2023
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 | BernardoTabuenca,; Leo-Ramirez, Alejandro; Uche-Soria, Manuel; Tovar, Edmundo; Greller, Wolfgang; Rodosthenous, Christos; Mavrotheris, Efstathios Unlocking the Potential of IoT for Interactive and Collaborative Learning: Case Studies in Higher Education Proceedings 2023, ISBN: 978-3-031-53022-7. @proceedings{icl2023,
title = {Unlocking the Potential of IoT for Interactive and Collaborative Learning: Case Studies in Higher Education},
author = {BernardoTabuenca and Alejandro Leo-Ramirez and Manuel Uche-Soria and Edmundo Tovar and Wolfgang Greller and Christos Rodosthenous and Efstathios Mavrotheris},
editor = { Michael E. Auer and Uriel R. Cukierman and Eduardo Vendrell Vidal and Edmundo Tovar Caro},
url = {https://www.christosrodosthenous.info/wp-content/uploads/2023/10/1252.pdf},
doi = {10.1007/978-3-031-53022-7_43},
isbn = {978-3-031-53022-7},
year = {2023},
date = {2023-09-29},
urldate = {2023-09-29},
booktitle = {Proceedings of the 26th International Conference on Interactive Collaborative Learning},
abstract = {This paper presents two case studies that explore the integration of environmental awareness and IoT technology in interactive and collaborative learning environments. In the first case study, a comprehensive assessment was conducted to measure the digital data competence of university students in relation to their understanding of standards and regulations for healthy and energy efficient learning spaces. The assessment encompassed their knowledge of relevant variables for classroom health, such as temperature, humidity, CO2 levels, and lighting, as well as their familiarity with recommended energy-saving thresholds. The results highlighted gaps in digital data competence among the participants, indicating a need for targeted interventions to enhance their understanding and awareness of these standards. The results of the second case study demonstrated the effectiveness of the serious game in promoting student engagement and facilitating their understanding of the importance of adhering to recommended thresholds. By integrating digital data competence, and IoT technology, universities can empower students to become active participants in creating healthy and energy-efficient classrooms. Furthermore, by utilizing data from IoT systems, students can enhance their skills in data management, machine learning, artificial intelligence, and other data processing techniques. This integration provides them with valuable hands-on experience in working with real-world data, analyzing patterns, and making data-driven decisions.},
keywords = {e-learning, Environmental Education},
pubstate = {published},
tppubtype = {proceedings}
}
This paper presents two case studies that explore the integration of environmental awareness and IoT technology in interactive and collaborative learning environments. In the first case study, a comprehensive assessment was conducted to measure the digital data competence of university students in relation to their understanding of standards and regulations for healthy and energy efficient learning spaces. The assessment encompassed their knowledge of relevant variables for classroom health, such as temperature, humidity, CO2 levels, and lighting, as well as their familiarity with recommended energy-saving thresholds. The results highlighted gaps in digital data competence among the participants, indicating a need for targeted interventions to enhance their understanding and awareness of these standards. The results of the second case study demonstrated the effectiveness of the serious game in promoting student engagement and facilitating their understanding of the importance of adhering to recommended thresholds. By integrating digital data competence, and IoT technology, universities can empower students to become active participants in creating healthy and energy-efficient classrooms. Furthermore, by utilizing data from IoT systems, students can enhance their skills in data management, machine learning, artificial intelligence, and other data processing techniques. This integration provides them with valuable hands-on experience in working with real-world data, analyzing patterns, and making data-driven decisions. |
 | Rodosthenous, Christos; Mavrotheris, Efstathios; Greller, Wolfgang; Tabuenca, Bernardo Creating Environmental Awareness in Education through IoT and Gamification Proceedings Article In: E., Auer Michael; Wolfgang, Pachatz; Tiia, Rüütmann (Ed.): Learning in the Age of Digital and Green Transition. ICL 2022. , pp. 657–668, Springer International Publishing, Cham, 2023, ISBN: 978-3-031-26190-9. @inproceedings{rodosthenous2022icl2022,
title = {Creating Environmental Awareness in Education through IoT and Gamification},
author = {Christos Rodosthenous and Efstathios Mavrotheris and Wolfgang Greller and Bernardo Tabuenca},
editor = {Auer Michael E. and Pachatz Wolfgang and Rüütmann Tiia},
url = {https://www.christosrodosthenous.info/wp-content/uploads/2023/10/978-3-031-26190-9_69.pdf},
doi = {10.1007/978-3-031-26190-9_69},
isbn = {978-3-031-26190-9},
year = {2023},
date = {2023-02-23},
urldate = {2023-02-23},
booktitle = {Learning in the Age of Digital and Green Transition. ICL 2022. },
pages = {657--668},
publisher = {Springer International Publishing},
address = {Cham},
series = {Lecture Notes in Networks and Systems},
abstract = {In this paper, we present our efforts and plans for creating environmental awareness towards plants and greenery, while educating children and their teachers in ecological learning spaces. Our approach aims to stimulate knowledge and appreciation of plants and the effects of plants in classrooms, offices, homes and open learning spaces, which have hitherto been undervalued. By promoting plant appreciation at young ages and the use of plants for learning, we aim to lay the foundations for wider environmental awareness and positive attitudes towards nature. In parallel, we enhance the learning experience with advanced sensor and Internet of Things (IoT) technologies, stimulating interactive learning via gamification. Utilising this technology-enhanced approach with gamified data sets, pupils will not only learn basic facts about plants, but also learn about the needed care and responsibilities towards them, in order to establish a wide-ranging plant supported school climate. Towards that goal, we describe a number of gamification elements in the context of smart IoT planters and an accompanying visualisation dashboard.},
keywords = {Environmental Education, Gamification, IoT},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we present our efforts and plans for creating environmental awareness towards plants and greenery, while educating children and their teachers in ecological learning spaces. Our approach aims to stimulate knowledge and appreciation of plants and the effects of plants in classrooms, offices, homes and open learning spaces, which have hitherto been undervalued. By promoting plant appreciation at young ages and the use of plants for learning, we aim to lay the foundations for wider environmental awareness and positive attitudes towards nature. In parallel, we enhance the learning experience with advanced sensor and Internet of Things (IoT) technologies, stimulating interactive learning via gamification. Utilising this technology-enhanced approach with gamified data sets, pupils will not only learn basic facts about plants, but also learn about the needed care and responsibilities towards them, in order to establish a wide-ranging plant supported school climate. Towards that goal, we describe a number of gamification elements in the context of smart IoT planters and an accompanying visualisation dashboard. |
2022
|
 | Rodosthenous, Christos; Mavrotheris, Stathis Applying Gamification Mechanics in an Environmental Education SPOC Proceedings Article In: Proceedings of the 14th annual International Conference on Education and New Learning Technologies, pp. 9818-9825, IATED, 2022. @inproceedings{rodosthenous2022edulearn,
title = { Applying Gamification Mechanics in an Environmental Education SPOC},
author = {Christos Rodosthenous and Stathis Mavrotheris},
url = {https://www.christosrodosthenous.info/wp-content/uploads/2022/05/APPLYING_GAMIFICATION_MECHANICS_IN_AN_ENVIRONMENTAL_EDUCATION_SPOC.pdf
https://dx.doi.org/10.21125/edulearn.2022.2370},
doi = {10.21125/edulearn.2022.2370},
year = {2022},
date = {2022-07-04},
urldate = {2022-07-04},
booktitle = {Proceedings of the 14th annual International Conference on Education and New Learning Technologies},
pages = {9818-9825},
publisher = {IATED},
series = {14th International Conference on Education and New Learning Technologies},
abstract = {In this paper we present our work for applying gamification mechanics for an environmental Education Small Private Online Course (SPOC) in the framework of the Erasmus+ project titled “Teaching Environmental Awareness with Smart IoT Planters in Learning Spaces”. The TEASPILS project focuses on creating environmental awareness towards plants and greenery, educating young people and their teachers towards ecological learning spaces. The project’s actions will promote and foster awareness of environmental issues in an educational context. The project team designed a SPOC for 30 learners to introduce the project goals and strengthen environmental awareness, build responsibility among students, show connections in the natural sciences, and improve the social and indoor climate through plants in classrooms. The SPOC is delivered in 5 online sessions of 2 hours each and a final session in physical presence. These sessions cover a range of topics such as Planters, the connection of plants with Humans and society in general actions research, and sensors and visualization technology. The SPOC is delivered using the Moodle Learning Management System and includes multimodal content and activities. In particular, the course includes content in the form of video presentations, reading material, links to relevant websites, discussion forums for learners to introduce themselves and promote collaboration on topics related to the project. Moreover, the course introduces a self-evaluation quiz for each session and activities, such as to prepare a learning scenario for a plant education course.
A practice that finds increasing usage in the educational domain is Gamification, which refers to the application of game design elements in non-game contexts (e.g., classroom, training, marketing, fitness apps). Gamification is used to engage and motivate users, provide the element of fun, challenge, competition, and provide meaningful feedback to learners. To increase participation and engagement for the SPOC, we proposed certain gamification mechanics, including badges, leaderboards, a level up system and certificates which were implemented and fully integrated in the LMS and applied in the specific group of learners. We present these gamification elements and how these are applied in the aforementioned SPOC. A badge system is incorporated in the course and connected to the self-evaluation quizzes and collaboration activities. In addition, a number of badges are designed in that context and manually assigned to learners when they complete a certain task. Since the group of learners is diverse, we also proposed other gamification mechanics to accommodate the needs of different types of learners, such as leaderboards which are more suitable for learners who are antagonistic.
Our work also includes statistics on how the learners interacted with the course and a mapping of our learners with the corresponding player type, based on Marczewki’s user type hexad, which is used to identify proper gamification mechanics for each user type. To conclude, we also provide pointers to our future work for designing a gamification approach for the different activities and components of the TEASPILS project.},
keywords = {Environmental Education, Gamification, IoT},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we present our work for applying gamification mechanics for an environmental Education Small Private Online Course (SPOC) in the framework of the Erasmus+ project titled “Teaching Environmental Awareness with Smart IoT Planters in Learning Spaces”. The TEASPILS project focuses on creating environmental awareness towards plants and greenery, educating young people and their teachers towards ecological learning spaces. The project’s actions will promote and foster awareness of environmental issues in an educational context. The project team designed a SPOC for 30 learners to introduce the project goals and strengthen environmental awareness, build responsibility among students, show connections in the natural sciences, and improve the social and indoor climate through plants in classrooms. The SPOC is delivered in 5 online sessions of 2 hours each and a final session in physical presence. These sessions cover a range of topics such as Planters, the connection of plants with Humans and society in general actions research, and sensors and visualization technology. The SPOC is delivered using the Moodle Learning Management System and includes multimodal content and activities. In particular, the course includes content in the form of video presentations, reading material, links to relevant websites, discussion forums for learners to introduce themselves and promote collaboration on topics related to the project. Moreover, the course introduces a self-evaluation quiz for each session and activities, such as to prepare a learning scenario for a plant education course.
A practice that finds increasing usage in the educational domain is Gamification, which refers to the application of game design elements in non-game contexts (e.g., classroom, training, marketing, fitness apps). Gamification is used to engage and motivate users, provide the element of fun, challenge, competition, and provide meaningful feedback to learners. To increase participation and engagement for the SPOC, we proposed certain gamification mechanics, including badges, leaderboards, a level up system and certificates which were implemented and fully integrated in the LMS and applied in the specific group of learners. We present these gamification elements and how these are applied in the aforementioned SPOC. A badge system is incorporated in the course and connected to the self-evaluation quizzes and collaboration activities. In addition, a number of badges are designed in that context and manually assigned to learners when they complete a certain task. Since the group of learners is diverse, we also proposed other gamification mechanics to accommodate the needs of different types of learners, such as leaderboards which are more suitable for learners who are antagonistic.
Our work also includes statistics on how the learners interacted with the course and a mapping of our learners with the corresponding player type, based on Marczewki’s user type hexad, which is used to identify proper gamification mechanics for each user type. To conclude, we also provide pointers to our future work for designing a gamification approach for the different activities and components of the TEASPILS project. |
