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Book part
Publication date: 9 December 2016

Theodosios Sapounidis, Ioannis Stamelos and Stavros Demetriadis

This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation…

Abstract

Purpose

This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation and entrepreneurship in this particular domain.

Methodology/approach

In the first section, we start by presenting in short the history of TUIs and then focus on tangible programming presenting the different design approaches. Then we present the opportunities for innovation and guidelines for future products.

In the second section, we review the entrepreneurial activities that combine educational toys and TUIs.

Findings

The main finding of this chapter is that although TUI design and research are still in its infancy and more design guidelines and research are required to further bridge the digital and the physical world, the first signs of entrepreneurship promise a bright future.

Research limitations

Limitations arise from the fact that many companies keep many of their financial data confidential. Thus, it was impossible to include and validate all the information that we intended to present.

Practical implications

Initially, this chapter motivates and challenges scientist to find novel innovative solutions in the field. Then, reveals the entrepreneurial opportunities and potential customers. Finally, shows the funding sources and how tangible products are offered in the market.

Social implications

We propose a new kind of toys that might alter and expand science, technology, engineering, and mathematics (STEM) in education.

Originality/value

This chapter appears to be unique in the sense that is the first that reports simultaneously on TUIs, entrepreneurship, and innovation.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Article
Publication date: 24 August 2010

Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis G. Stamelos and Ioannis A. Tsoukalas

The purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is…

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Abstract

Purpose

The purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology‐enhanced learning in an ill‐structured domain.

Design/methodology/approach

The study conditions were the same for all the students in the four learning style groups. Student learning style was the independent variable, while students' attitudes and task performance were the dependent variables of the study. Pre‐test treatment post‐test method was used. Students studied in a web‐based learning environment during treatment.

Findings

The integration of question prompts as student supporting tool in technology‐enhanced learning environments might not improve learning for all students alike independent of their learning styles.

Research limitations/implications

Small uneven groups because the researcher has no control over the student distribution across the different learning style profiles.

Practical implications

The suggestion for designers is to consider combining prompting with other scaffolding methods, in order to effectively support all students independent of their learning styles.

Originality/value

The paper combines learning in ill‐structured domains through cases and a scaffolding method based on question prompts focusing on contextual elements. The results of the study inform the designers of TELEs that although prompting can be generally helpful, parameters such as the students' learning style are able to limit the cognitive benefit emerging from the prompting intervention.

Details

Multicultural Education & Technology Journal, vol. 4 no. 3
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 30 November 2004

Athanasis Karoulis, Panagiotis Sfetsos, Ioannis Stamelos, Lefteris Angelis and Andreas Pombortsis

This study is concerned with the formal assessment of a Distance Learning Environment (DLE) created to deliver a course on UML sequence diagrams to university‐level…

Abstract

This study is concerned with the formal assessment of a Distance Learning Environment (DLE) created to deliver a course on UML sequence diagrams to university‐level students, divided into control and treatment groups. An ad‐hoc DLE was constructed to deliver instruction to the treatment group, while the control group was taught in a traditional face‐to‐face way. The main point of concern is whether a DLE can be as effective for the treatment group, as the faceto‐ face lecture is for the control group, in terms of gaining mastery on the domain. So, a controlled experiment was organized and executed, in order to measure the participants’ performance in both groups. The results have shown no statistically significant difference for both groups of students. So, it can be argued that in the context of this experiment and by following a DLE‐design close enough to the traditional face‐to‐face approach, one can obtain equally good results using distance learning as with the traditional system. However, a number of concerns remain and more work is needed to generalize the results of this work on other domains.

Details

Interactive Technology and Smart Education, vol. 1 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Book part
Publication date: 9 December 2016

Abstract

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Book part
Publication date: 9 December 2016

Lida P. Kyrgidou, Theodosios Sapounidis and Ioannis Stamelos

The current study addresses an entrepreneurial program offered by a Greek Higher Education Institution – Aristotle University of Thessaloniki – to Information and…

Abstract

Purpose

The current study addresses an entrepreneurial program offered by a Greek Higher Education Institution – Aristotle University of Thessaloniki – to Information and Communication Technology undergraduate students and examines its effect on participants’ attitudes and perceptions towards entrepreneurship, within the wider context of entrepreneurship and education.

Methodology/approach

The program is part of a wider pilot project called “InnoEntre.” The particular pilot program is provided in cooperation with Aarhus University of Denmark. The objective was for Danish and Greek students attending the particular course to interact, come up with a novel idea, and transform it through a business plan, into a value-creating outcome, while presenting the steps, actions, experiences, and insight through the pilot program.

Findings

The study offers important implications sharpening knowledge around the area of entrepreneurship, focusing on the intersection between entrepreneurship and education. It highlights key dimensions critical for the successful combination of these two fields, pointing to the importance of young individuals’ perceptions and attitudes towards Innovation-Entrepreneurship Education (I&E), their expectations and particular needs from related educational programs, antecedents of entrepreneurial intention, etc.

Originality/value

Findings contribute to the combination of components to approach the wider fields of I&E, besides the University context, highlighting their multidisciplinary nature. Furthermore, the study adds to innovative pedagogy, highlighting the importance of the use of certain appropriate methods, models, and practices, and the use of ICT in supporting the development of business ideas into actual ventures. The study equally outlines critical managerial implications for entrepreneurs, managers, and policy-makers alike that can foster entrepreneurial activity undertaking among the youth.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Content available
Book part
Publication date: 19 December 2013

Abstract

Details

Openness and Education
Type: Book
ISBN: 978-1-78190-685-9

Book part
Publication date: 9 December 2016

Abstract

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Book part
Publication date: 19 December 2013

Abstract

Details

Openness and Education
Type: Book
ISBN: 978-1-78190-685-9

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