critical review of related literature, which revealed that a combination of evidence from multiple disciplin…
Young children and tablets
Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi‐experimental, or mixed‐method studies was 862 and in descriptive or correlation studies, 941. The majority of studies reported positive effects on liter…
Defining the Boundaries Between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics
This review aims to define the boundaries of four distinct research fields of Artificial Intelligence and EDucation (AIED), Computer-Supported Collaborative Learning (CSCL), Educational Data Mining (EDM), and Learning Analytics (LA). While all four fields are focused on understanding learning and teaching using technology, each field has a relatively unique or common perspective on which theoretical frameworks, methods, and ontologies might be ap…
The scalable implementation of predictive learning analytics at a distance learning university
Expressivity of creativity and creative design considerations in digital games
The engagement of university teachers with predictive learning analytics
Online Community and Citizen Science supports environmental science learning by young people
Community and citizen science in online settings could be seen as a means for young people to engage with and contribute to authentic science. Yet, there is a limited understanding of who takes part in citizen science among young people, what they learn, and through which processes, particularly in online settings. In this exploratory study, we analysed 34 in-depth interviews and log files of young people aged 11-19 years old who took part in cit…
Understanding how educational maths apps can enhance learning
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and ap…
Co‐creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education
Educational outcomes from traditionally underrepresented groups are generally worse than for their more advantaged peers. This problem is typically known as the awarding gap (we use the term awarding gap over ‘attainment gap’ as attainment places the responsibility on students to attain at equal levels) and continues to pose a challenge for educational systems across the world. While Learning Analytics (LA) dashboards help identify patterns contr…
Computer Science (7 works) · Psychology (6 works) · Analytics (4 works) · Data science (4 works) · E-Learning and Knowledge Management (4 works) · Knowledge management (4 works) · Learning analytics (4 works) · Online Learning and Analytics (4 works) · Sociology (4 works) · Mathematics education (3 works)