Resume
Researcher
ORCID: https://orcid.org/0
ResearcherID: AAV-9293-2020
Athanasios
Christopoulos
Research Fellow at University of Turku
Faculty of Mathematics and Natural Sciences Turku, Finland
Turku, Finland
Citations
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Contact Info
Resume
Professional Skills
Virtual Reality
Augmented Reality
Programming
Education
Learning Analytics
3D
Research Experience
Fellow
University of Bedfordshire October 2018 - June 2019
Department of Computer Science and Technology Luton, United Kingdom
Work Experience
Research Fellow
University of Turku August 2019 - Present
Teaching Fellow
University of Bedfordshire September 2018 - July 2019
Teaching Assistant
University of Bedfordshire September 2013 - July 2018
Education
University of Bedfordshire
2013 - 2018
Doctor of Philosophy , Computer science

Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts, and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity (avatars and immersion are key components), yet they do so they mainly focusing on the interactions that take place within the virtual world. It is the virtual world that consists the primary medium for communication and interplay. However, the lines are hard to be drawn when it comes to examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. This study covers this gap and sheds light on this lack—or, at least, inadequacy—of literature and research on the interactions that take place both in the physical and the virtual environment at the same time. In addition, it explores the impact of the instructional design decisions on increasing the learners’ incentives for interplay when trying to make sense of the virtual world, thus leading them to attain higher levels of engagement. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with the participation of Computer Science & Technology students. One of the goals was to examine the learners’ thoughts and preconceptions regarding the use of virtual worlds as an educational tool. Then, during the practical sessions, the focus was placed on monitoring students’ actions and interactions in both the physical and the virtual environment. Consequently, students were asked as a feedback to report their overall opinion on these actions and interactions undertaken. The study draws a new research direction, beyond the idea of immersion and the development of subject-specific educational interventions. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students, as well as a taxonomy of the different types of interactions that take place in Hybrid Virtual Learning contexts.

University of Bedfordshire
2011 - 2013
Master of Research , Computer science

This thesis explores the features of Second Life and OpenSim that affect the choice of academics who are planning to use a virtual world in order to meet the learning needs of their students. For the conduct of this study, what was taken into account is a preexisting framework which proposes the evaluation of virtual worlds against four dimensions: their contexts, the immersion encountered within each, their cost, and their persistence. The research aimed to validate, enhance or alter the framework on which it is based, and also highlight the similarities and differences between Second Life and OpenSim worlds, either internally or externally hosted ones, against these four dimensions. For the fulfillment of this objective, academics were interviewed and students were asked to fill in some questionnaires. However, the findings suggested that none of these options is “the best”. On the contrary, the answer to the question “Which is the ideal virtual world for the conduct of educational projects?” is “It depends on each educator’s needs”. Nevertheless, this thesis provides clear guidance to academics who face the decision to use virtual worlds for educational purposes.

University of Bedfordshire
2008 - 2011
Bachelor of Science , Computer Science
Project
Digital Escape Rooms: A Problem-Based Approach to Education and Training
The scope of this Research Topic in the journals Frontiers in Education and Frontiers in Computer Science is to collect original and high-quality research articles employing quantitative, qualitative and mixed research methods as well as review papers focused on the theoretical and practical aspects related to the design and use of digital escape rooms in education and training. Themes may include but are not limited to: - Good practices in digital escape room design; - Student-lead digital escape room co-creation; - Comparative studies; - Alignment of learning and game outcomes; More details: https://www.frontiersin.org/research-topics/27652/digital-escape-rooms-a-problem-based-approach-to-education-and-training
2021-2023 - JANUS: e-Pedagogy and Virtual Reality Based Robotic Blended Education
The project aims at setting up the foundations related to the application of Virtual Reality (VR), in Blended Learning settings, with particular focus on the field of STEM (Science, Technology, Engineering and Mathematics) education.
The Integration of Learning Analytics into Virtual & Augmented Reality Applications For STEM Education
This project aims to disseminate evidence provided by a series of ongoing practices which will be published. It will also give educators/instructors a chance to understand how tracking or exchange information using integrated learning analytic tools in VR and AR applications focusing on STEM fields.
Precision Education
Learning about innovative ways to Precision Education and investigating the consequences of the most recent concepts and issues in the educational sectors via the use of Learning Management Systems and Virtual Reality.
Adaptive Electronic Study Path in Mathematics
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