Stavros Demetriadis
Dados Biográficos
| ID | 6770570 |
|---|---|
| NOME | Stavros Demetriadis |
| PRENOMES | Stavros |
| SOBRENOME | Demetriadis |
| ASSINATURA | DEMETRIADIS S |
| AFILIAÇÕES | Aristotle University of Thessaloniki |
| ORCID | 0000-0002-1561-6372 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics
Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within ever…
K-12 Teachers’ Acceptance and Resistance Perceptions of Learning Analytics Adoption
Learning analytics (LA) is an educational innovation that enhances teaching practices and facilitates student learning. However, the degree of LA adoption across schools remains limited, and teachers who adopt LA do not engage with it consistently. Based on the unified theory of acceptance and use of technology (UTAUT) as a framework, we conducted a perception survey and five focus group interviews with K-12 teachers, aiming to identify their exp…
Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction
Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teacher…
Ethical issues in learning analytics
Latent Class Modeling of Children’s Preference Profiles on Tangible and Graphical Robot Programming
Contribution: Prior studies on tangible versus graphical user interfaces have reported controversial findings concerning children's preferences. This paper shows that their preference profiles in the domain of introductory programming are associated with gender and age for both interfaces. Background: The relevant literature mainly consists of empirical research into the possible advantages and weaknesses of tangible user interfaces versus graphi…
Advancing students’ computational thinking skills through educational robotics
Sem obras proeminentes nesta página.
Advancing students’ computational thinking skills through educational robotics
Latent Class Modeling of Children’s Preference Profiles on Tangible and Graphical Robot Programming
Contribution: Prior studies on tangible versus graphical user interfaces have reported controversial findings concerning children's preferences. This paper shows that their preference profiles in the domain of introductory programming are associated with gender and age for both interfaces. Background: The relevant literature mainly consists of empirical research into the possible advantages and weaknesses of tangible user interfaces versus graphi…
Ethical issues in learning analytics
Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction
Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teacher…
K-12 Teachers’ Acceptance and Resistance Perceptions of Learning Analytics Adoption
Learning analytics (LA) is an educational innovation that enhances teaching practices and facilitates student learning. However, the degree of LA adoption across schools remains limited, and teachers who adopt LA do not engage with it consistently. Based on the unified theory of acceptance and use of technology (UTAUT) as a framework, we conducted a perception survey and five focus group interviews with K-12 teachers, aiming to identify their exp…
An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics
Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within ever…
Computer Science (5 obras) · Psychology (5 obras) · Learning analytics (4 obras) · Online Learning and Analytics (4 obras) · Analytics (3 obras) · Data science (3 obras) · Knowledge management (3 obras) · Mathematics education (3 obras) · Perception (3 obras) · Teaching and Learning Programming (3 obras)