Publications

2023

Journal Articles

1. [J30]	Garzón, J., Montes, L., Garzón, J., & Lampropoulos, G. (2023). Systematic Review of Technology in Aeroponics: Introducing the Technology Adoption and Integration in Sustainable Agriculture Model. Agronomy, 13(10), 2517. https://doi.org/10.3390/agronomy13102517
   	Aeroponics is a soilless agricultural technique that grows plants by misting their roots with a nutrient-rich solution. Technology has transformed aeroponics by providing it with benefits such as the control of environmental factors, automated nutrient delivery, and the monitoring of plant health. This paper presents a systematic review of 47 studies to identify the status and tendencies in the usage of technology in aeroponics as well as the main opportunities and challenges. Furthermore, this paper introduces the Technology Adoption and Integration in Sustainable Agriculture (TAISA) model. TAISA is a model that identifies the degree of technology integration in any sustainable agriculture system to determine how technology affects production and quality. The systematic review indicates that the most common technology in aeroponics is sensing technology and Industry 4.0. These technologies have brought multiple benefits such as sustainability and time efficiency. Conversely, the studies highlighted technical complexity and power dependency as the main challenges in technology-assisted aeroponics. Finally, the TAISA model reveals that technology has primarily been employed in creating new processes that are only possible to implement with the help of technology. Therefore, we conclude that technology use has taken root in aeroponics and can be promoted to improve sustainable agriculture. @article{garzon_2023_systematic, author = {Garz{\'o}n, Juan and Montes, Luis and Garz{\'o}n, Jorge and Lampropoulos, Georgios}, doi = {10.3390/agronomy13102517}, journal = {Agronomy}, number = {10}, pages = {2517}, title = {Systematic Review of Technology in Aeroponics: Introducing the Technology Adoption and Integration in Sustainable Agriculture Model}, url = {https://doi.org/10.3390/agronomy13102517}, volume = {13}, year = {2023} } 10.3390/agronomy13102517

2. [J29]	Antón-Sancho, Á., Vergara, D., Lampropoulos, G., & Fernández-Arias, P. (2023). Digital Generation Influence on the Post-COVID-19 Use of Digital Technologies in Engineering Education: A Statistical Study. Electronics, 12(19), 3989. https://doi.org/10.3390/electronics12193989
   	The COVID-19 pandemic caused a global health crisis that led to a sudden migration of many educational activities to digital environments. This migration affected the digitization process of higher education. This paper conducts a quantitative statistical analysis of the impact that the COVID-19 pandemic had on the habits of use of information and communication technologies (ICT) among 426 Latin American university professors in engineering areas. In particular, this impact has been analyzed in terms of the digital generation of the participating professors. To achieve this, the responses given by them on a validated questionnaire were examined for the purposes of this research. As a result, the COVID-19 pandemic has led to an increase of up to 47% in the use of ICT among engineering professors, but unevenly according to the different uses of these tools within the teaching activity. In addition, in engineering areas, it seems that digital natives have increased their use of ICT more than digital immigrants after the pandemic (between 8% and 20%, depending on the type of digital tool in question). It is suggested that universities take measures for the digital integration of older professors. @article{antonsancho_2023_digital, author = {Ant{\'o}n-Sancho, {\'A}lvaro and Vergara, Diego and Lampropoulos, Georgios and Fern{\'a}ndez-Arias, Pablo}, doi = {10.3390/electronics12193989}, journal = {Electronics}, number = {19}, pages = {3989}, title = {Digital Generation Influence on the {Post-COVID-19} Use of Digital Technologies in Engineering Education: A Statistical Study}, url = {https://doi.org/10.3390/electronics12193989}, volume = {12}, year = {2023} } 10.3390/electronics12193989

3. [J28]	Lampropoulos, G. (2023). Recommender systems in education: A literature review and bibliometric analysis. Advances in Mobile Learning Educational Research, 3(2), 829–850. https://doi.org/10.25082/amler.2023.02.011
   	This study aims to provide an overview regarding the use of recommender systems in education through a systematic review and a bibliometric analysis. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was followed and a total of 1,622 related documents from Scopus and WoS are examined from 2001 to 2022. The study goes over the literature and describes personalized learning, artificial intelligence (AI) in education as well as recommender systems and educational recommender systems. Besides descriptive statistics about the document collection, the result analysis involves the citation, sources, authors, affiliations, countries, and document information and categories of the related articles. The thematic evolution of the topic throughout the years is also examined. Based on the results, the recency and significance of recommender systems and their potentials in the educational domain were evident. Their ability to take into account learners’ unique traits, experiences, skills, and preferences was highlighted. Recommender systems emerged as a learning tool that can empower learners, improve education quality and learning outcomes, increase learners’ motivation, engagement, achievements, and satisfaction, and enable learners to be in charge of their own learning. Finally, recommender systems arose as an effective educational tool that can promote and improve adaptive learning and personalized learning. @article{lampropoulos_2023_recommender, author = {Lampropoulos, Georgios}, doi = {10.25082/amler.2023.02.011}, journal = {Advances in Mobile Learning Educational Research}, number = {2}, pages = {829--850}, title = {Recommender systems in education: A literature review and bibliometric analysis}, url = {https://doi.org/10.25082/AMLER.2023.02.011}, volume = {3}, year = {2023} } 10.25082/amler.2023.02.011

4. [J27]	Ateş, H., Garzón, J., & Lampropoulos, G. (2023). Evaluating science teachers’ flipped learning readiness: a GETAMEL approach test. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2023.2255232
   	Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers’ flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers’ flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers’ flipped teaching readiness. @article{ates_2023_evaluating, author = {Ate{\c{s}}, H{\"u}seyin and Garz{\'o}n, Juan and Lampropoulos, Georgios}, doi = {10.1080/10494820.2023.2255232}, journal = {Interactive Learning Environments}, pages = {1--18}, title = {Evaluating science teachers' flipped learning readiness: a {GETAMEL} approach test}, url = {https://doi.org/10.1080/10494820.2023.2255232}, year = {2023} } 10.1080/10494820.2023.2255232

5. [J26]	Lampropoulos, G. (2023). Educational benefits of digital game-based learning: K-12 teachers’ perspectives and attitudes. Advances in Mobile Learning Educational Research, 3(2), 805–817. https://doi.org/10.25082/amler.2023.02.008
   	This study aims to examine K-12 teachers’ perspectives and attitudes toward the benefits of adopting and integrating digital game-based learning in education. The study involves 158 teachers of primary education and secondary education who filled in a 37-question questionnaire. Overall, teachers had significantly positive perspectives and attitudes. In contrast to their age and level of education in which they taught, teachers’ educational background, gender, and teaching experience were correlated with their responses. Based on the results, most teachers were familiar with digital games and their use in educational settings and had previous experience in adopting digital game-based learning in their classrooms. The lack of equipment, digital skills, and training emerged as the primary challenges that they face. Concerning its general benefits in education, digital game-based learning emerged as an effective educational approach that can be applied in various subjects and offer interactive and student-centered learning environments. Regarding the benefits it can yield for teachers, digital game-based learning emerged as a useful educational approach that can facilitate and enrich the teaching process as it improves teachers’ communication and digital skills and enables them to create motivational virtual learning environments that would consciously engage and encourage students to actively participate in educational activities and that would promote collaborative learning. In terms of the educational benefits that it can yield for students, digital game-based learning was evaluated as a valuable pedagogical approach that can enhance students’ cognitive and social-emotional development, enhance their digital competencies, improve their learning motivation, engagement, and achievements, and increase their joy, autonomy, critical thinking, creativity, and imagination. Finally, digital game-based learning emerged as an effective educational approach that can be used at all educational levels and in both face-to-face and online learning to meet the new educational requirements, provide benefits for teachers and students, and improve the overall quality of education. @article{lampropoulos_2023_educationalb, author = {Lampropoulos, Georgios}, doi = {10.25082/amler.2023.02.008}, journal = {Advances in Mobile Learning Educational Research}, number = {2}, pages = {805--817}, title = {Educational benefits of digital game-based learning: K-12 teachers' perspectives and attitudes}, url = {https://doi.org/10.25082/AMLER.2023.02.008}, volume = {3}, year = {2023} } 10.25082/amler.2023.02.008

6. [J25]	Lampropoulos, G. (2023). Artificial intelligence in smart grids: A bibliometric analysis and scientific mapping study. Journal of Mechatronics, Electrical Power, and Vehicular Technology, 14(1), 11–34. https://doi.org/10.14203/j.mev.2023.v14.11-34
   	The realization of sustainable development and sustainable development goals achievement are essential. Hence, the power sector digitalization is imminent. This bibliometric and mapping study aims to explore the use of artificial intelligence in smart grids and how the topic has evolved over the years. In total, ten research questions are set to be explored. The analysis includes 1,926 articles that were identified and retrieved from Scopus and Web of Science (WoS) over the period 2005 to 2022. The analysis includes the descriptive statistics of the related studies and the annual scientific production, the identification of the most relevant and impactful authors, articles, outlets, affiliations, and countries, and the examination of the most commonly used keywords. The most popular topics and the advancement of the research focus are also explored. The study examines the results, discusses the main findings, presents open issues, and suggests new research directions. The significant role of artificial intelligence in the realization of smart grids and the digitalization of the power sector to enable sustainable development and the achievement of sustainable development goals was evident. @article{lampropoulos_2023_artificialb, author = {Lampropoulos, Georgios}, doi = {10.14203/j.mev.2023.v14.11-34}, journal = {Journal of Mechatronics, Electrical Power, and Vehicular Technology}, number = {1}, pages = {11--34}, title = {Artificial intelligence in smart grids: A bibliometric analysis and scientific mapping study}, url = {https://doi.org/10.14203/j.mev.2023.v14.11-34}, volume = {14}, year = {2023} } 10.14203/j.mev.2023.v14.11-34

7. [J24]	Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2023). Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education. Education Sciences, 13(6), 618. https://doi.org/10.3390/educsci13060618
   	This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and analyzes the results of a 49-item paper-based questionnaire. In total, 8 research questions were explored. The results of the study revealed that several educational benefits can be yielded when integrating such applications in teaching and learning activities and actively involving students in the design and development process. In particular, the application was assessed as an effective learning tool that could enrich and improve the educational process and create interactive, inclusive, and student-centered learning environments. Its use led mostly to positive effects and experiences while maintaining the negative ones to a minimum and most students expressed positive emotions. Students were able to learn in a more enjoyable and interesting manner, and their motivation, engagement, self-efficacy, and immersion were greatly increased. Students’ innate need for autonomy, competence, and relatedness was satisfactorily met and both their intrinsic and extrinsic learning motivations were triggered. They felt a sense of belonging and cultivated their social skills. The potential of the application to improve students’ knowledge acquisition and academic achievements was also observed. The application also enabled students to improve their computational thinking and critical thinking skills. Therefore, the potential of combining augmented reality, gamification, and serious games to enhance students’ cognitive and social–emotional development was highlighted. @article{lampropoulos_2023_integrating, doi = {10.3390/educsci13060618}, url = {https://doi.org/10.3390/educsci13060618}, year = {2023}, month = jun, publisher = {{MDPI} {AG}}, volume = {13}, number = {6}, pages = {618}, author = {Lampropoulos, Georgios and Keramopoulos, Euclid and Diamantaras, Konstantinos and Evangelidis, Georgios}, title = {Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education}, journal = {Education Sciences} } 10.3390/educsci13060618

8. [J23]	Lampropoulos, G., & Admiraal, W. (2023). The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review. International Journal on Studies in Education, 5(4), 348–440. https://doi.org/10.46328/ijonse.161
   	The study aims to provide a cohesive overview and summary of the COVID-19 pandemic impact on primary education, secondary education, and K-12 education through an extensive literature review. The review focused on global educational stakeholders’ perspectives, attitudes, sentiments, opinions, and experiences. This study includes and analyzes 205 articles published from January 2020 to December 2022. The scientific databases SCOPUS and Web of Science were used. Specifically, the 15 research questions to be addressed and the methodology are presented. An in-depth synthesis of the related studies is provided based on the educational level and educational stakeholders’ type. The results of the data extracted from the articles (e.g., main findings, aims, focus group, research method, sample, measurement-research tools, etc.) are examined. The findings are summarized, discussed, and compared to those of previous review articles about online learning prior to the COVID-19 pandemic. Conclusive statements, implications, and future research directions are also provided. @article{lampropoulos_2023_impact, doi = {10.46328/ijonse.161}, url = {https://doi.org/10.46328/ijonse.161}, year = {2023}, month = jun, publisher = {{ISTES} Organization}, volume = {5}, number = {4}, pages = {348--440}, author = {Lampropoulos, Georgios and Admiraal, Wilfried}, title = {The Impact of {COVID}-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review}, journal = {International Journal on Studies in Education} } 10.46328/ijonse.161

9. [J22]	Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis. Electronics, 12(7), 1595. https://doi.org/10.3390/electronics12071595
   	English has become the most important language for communication worldwide, but learning it as a second language presents multiple challenges. Given its multimedia nature, mobile learning is an ally in learning this language. However, although the use of mobile devices in English education has been broadly documented, there is little evidence of its effect on students’ learning. This article presents a meta-analysis of 62 studies to assess the effects of mobile learning on students’ learning. Moreover, the study considered the moderating effect of education level, pedagogical approach, learning environment, mobile device, and control treatment. The results show that mobile learning has a large effect (𝑔=0.89) on students’ learning. Regarding education level, the best results were found at the Bachelor’s level. Similarly, collaborative learning provided the best results among the pedagogical approaches. As for the learning environment, semi-formal settings, such as field trips and outdoor activities, performed better than formal settings within classrooms or laboratories. Furthermore, smartphones yielded better results than any other mobile device. Finally, the results indicated that mobile learning produces better results than traditional lectures, traditional pedagogical tools, or other multimedia resources. Therefore, it should be promoted as a pedagogical alternative to foster quality education for all. @article{garzon_2023_effects, doi = {10.3390/electronics12071595}, url = {https://doi.org/10.3390/electronics12071595}, year = {2023}, publisher = {{MDPI} {AG}}, volume = {12}, number = {7}, pages = {1595}, author = {Garz{\'{o}}n, Juan and Lampropoulos, Georgios and Burgos, Daniel}, title = {Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis}, journal = {Electronics} } 10.3390/electronics12071595

10. [J21]	Bacca-Acosta, J., Tejada, J., Lampropoulos, G., & Avila, C. (2023). Comparative Eye-Tracking Study Between a Virtual Reality System and a Desktop Environment for Learning the Prepositions of Place in English. CALICO Journal, 40(1). https://doi.org/10.1558/cj.22803
    	Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to close part of this gap, this article reports on the results of a comparative eye-tracking study conducted with 80 university students on the effectiveness of a VR system and a desktop application for learning English prepositions of place. The results show that students using the VR system significantly outperformed those using a 2D application for learning English prepositions of place. However, students spent more time and made more mistakes in the VR system. The easiest English preposition was “on” and the most difficult one was “below” for the desktop application, and “behind” for the VR system. Some implications and recommendations for teachers are provided based on the results. @article{baccaacosta_2023_comparative, doi = {10.1558/cj.22803}, url = {https://doi.org/10.1558/cj.22803}, year = {2023}, month = feb, publisher = {Equinox Publishing}, volume = {40}, number = {1}, author = {Bacca-Acosta, Jorge and Tejada, Julian and Lampropoulos, Georgios and Avila, Cecilia}, title = {Comparative Eye-Tracking Study Between a Virtual Reality System and a Desktop Environment for Learning the Prepositions of Place in English}, journal = {{CALICO} Journal} } 10.1558/cj.22803

11. [J20]	Marı́n-Marı́n José-Antonio, López-Belmonte, J., Lampropoulos, G., & Moreno-Guerrero, A.-J. (2023). Influence of the application of a reading plan on motivation, emotional intelligence, fluency and reading comprehension in Spanish primary school students. Texto Livre, 16. https://doi.org/10.1590/1983-3652.2023.41548
    	Reading is positioned as an important skill in people’s daily lives. That is why work is done and time is dedicated to its development in educational centers through didactic proposals that are compiled in the Reading Plan. This research focuses on knowing the impact of the Reading Plan on various dimensions such as motivation, emotional intelligence, fluency and reading comprehension in primary school students from different educational centers in Spain. For this, a quantitative methodology has been followed with a pre-post quasi-experimental design with a control and an experimental group. 331 students enrolled between 5th and 6th grade of said educational stage participated in the study. The data has been collected through many validated instruments (Questionnaire of Motivated Strategies for Learning, BarOn Emotional Intelligence Inventory and the EMLE-TALE 2000) for the objectives pursued. After the statistical analysis, the results obtained reveal how the increase in emotional intelligence of the experimental group has improved the students’ motivation, both intrinsically and extrinsically, and this has favoured the acquisition of greater fluency and reading comprehension concerning the control group. It is concluded that motivation, emotional intelligence, fluency and reading comprehension are higher in experimental group than those achieved by students in the control group. This shows that the Reading Plan developed by the experimental group positively impacts the improvement of these dimensions in the students. @article{marinmarin_2023_influence, doi = {10.1590/1983-3652.2023.41548}, url = {https://doi.org/10.1590/1983-3652.2023.41548}, year = {2023}, publisher = {{FapUNIFESP} ({SciELO})}, volume = {16}, author = {Mar{\'{\i}}n-Mar{\'{\i}}n, Jos{\'{e}}-Antonio and L{\'{o}}pez-Belmonte, Jes{\'{u}}s and Lampropoulos, Georgios and Moreno-Guerrero, Antonio-Jos{\'{e}}}, title = {Influence of the application of a reading plan on motivation, emotional intelligence, fluency and reading comprehension in Spanish primary school students}, journal = {Texto Livre} } 10.1590/1983-3652.2023.41548

12. [J19]	López-Belmonte, J., Pozo-Sánchez, S., Moreno-Guerrero, A.-J., & Lampropoulos, G. (2023). Metaverse in Education: a systematic review. Revista De Educación a Distancia (RED), 23(73). https://doi.org/10.6018/red.511421
    	Addressing the new educational needs and requirements still remains a challenge. Moreover, due to the COVID-19 pandemic and the technological advancements, learning environments are being transformed. Metaverse is a computer-generated lifelike 3D virtual extension of the physical world as it immerses users, allows them to interact with others and with digital objects, and eliminates the constraints of distance and time differences. It is characterized by persistence, interactivity, and embodiment. The use of the metaverse in educational and training processes to create new learning environments that allow learners to function in a parallel, safe and personalized reality is gaining ground. The aim of this study is to analyze the existing research into the metaverse in the educational field. Hence, a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases. To provide more complete and constructive results, no year, educationallevel, or subject restrictions were set.As metaverse is a new topic and taking the inclusion and exclusion criteria into account, a total of 17 articles has been analyzed. Based on the findings, metaverse has the potential to enrich and transform education and lead to increased learning outcomes and enhanced students’ engagement and motivation. Despite this fact, the use of metaverse in education is in its infancy, thus, more research and experiments should be carried out in all educational levels and populations to assess its impact and improve its effectiveness. Finally, the need for designing valid instruments to evaluate the educational experiences generated within the metaverse was evident @article{lopezbelmonte_2023_metaverse, doi = {10.6018/red.511421}, url = {https://doi.org/10.6018/red.511421}, year = {2023}, publisher = {Servicio de Publicaciones de la Universidad de Murcia}, volume = {23}, number = {73}, author = {L{\'{o}}pez-Belmonte, Jes{\'{u}}s and Pozo-S{\'{a}}nchez, Santiago and Moreno-Guerrero, Antonio-Jos{\'{e}} and Lampropoulos, Georgios}, title = {Metaverse in Education: a systematic review}, journal = {Revista de Educaci{\'{o}}n a Distancia ({RED})} } 10.6018/red.511421

Book Chapters

1. [BC3]	Lampropoulos, G. (2023). Augmented Reality and Artificial Intelligence in Education: Toward Immersive Intelligent Tutoring Systems. In Augmented Reality and Artificial Intelligence (pp. 137–146). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-27166-3_8
   	The integration of Artificial Intelligence (AI) and Augmented Reality (AR) in education as a means to address the new educational needs and to provide high quality education is gaining ground. AR provides engaging, interactive and motivating mixed reality environments while AI offers personalized experiences. The aim of this chapter is to explore how the convergence of AI and AR can impact the educational domain and lead to the development of more interactive and immersive Intelligent Tutoring Systems (ITS). This chapter presents the technologies of AI, AR and ITS and examines their use in educational settings. Then, it showcases the findings of recent related studies, discusses the potentials and merits that their combination engenders in educational contexts and provides future research directions. Based on the findings, it can be said that the convergence of AI and AR can result in the development of interactive, immersive, engaging and personalized learning experiences. These experiences can be applied in all educational levels and have the potential to take into account learners’ psychological, cognitive and motivational states as well as their unique characteristics, knowledge, preferences, interests and performance. These experiences can help to meet the educational demand, positively impact teaching and learning activities and increase learning outcomes and motivation. @incollection{lampropoulos_2023_augmentedb, doi = {10.1007/978-3-031-27166-3_8}, url = {https://doi.org/10.1007/978-3-031-27166-3_8}, year = {2023}, publisher = {Springer Nature Switzerland}, pages = {137--146}, author = {Lampropoulos, Georgios}, title = {Augmented Reality and Artificial Intelligence in Education: Toward Immersive Intelligent Tutoring Systems}, booktitle = {Augmented Reality and Artificial Intelligence} } 10.1007/978-3-031-27166-3_8

2. [BC2]	Lampropoulos, G. (2023). Artificial Intelligence, Big Data, and Machine Learning in Industry 4.0. In Encyclopedia of Data Science and Machine Learning (pp. 2101–2109). IGI Global. https://doi.org/10.4018/978-1-7998-9220-5.ch125
   	Due to the digitalization of life and the fiercely competitive global market, the fourth industrial revolution was inevitable. Industry 4.0 utilizes several interconnected technologies such as artificial intelligence (AI), machine learning (ML), big data (BD) to provide new solutions. The aim of this article is to provide an overview of the vital role that these technologies play in the realization and adoption of Industry 4.0, the numerous merits they can yield, and the multitude of contemporary solutions, applications, and services they can provide. Therefore, this article presents the concept of Industry 4.0 as well as those of AI, ML, BD, and big data analytics (BDA) technologies. Moreover, it goes over the potentials that these technologies could offer and the merits they could yield when applied within the context of Industry 4.0. Finally, it presents the summary of the main findings, open research issues and challenges, draws conclusions, and provides directions for future research. @incollection{lampropoulos_2023_artificiala, doi = {10.4018/978-1-7998-9220-5.ch125}, url = {https://doi.org/10.4018/978-1-7998-9220-5.ch125}, year = {2023}, publisher = {{IGI} Global}, pages = {2101--2109}, author = {Lampropoulos, Georgios}, title = {Artificial Intelligence, Big Data, and Machine Learning in Industry 4.0}, booktitle = {Encyclopedia of Data Science and Machine Learning} } 10.4018/978-1-7998-9220-5.ch125

3. [BC1]	Lampropoulos, G. (2023). Educational Data Mining and Learning Analytics in the 21st Century. In Encyclopedia of Data Science and Machine Learning (pp. 1642–1651). IGI Global. https://doi.org/10.4018/978-1-7998-9220-5.ch098
   	This article aims at offering an overview of educational data mining and learning analytics and highlighting their essential role in improving 21st century education. Hence, it analyzes their concepts, goes over the recent literature, and extracts invaluable information according to the results and outcomes of related studies. Furthermore, it discusses their use in educational settings, examines their benefits, and suggests ways to address some of the current open challenges, issues, and limitations. In addition, it presents the summary of the main findings, draws conclusions, and provides directions for future research. Based on the results, educational data mining and learning analytics fields can significantly influence the current educational system and provide opportunities for new learner-centered tools and smart learning environments that provide customized experiences and meet students’ specific needs to be developed. Finally, it was evident that for the complete adoption of these fields, a data-driven culture should be followed by the educational institutions. @incollection{lampropoulos_2023_educationala, doi = {10.4018/978-1-7998-9220-5.ch098}, url = {https://doi.org/10.4018/978-1-7998-9220-5.ch098}, year = {2023}, publisher = {{IGI} Global}, pages = {1642--1651}, author = {Lampropoulos, Georgios}, title = {Educational Data Mining and Learning Analytics in the 21st Century}, booktitle = {Encyclopedia of Data Science and Machine Learning} } 10.4018/978-1-7998-9220-5.ch098

Conference Articles

1. [C20]	Makkonen, P., Siakas, K., Lampropoulos, G., & Brusila-Meltovaara, K. (2023). Open Innovation Maturity in Companies. Proceedings of the 18th European Conference on Innovation and Entrepreneurship, 18, 545–551. https://doi.org/10.34190/ecie.18.1.1622
   	Using open innovation approach instead of closed innovation approach improves productivity. To successfully implement the open innovation approach in a company, it is important to evaluate its maturity and readiness to use this approach. The aim of this study is to explore the open innovation maturity and readiness of Finnish and Greek companies. Hence, this study follows a quantitative approach and uses a 13-item survey to explore the open innovation maturity levels. A total of 81 participants from different companies and with different expertise and backgrounds participated in the survey. In addition to the survey, to examine the open innovation maturity of the companies the maturity model for open innovation which consist of five levels with level 5 depicting the highest maturity level was used. The aim was to examine the open innovation maturity of the companies participating in the study. Based on the results, the studied companies were found to mainly achieve level 3 regarding open innovation thinking. More attention and effort should be given to achieve levels 4 and 5. Due to the importance of achieving maturity levels 4 and 5 and their complexity, the need for companies to understand the significance of strategic thinking and for aligning their general strategy with their innovation strategy was highlighted. Additionally, it was evident that to achieve higher levels of maturity, open innovation approaches should be followed and changes in the organizational management should be implemented. Concluding we claim that for companies to adopt an effective open innovation culture, it is essential to integrate appropriate models, methods, and practices starting from lower maturity levels. @inproceedings{makkonen_2023_open, author = {Makkonen, Pekka and Siakas, Kerstin and Lampropoulos, Georgios and Brusila-Meltovaara, Kristiina}, doi = {10.34190/ecie.18.1.1622}, booktitle = {Proceedings of the 18th European Conference on Innovation and Entrepreneurship}, pages = {545--551}, title = {Open Innovation Maturity in Companies}, url = {https://doi.org/10.34190/ecie.18.1.1622}, volume = {18}, year = {2023} } 10.34190/ecie.18.1.1622

2. [C19]	Siakas, D., Lampropoulos, G., Rahanu, H., Siakas, K., Georgiadou, E., & Ross, M. (2023). Improvement of Process and Outcomes Through a STEEPLED Analysis of System Failures. Systems, Software and Services Process Improvement. 30th EuroSPI 2023 Conference. Communications in Computer and Information Science, 1891, 193–206. https://doi.org/10.1007/978-3-031-42310-9_14
   	Failure of systems occur in all domains of human activity. Apart from identifying who will be deemed accountable, a thorough analysis of a failure also provides understanding of the causes. This is the first step towards learning and future improvement. It has become evident that process improvement improves the resulting products and services. Prevention is always desirable, but more often than not, the predictability of future behavior of systems is difficult. Hence, most of the learning takes place in the analysis of failures. This paper focuses on a STEEPLED analysis of system failures, with particular emphasis on failed systems from the fields of Architecture, Engineering, and Healthcare systems. This transdisciplinary and multi-dimensional view of systems provides a holistic thinking instrument for structuring the analysis of failures and for enabling action in order to avoid or at least minimize future failures. @inproceedings{siakas_2023_improvement, author = {Siakas, Dimitrios and Lampropoulos, Georgios and Rahanu, Harjinder and Siakas, Kerstin and Georgiadou, Elli and Ross, Margaret}, booktitle = {Systems, Software and Services Process Improvement. 30th EuroSPI 2023 Conference. Communications in Computer and Information Science}, doi = {10.1007/978-3-031-42310-9_14}, pages = {193--206}, title = {Improvement of Process and Outcomes Through a {STEEPLED} Analysis of System Failures}, url = {https://doi.org/10.1007/978-3-031-42310-9_14}, year = {2023}, volume = {1891} } 10.1007/978-3-031-42310-9_14

3. [C18]	Siakas, D., Lampropoulos, G., Rahanu, H., Georgiadou, E., & Siakas, K. (2023). Emerging Technologies Enabling the Transition Toward a Sustainable and Circular Economy: The 4R Sustainability Framework. Systems, Software and Services Process Improvement. 30th EuroSPI 2023 Conference. Communications in Computer and Information Science, 1891, 166–181. https://doi.org/10.1007/978-3-031-42310-9_12
   	A Circular Economy (CE) is an emerging economic model, restorative and regenerative by both intention and design. The CE evolves in a repetitive cycle, where waste is returned back into the of a new product by recycling and reusing materials. Thus, CE represents a sustainable and productive economy model that is financially, economically, and socially feasible. It is increasingly regarded as an acceptable and desirable solution to achieving prosperity whilst acknowledging ecological and social boundaries. Opposed to the unsustainable Linear Economy, it draws on complexity and systems thinking by imitating nature that does not produce any waste. However, the implementation of CE in industry is slow paced, mainly due to barriers caused by complex sustainability transitions and innovations needed to cover a systemic and systems thinking approach. In the last few years, the concept of a CE and the transition from a linear, take-make-waste system to a cyclic system that reuses, remanufactures, and recycles materials, have gained increased importance, and have attracted considerable attention from both scholars and practitioners. Research that examines the role of emerging technologies in supporting this transition is therefore imperative. The CE has also become a key policy objective due to increased frequency of natural disasters which have been caused by human activity and social pressure on policymakers and governments to introduce measures in order to ensure sustainability, bio-based products and sustainable processing. This study discusses the concept of the CE as well as the transition from a Linear to a closed-loop Circular Economy based on resource regeneration and ecosystem restoration. It unfolds the role and importance of emerging technologies related to Industry 4.0 and Industry 5.0 in this transition by analyzing their adoption and implementation in the context of the CE. The key benefits of transformational change include increased engagement, improved performance, and higher levels of creativity and innovation. The ultimate and implicit aim of this paper is to increase awareness of the required actions ideally from every single individual on earth. Through increasing understanding of the fact that the use of emerging technologies is not a magic wand for addressing the ecological challenges but a tool for supporting the transition to a cleaner environment. In order to obtain an authentic and genuine transition, a fundamental social and cultural shift needs to pave the way. @inproceedings{siakas_2023_emerging, author = {Siakas, Dimitrios and Lampropoulos, Georgios and Rahanu, Harjinder and Georgiadou, Elli and Siakas, Kerstin}, booktitle = {Systems, Software and Services Process Improvement. 30th EuroSPI 2023 Conference. Communications in Computer and Information Science}, doi = {10.1007/978-3-031-42310-9_12}, pages = {166--181}, title = {Emerging Technologies Enabling the Transition Toward a Sustainable and Circular Economy: The 4R Sustainability Framework}, url = {https://doi.org/10.1007/978-3-031-42310-9_12}, year = {2023}, volume = {1891} } 10.1007/978-3-031-42310-9_12

4. [C17]	Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Mobile English Learning: A Meta-analysis. In Learning Technologies and Systems: Proceedings of the 21st International Conference on Web-Based Learning, ICWL 2022, and the 7th International Symposium on Emerging Technologies for Education, SETE 2022, 253–264. https://doi.org/10.1007/978-3-031-33023-0_22
   	The advantages of mobile learning (m-learning) in English education have been widely described in previous research; however, there is little evidence of its effects on student outcomes. To fill this research gap, we conducted a meta-analysis of 54 empirical studies to measure its impact on student achievement. In addition, we estimated the moderating effects of the pedagogical approach, the learning environment, the education level, the control treatment, and the mobile device. The results indicate that m-learning has a large impact (g=0.94) on students’ achievement. This effect is influenced by the pedagogical approach, the education level, and the control treatment, but not by the learning environment or the mobile device. Finally, we explain the nature of these results in light of learning theories. @inproceedings{garzon_2023_mobile, doi = {10.1007/978-3-031-33023-0_22}, url = {https://doi.org/10.1007/978-3-031-33023-0_22}, year = {2023}, publisher = {Springer International Publishing}, pages = {253--264}, author = {Garz{\'{o}}n, Juan and Lampropoulos, Georgios and Burgos, Daniel}, title = {Mobile English Learning: A Meta-analysis}, booktitle = {In Learning Technologies and Systems: Proceedings of the 21st International Conference on Web-Based Learning, ICWL 2022, and the 7th International Symposium on Emerging Technologies for Education, SETE 2022}, country = {Spain} } 10.1007/978-3-031-33023-0_22

2022

Journal Articles

1. [J18]	Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11), 798. https://doi.org/10.3390/educsci12110798
   	This study aims to understand the public’s perspectives, sentiments, attitudes, and discourses regarding the adoption, integration, and use of augmented reality and virtual reality in education and in general by analyzing social media data. Due to its nature, Twitter was the selected platform. Over 17 million tweets were retrieved from January 2010 to December 2020 and four datasets were created. Two of them referred to the general use of these technologies and two to their educational use. The data was analyzed using text mining, sentiment analysis (e.g., polarity and emotion detection), and topic modeling methods. TextBlob, Word-Emotion Association Lexicon (EmoLex), Valence Aware Dictionary for Sentiment Reasoning (VADER), and Latent Dirichlet Allocation (LDA) were some of the tools used. Based on the results, the majority of the public were positively disposed toward the general and the educational use of both augmented reality and virtual reality and mostly expressed positive emotions (e.g., anticipation, trust, and joy) when referring to them. In total, 11 topics emerged that were related to education, new technologies, digital and social media use, marketing and advertising, the industrial domain, the health domain, gaming, fitness and exercising, devices, the travel and tourism domain, and software development kits. The educational benefits of augmented reality and virtual reality, their ability to enrich both teaching and learning activities, and their role as effective educational means were evident. @article{lampropoulos_2022_augmentedb, title = {Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses}, author = {Lampropoulos, Georgios and Keramopoulos, Euclid and Diamantaras, Konstantinos and Evangelidis, Georgios}, year = {2022}, journal = {Education Sciences}, volume = {12}, number = {11}, pages = {798}, doi = {10.3390/educsci12110798}, url = {https://doi.org/10.3390/educsci12110798} } 10.3390/educsci12110798

2. [J17]	López-Belmonte, J., Pozo-Sánchez, S., Lampropoulos, G., & Moreno-Guerrero, A.-J. (2022). Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students (METAEDU). Heliyon, 8(11), e11364. https://doi.org/10.1016/j.heliyon.2022.e11364
   	The aim of this study is to design and validate an instrument that allows the evaluation of educational experiences and formative assessment in the metaverse from a holistic perspective. Hence, a research design based on the development of a scale has been used. Three hundred and sixty-two Spanish secondary school students participated in the study, selected through purposive sampling. The instrument created has been subjected to an analysis of content validity, validity by expert judgment, construct validity, and reliability. For data analysis, the SPSS and AMOS programs have been used. An exploratory factor analysis and a confirmatory factor analysis have been performed to determine the construct validity. In addition, the Cronbach’s alpha has been calculated to verify the internal consistency of the tool. The results reveal several findings that position the resulting questionnaire as a valid and reliable instrument to evaluate educational experiences and practices in the metaverse. In short, this study has led to the development of a comprehensive evaluation tool at the service of educators or any institution interested in implementing its educational praxis within the metaverse, a field of research that has yet to be explored. @article{lopezbelmonte_2022_design, doi = {10.1016/j.heliyon.2022.e11364}, url = {https://doi.org/10.1016/j.heliyon.2022.e11364}, year = {2022}, publisher = {Elsevier {BV}}, volume = {8}, number = {11}, pages = {e11364}, author = {L{\'{o}}pez-Belmonte, Jes{\'{u}}s and Pozo-S{\'{a}}nchez, Santiago and Lampropoulos, Georgios and Moreno-Guerrero, Antonio-Jos{\'{e}}}, title = {Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students ({METAEDU})}, journal = {Heliyon} } 10.1016/j.heliyon.2022.e11364

3. [J16]	Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
   	This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident. @article{lampropoulos_2022_augmenteda, author = {Lampropoulos, Georgios and Keramopoulos, Euclid and Diamantaras, Konstantinos and Evangelidis, Georgios}, journal = {Applied Sciences}, title = {Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies}, year = {2022}, issn = {2076-3417}, number = {13}, pages = {6809}, volume = {12}, doi = {10.3390/app12136809}, url = {https://doi.org/10.3390/app12136809} } 10.3390/app12136809

4. [J15]	Lampropoulos, G., & Siakas, K. (2022). Enhancing and securing cyber-physical systems and Industry 4.0 through digital twins: A critical review. Journal of Software: Evolution and Process, 7(35), e2494. https://doi.org/10.1002/smr.2494
   	Due to the fierce competitive global market, enterprises need to face and overcome new challenges and requirements to stay ahead of competition. Cyber-physical systems, Internet of things, and digital twins are some of the contemporary technologies that are used in the context of Industry 4.0 in order to instill intelligence into the industrial sector by changing traditional manufacturing to smart manufacturing. The digitalized and interconnected nature of Industry 4.0 creates new security, privacy, and safety challenges that need to be addressed in order for it to be fully realized. This study presents an overview regarding the use of digital twins as a means to reinforce and secure cyber-physical systems and Industry 4.0, in general. Digital twins connect the physical and virtual worlds and can be used in combination with other technologies to provide several merits in various sectors, such as real-time monitoring and controlling, prompt access to dynamic data, constant visualization and analysis, process optimization, advanced decision-making, and prediction systems. All in all, based on the literature review, digital twins can constitute an essential tool for the realization, reinforcement, and security of cyber-physical systems and Industry 4.0. @article{lampropoulos_2022_enhancing, title = {Enhancing and securing cyber-physical systems and Industry 4.0 through digital twins: A critical review}, author = {Lampropoulos, Georgios and Siakas, Kerstin}, year = {2022}, number = {35}, volume = {7}, journal = {Journal of Software: Evolution and Process}, pages = {e2494}, doi = {10.1002/smr.2494}, url = {https://doi.org/10.1002/smr.2494} } 10.1002/smr.2494

5. [J14]	Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307. https://doi.org/10.7821/naer.2022.7.1025
   	Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process. @article{pozosanchez_2022_comparing, title = {Comparing Gamification Models in Higher Education Using {Face-to-Face} and Virtual Escape Rooms}, author = {Pozo-S{\'a}nchez, Santiago and Lampropoulos, Georgios and L{\'o}pez-Belmonte, Jes{\'u}s}, year = {2022}, journal = {Journal of New Approaches in Educational Research}, volume = {11}, number = {2}, pages = {307}, doi = {10.7821/naer.2022.7.1025}, url = {https://doi.org/10.7821/naer.2022.7.1025} } 10.7821/naer.2022.7.1025

6. [J13]	López-Belmonte, J., Moreno-Guerrero, A.-J., Marín-Marín, J.-A., & Lampropoulos, G. (2022). The Impact of Gender on the Use of Augmented Reality and Virtual Reality in Students with ASD. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks.28418
   	Today’s education is in the process of transformation as a consequence of the inclusion of educa-tional technology in learning spaces. Among the most prominent technologies is augmented and virtual reality. These emerging technologies have reflected great educational potential in different contexts. The study’s objective is focused on knowing the influence of gender in the application of augmented and virtual reality in students with ASD. They have been considered in various dimensions such as motivation, attention, communication, autonomy, and learning outcomes. A quantitative research methodology has been used through a descriptive and correlational non-experimental design to achieve this objective. 46 Spanish students with ASD participated in the study. The data were collected through a questionnaire. The results reveal differences in moti-vation, attention, and communication based on gender. However, in terms of autonomy and in learning outcomes, gender does not suppose any conditioner. The work culminates with various theoretical and practical implications. @article{lopezbelmonte_2022_impact, title = {The Impact of Gender on the Use of Augmented Reality and Virtual Reality in Students with {ASD}}, author = {L{\'o}pez-Belmonte, Jes{\'u}s and Moreno-Guerrero, Antonio-Jos{\'e} and Mar{\'i}n-Mar{\'i}n, Jos{\'e}-Antonio and Lampropoulos, Georgios}, year = {2022}, month = jul, journal = {Education in the Knowledge Society ({EKS})}, publisher = {Ediciones Universidad de Salamanca}, volume = {23}, doi = {10.14201/eks.28418}, url = {https://doi.org/10.14201/eks.28418} } 10.14201/eks.28418

7. [J12]	Lampropoulos, G., & Keramopoulos, E. (2022). Virtual Reality in Education: A Comparative Social Media Data and Sentiment Analysis Study. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 10(03), 19–32. https://doi.org/10.3991/ijes.v10i03.34057
   	It is essential to consider the public’s viewpoints when it comes to significant issues, such as the adoption and integration of technologies in education. This study aims at analyzing and comprehending the public’s perspectives, sentiments and attitudes towards the use of virtual reality in general and in educational settings. After setting the necessary data requirements, 10,457,344 related tweets from Twitter were identified and retrieved. The data was then analyzed using text mining and sentiment analysis. Based on the results, the public positively perceived the use of virtual reality and mostly expressed emotions of anticipation, trust and joy when referring to its use in education. Finally, the role of virtual reality as an effective educational tool that can enhance students’ engagement, motivation and academic performance was highlighted. @article{lampropoulos_2022_virtual, doi = {10.3991/ijes.v10i03.34057}, url = {https://doi.org/10.3991/ijes.v10i03.34057}, year = {2022}, month = nov, publisher = {International Association of Online Engineering ({IAOE})}, volume = {10}, number = {03}, pages = {19--32}, author = {Lampropoulos, Georgios and Keramopoulos, Euclid}, title = {Virtual Reality in Education: A Comparative Social Media Data and Sentiment Analysis Study}, journal = {International Journal of Recent Contributions from Engineering, Science {\&} {IT} ({iJES})} } 10.3991/ijes.v10i03.34057

8. [J11]	Lampropoulos, G., Anastasiadis, T., Siakas, K., & Siakas, E. (2022). The Impact of Personality Traits on Social Media Use and Engagement: An Overview. International Journal on Social and Education Sciences, 4(1), 34–51. https://doi.org/10.46328/ijonses.264
   	Social media have become an integral part of everyday life and are used in numerous domains. Hence, it is essential to comprehend how and why users use and engage themselves in social media. Personality traits are patterns of thinking, feeling or behaving that could potentially affect an individual’s social media use. This paper aims at enhancing the understanding of the role that personality traits play in the psychological dynamics underlying social media use and engagement. Therefore, this paper conducts an extensive literature review regarding personality, trait theory and personality traits taxonomies and puts emphasis on Big Five Personality Traits – Five Factor Model (FFM). Furthermore, it presents a literature review of recent studies regarding the impact of personality traits on social media use and compares their results. Based on the findings, there is a close interconnection between social media use and engagement and personality traits with some traits affecting it more drastically. Openness and extraversion emerged as the two most significant positive predictors of social media use while conscientiousness, agreeableness and neuroticism were also considered important but at a lesser degree. Consequently, it was concluded that personality traits have an immense impact on social media use and engagement. @article{lampropoulos_2022_impact, doi = {10.46328/ijonses.264}, url = {https://doi.org/10.46328/ijonses.264}, year = {2022}, month = jan, publisher = {{ISTES} Organization}, volume = {4}, number = {1}, pages = {34--51}, author = {Lampropoulos, Georgios and Anastasiadis, Theofylaktos and Siakas, Kerstin and Siakas, Errikos}, title = {The Impact of Personality Traits on Social Media Use and Engagement: An Overview}, journal = {International Journal on Social and Education Sciences} } 10.46328/ijonses.264

9. [J10]	Lampropoulos, G., Keramopoulos, E., & Diamantaras, K. (2022). Semantically Enriched Augmented Reality Applications: A Proposed System Architecture and a Case Study. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 10(1), 29–46. https://doi.org/10.3991/ijes.v10i01.27463
   	With a view to creating a mixed reality that combines coexisting real and virtual objects and to providing users with real-time access to information in an interactive manner, augmented reality enriches users’ physical environment by incorporating digital and real objects and rendering them in the physical environment in the proper time and spatial framework. Due to its nature, augmented reality can be combined with and exploit other innovative technologies in order to improve its efficiency and potentials. Some such technologies are semantic web, knowledge graphs and deep learning. The study main purpose and contribution is to showcase the benefits of developing semantically enriched augmented reality applications and to present a system architecture for developing such applications as well as to showcase and assess an augmented reality application developed following the proposed architecture. The specific application aims at facilitating end-users’ day-to-day activities, enhancing the learning and informing process and increasing user experience (UX). The results of this study showcase that such applications have the potential to be applied and positively affect various sectors and that they can be a useful, flexible, interactive and informative tool for end-users. @article{lampropoulos_2022_semantically, title = {Semantically Enriched Augmented Reality Applications: A Proposed System Architecture and a Case Study}, author = {Lampropoulos, Georgios and Keramopoulos, Euclid and Diamantaras, Konstantinos}, year = {2022}, journal = {International Journal of Recent Contributions from Engineering, Science {\&} {IT} {(iJES)}}, publisher = {International Association of Online Engineering ({IAOE})}, volume = {10}, number = {1}, pages = {29--46}, doi = {10.3991/ijes.v10i01.27463}, url = {https://doi.org/10.3991/ijes.v10i01.27463} } 10.3991/ijes.v10i01.27463

Conference Articles

1. [C16]	Lampropoulos, G., Siakas, K., Viana, J., & Reinhold, O. (2022). Artificial Intelligence, Blockchain, Big Data Analytics, Machine Learning and Data Mining in Traditional CRM and Social CRM: A Critical Review. In 2022 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT). https://doi.org/10.1109/wi-iat55865.2022.00080
   	In the ever-increasing competitive and customer-centered global market, the role of Customer Relationship Management (CRM) is essential to the performance, longevity, competitiveness and profitability of enterprises. The study aims to provide an overview of the impact of emerging technologies on traditional CRM and Social CRM. Therefore, through a critical review, this study explores the use of Artificial Intelligence (AI), Blockchain, Big Data Analytics (BDA), Data Mining and Machine Learning (ML) technologies in CRM. Based on the results, the above-mentioned technologies can significantly improve CRM. More specifically, their successful implementation enables enterprises to stay ahead of competition, to get to know their customers, improve their overall performance, Quality of Experience (QoE) and Quality of Service (QoS), increase profits, and reduce time consumption, risks and costs. Finally, by integrating these technologies, enterprises will offer more personalized and customized products and services and greatly improve customers’ satisfaction, acquisition, relationships, loyalty, experience and retention. @inproceedings{lampropoulos_2022_artificial, doi = {10.1109/wi-iat55865.2022.00080}, url = {https://doi.org/10.1109/wi-iat55865.2022.00080}, year = {2022}, publisher = {{IEEE}}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Viana, Julio and Reinhold, Olaf}, title = {Artificial Intelligence, Blockchain, Big Data Analytics, Machine Learning and Data Mining in Traditional {CRM} and Social {CRM}: A Critical Review}, booktitle = {In 2022 {IEEE}/{WIC}/{ACM} International Joint Conference on Web Intelligence and Intelligent Agent Technology ({WI}-{IAT})}, country = {Canada} } 10.1109/wi-iat55865.2022.00080

2. [C15]	Makkonen, P., Siakas, K., & Lampropoulos, G. (2022). Connecting Automated Services to Product Development in the Light of Customer Experience. In Proceedings of the 53rd Annual Conference of the Decision Sciences Institute (DSI), 246–273. https://www.researchgate.net/publication/371120219_CONNECTING_AUTOMATED_SERVICES_TO_PRODUCT_DEVELOPMENT_IN_THE_LIGHT_OF_CUSTOMER_EXPERIENCE
   	We present the results of a survey which was carried out on Strategic Orientation (SO) and Customer eXperience (CX) issues in product-service development regarding automated-services. The paper focuses on CX issues comparing the use of automated services to human-based services. The results showcase that many human-services features are more important than automated-services features when it comes to the development of services. Aligning the Industry 4.0 paradigm, which uses intelligent manufacturing through cheap and ubiquitous sensors with high computational speeds, with a social CX approach is an imperative for companies that want to stay ahead in today’s volatile and competitive market. @inproceedings{makkonen_2022_connectingb, url = {https://www.researchgate.net/publication/371120219_CONNECTING_AUTOMATED_SERVICES_TO_PRODUCT_DEVELOPMENT_IN_THE_LIGHT_OF_CUSTOMER_EXPERIENCE}, year = {2022}, country = {United States}, publisher = {Decision Sciences Institute}, pages = {246-273}, author = {Makkonen, Pekka and Siakas, Kerstin and Lampropoulos, Georgios}, title = {Connecting Automated Services to Product Development in the Light of Customer Experience}, booktitle = {In Proceedings of the 53rd Annual Conference of the Decision Sciences Institute (DSI)} }

3. [C14]	Makkonen, P., Lampropoulos, G., & Siakas, K. (2022). Connecting services to product (goods) development: A study based on strategic orientation and customer experience. In Proceedings of the 17th International Research Symposium on Service Excellence in Management (QUIS17), 144–149. https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/359747035_CONNECTING_SERVICES_TO_PRODUCT_GOODS_DEVELOPMENT_A_STUDY_BASED_ON_STRATEGIC_ORIENTATION_AND_CUSTOMER_EXPERIENCE/links/624c9c7bcf60536e2343f771/CONNECTING-SERVICES-TO-PRODUCT-GOODS-DEVELOPMENT-A-STUDY-BASED-ON-STRATEGIC-ORIENTATION-AND-CUSTOMER-EXPERIENCE.pdf
   	This paper provides the preliminary analysis based on the survey which we conducted on Strategic 15 Orientation (SO) and Customer eXperience (CX) issues. The results indicated that both understanding, and 16 business perspectives are important. The findings also show that especially in designing human-based 17 services, the view based CX should be emphasized. In addition, regarding goods design, CX was considered 18 more important than the comprehension of the SO. @inproceedings{makkonen_2022_connectinga, url = {https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/359747035_CONNECTING_SERVICES_TO_PRODUCT_GOODS_DEVELOPMENT_A_STUDY_BASED_ON_STRATEGIC_ORIENTATION_AND_CUSTOMER_EXPERIENCE/links/624c9c7bcf60536e2343f771/CONNECTING-SERVICES-TO-PRODUCT-GOODS-DEVELOPMENT-A-STUDY-BASED-ON-STRATEGIC-ORIENTATION-AND-CUSTOMER-EXPERIENCE.pdf}, year = {2022}, publisher = {Universitat Politècnica de València}, pages = {144--149}, author = {Makkonen, Pekka and Lampropoulos, Georgios and Siakas, Kerstin}, title = {Connecting services to product (goods) development: A study based on strategic orientation and customer experience}, booktitle = {In Proceedings of the 17th International research symposium on service excellence in management (QUIS17)}, country = {Spain} }

4. [C13]	Lampropoulos, G., Makkonen, P., & Siakas, K. (2022). Social Media in Education: A Case Study Regarding Higher Education Students’ Viewpoints. In International Conference on Interactive Collaborative Learning (ICL2021): Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 735–745. https://doi.org/10.1007/978-3-030-93904-5_73
   	The digital prevalence on everyday life caused by the coronavirus pandemic (COVID-19) has drastically impacted the whole world. The educational domain was no exception and has been affected by this rapid shift to online and virtual learning environments. Social media are widely used as a means to share ideas and opinions, acquire knowledge, get informed about news, communicate and collaborate. Moreover, social media are in line with several learning theories. Therefore, their integration in educational settings has the potential to yield several benefits. The aim of the study is to examine this digital shift by analyzing and comprehending higher education students’ experiences and viewpoints regarding the use of social media in education. In total 130 students participated in this study. Based on the results, the majority of students viewed the integration of social media in education positively and regarded it as a means that promotes and enhances communication, group work, collaboration as well as knowledge and ideas sharing with both fellow students and educators. Moreover, students considered social media to be an invaluable teaching tool that when used in a student-centered manner can increase their productivity, engagement, motivation and academic performance as well as improve the teaching and learning process. Finally, social media was assessed as essential for today’s life and as a promising tool that will be more widely used in educational settings in the near future. @inproceedings{lampropoulos_2022_social, doi = {10.1007/978-3-030-93904-5_73}, url = {https://doi.org/10.1007/978-3-030-93904-5_73}, year = {2022}, publisher = {Springer International Publishing}, pages = {735--745}, country = {Germany}, author = {Lampropoulos, Georgios and Makkonen, Pekka and Siakas, Kerstin}, title = {Social Media in Education: A Case Study Regarding Higher Education Students' Viewpoints}, booktitle = {In International Conference on Interactive Collaborative Learning (ICL2021): Mobility for Smart Cities and Regional Development - Challenges for Higher Education} } 10.1007/978-3-030-93904-5_73

2021

Journal Articles

1. [J9]	Lampropoulos, G., Barkoukis, V., Burden, K., & Anastasiadis, T. (2021). 360-degree video in education: An overview and a comparative social media data analysis of the last decade. Smart Learning Environments, 8(1), 1–24. https://doi.org/10.1186/s40561-021-00165-8
   	Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study reviews the research evidence for 360° video, virtual learning environments and social media and presents related studies. Moreover, the methodology, the tools and the analysis process used to comparatively analyze social media data are presented and the results that arose are showcased. The use of 360° video in education is discussed and directions for future research are given. Based on the data from the last 10 years, the main findings of the study show that 360° video and its use in educational settings are recognized positively by the public who mostly express anticipation, trust and joy when referring to it. Nonetheless, teachers are unfamiliar with 360° video and do not have the necessary technical skills to develop educational material using it or incorporating it into teaching activities. Finally, 360° video is proven to be an effective educational tool which satisfies the emerging educational needs, enriches the teaching and learning process and promotes students’ motivation, active participation and engagement, rendering, thus, learning more effective. @article{lampropoulos_2021_360, title = {360-degree video in education: An overview and a comparative social media data analysis of the last decade}, author = {Lampropoulos, Georgios and Barkoukis, Vassilis and Burden, Kevin and Anastasiadis, Theofylaktos}, year = {2021}, month = sep, journal = {Smart Learning Environments}, publisher = {Springer Science and Business Media {LLC}}, volume = {8}, number = {1}, pages = {1--24}, doi = {10.1186/s40561-021-00165-8}, url = {https://doi.org/10.1186/s40561-021-00165-8} } 10.1186/s40561-021-00165-8

2. [J8]	Lampropoulos, G., Siakas, K., Makkonen, P., & Siakas, E. (2021). A 10-year longitudinal study of social media use in education. International Journal of Technology in Education, 4(3), 373–398. https://doi.org/10.46328/ijte.123
   	Students, as digital natives, are fascinated by social media as they use it in their everyday lives. However, not only opportunities but also challenges for education have arisen with the new bottom-up approach of using social media for educational purposes. In order to investigate different aspects of social media adoption and use in higher educational learning environments, a longitudinal study starting in 2010 was conducted. This paper summarizes and analyzes our findings based on several studies with quantitative and qualitative data collected and presented in 16 different articles throughout the last decade. Based on our results, we reached the conclusion that when there is proper infrastructure, appropriate strategies are applied, security and privacy are of high priority and teachers become accustomed to using modern technologies, social media can be used as an effective educational tool which improves the overall educational process and learning outcomes. Specifically, by using social media in a creative and student-centered manner in educational settings, students’ engagement, motivation, interactivity, soft skills, communication and collaboration are promoted and improved. Finally, social media can be used as a means to help create virtual communities in which students will be able to exchange ideas, opinions and knowledge in both academic and extracurricular environments, mature and flourish. The aim of this ongoing longitudinal study is to enhance teachers’ comprehension of social media and its use as an educational tool to create interactive learning environments for students of various disciplines in geographically and culturally distributed environments. @article{lampropoulos_2021_10year, title = {A 10-year longitudinal study of social media use in education}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Makkonen, Pekka and Siakas, Errikos}, journal = {International Journal of Technology in Education}, pages = {373--398}, year = {2021}, volume = {4}, number = {3}, url = {https://doi.org/10.46328/ijte.123}, doi = {10.46328/ijte.123} } 10.46328/ijte.123

Conference Articles

1. [C12]	Lampropoulos, G., Anastasiadis, T., & Siakas, K. (2021). A Gamified Augmented Reality Application for Improving Students’ Engagement, Motivation and Knowledge Acquisition. In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 51–59. https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/355062720_A_Gamified_Augmented_Reality_Application_for_Improving_Students’_Engagement_Motivation_and_Knowledge_Acquisition/links/615c409fc04f5909fd7e047f/A-Gamified-Augmented-Reality-Application-for-Improving-Students-Engagement-Motivation-and-Knowledge-Acquisition.pdf
   	The digitalisation of everyday life has influenced the way 21st century students access information and acquire knowledge. Consequently, students’ educational requirements have drastically been modified. Augmented reality can be used as a means to satisfy these unprecedented needs. Moreover, the gamification approach when used in conjunction with augmented reality further enhances the educational benefits. This study presents a gamified augmented reality application which aims at increasing students’ motivation, engagement, and knowledge acquisition. For its development process, a co-design approach was followed. According to the results, it was confirmed by both teachers and students that the application was easy to learn and use and increased students’ motivation, immersion, and engagement in learning activities, making, thus, the overall learning experience intriguing, enjoyable and creative. Finally, it was observed that the educational process was more interactive, communicative, and engrossing for both teachers and students when the application was used. @inproceedings{lampropoulos_2021_gamified, title = {A Gamified Augmented Reality Application for Improving Students’ Engagement, Motivation and Knowledge Acquisition}, author = {Lampropoulos, Georgios and Anastasiadis, Theofylaktos and Siakas, Kerstin}, booktitle = {In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {51-59}, year = {2021}, country = {United Kingdom}, url = {https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/355062720_A_Gamified_Augmented_Reality_Application_for_Improving_Students'_Engagement_Motivation_and_Knowledge_Acquisition/links/615c409fc04f5909fd7e047f/A-Gamified-Augmented-Reality-Application-for-Improving-Students-Engagement-Motivation-and-Knowledge-Acquisition.pdf} }

2. [C11]	Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2021). A Social Media Data Analysis Study Regarding the Effect of the COVID-19 Pandemic on Online Learning. In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 181–194. https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/355062858_A_Social_Media_Data_Analysis_Study_Regarding_the_Effect_of_the_COVID-19_Pandemic_on_Online_Learning/links/615c4109c04f5909fd7e0793/A-Social-Media-Data-Analysis-Study-Regarding-the-Effect-of-the-COVID-19-Pandemic-on-Online-Learning.pdf
   	Over the last year, the whole globe has been significantly affected due to the rapid and worldwide spread of the coronavirus disease (COVID-19). The COVID-19 pandemic has dramatically influenced various sections of everyday life. Drastic changes have been brought about in the educational sector with the need to rapidly switch from traditional face-to-face to online learning through virtual learning environments. In addition, educators, students and parents found themselves in the difficult position to make significant changes and find new ways to overcome the unexpected and unprecedented obstacles and to meet the new needs and requirements. Moreover, during such difficult circumstances and demanding times, it is significant for governments and involved stakeholders to comprehend the public’s opinion to improve decision-making and risk communication. Social media platforms have become an indispensable part of everyday life with millions of people interacting, sharing knowledge and experiences through communicating online in real time even during global adverse events. Consequently, these platforms can be used as a means to collect diverse and multicultural viewpoints from all over the world. The aim of this study is to analyse the public’s viewpoints, concerns and sentiments regarding the effect of COVID-19 on online learning through the collection, analysis and visualisation of Twitter data. In total, 274,109 relevant tweets were retrieved from January 2020 to January 2021. Based on the results, the majority of the tweets (50.62%) were positive, 25.12% of them were neutral while 24.26% were negative. Additionally, most of the tweets expressed trust (27.47%), anticipation (20.17%) and fear (11.46%) while 24.01% of them were neutral. @inproceedings{lampropoulos_2021_social, title = {A Social Media Data Analysis Study Regarding the Effect of the COVID-19 Pandemic on Online Learning}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Anastasiadis, Theofylaktos}, booktitle = {In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {181-194}, year = {2021}, country = {United Kingdom}, url = {https://www.researchgate.net/profile/Georgios-Lampropoulos/publication/355062858_A_Social_Media_Data_Analysis_Study_Regarding_the_Effect_of_the_COVID-19_Pandemic_on_Online_Learning/links/615c4109c04f5909fd7e0793/A-Social-Media-Data-Analysis-Study-Regarding-the-Effect-of-the-COVID-19-Pandemic-on-Online-Learning.pdf} }

3. [C10]	Georgiadou, E., Lampropoulos, G., Siakas, E., Siakas, K., Edwards, E., Valtanen, J. P., Berki, E., Paltalidis, N., Rahanu, H., Knezevic, R., Colic, A., Tomic, B., Savva, A., Stylianou, V., Meiramova, S., Elghany, M. A., Khalifa, N., Gevorgyan, R., Popa, D., … Valkanou, T. (2021). Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: Challenges, Experiences and Views of College and University students. In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 433–542. https://eprints.mdx.ac.uk/33443/7/Pages_1-10_and_433-542_from_inspire-2021-proceedings.pdf
   	The abrupt outbreak of the coronavirus pandemic throughout the world in March 2020 resulted in the sudden closure of all schools, colleges and universities, institutions, and an unprecedented pivot to remote learning. Students and teachers were confronted with the overwhelming challenge of migrating from the traditional face-toface or hybrid mode of education to fully virtual learning and assessment environments within an extremely short amount of time. This migration was exceptionally difficult, as it took place halfway through the academic or school year in most countries. While pandemic restrictions currently vary across different regions, the 2020-2021 academic session continues to pose challenges despite the experience gained. In addition to a review of the current state-of-theart in relation to the effects of COVID-19 on teaching and learning, this paper reports on an empirical study carried out in 26 countries (from Asia, Europe, Africa, and America), by 36 academics from 29 academic institutions. Through an extensive global survey of college and university students, information was collected about the challenges (technological, economic, psychological) faced by them, as a result of the pandemic. We also asked the students to offer their ideas and suggestions for further improvements in teaching and learning, as we look toward a post-COVID-19 world. In this paper, we address issues relating to the availability of, and accessibility to, necessary digital technologies (e.g., learning and communication platforms), isolation, disconnection, and loneliness among students, the overall impact of the pandemic on learning and academic performance, and the reliability of assessment methods, cybercrime dangers and fake information. A total of 1005 responses to the survey were received and analysed. The results are presented in this paper together with reflections of the authors. The paper concludes with a summary of suggestions for process improvements in distance education, and the need for preventive preparedness in the post-COVID period. @inproceedings{georgiadou_2021_rapid, title = {Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: Challenges, Experiences and Views of College and University students}, author = {Georgiadou, E. and Lampropoulos, G. and Siakas, E. and Siakas, K. and Edwards, E. and Valtanen, J. P. and Berki, E. and Paltalidis, N. and Rahanu, H. and Knezevic, R. and Colic, A. and Tomic, B. and Savva, A. and Stylianou, V. and Meiramova, S. and Elghany, M. A. and Khalifa, N. and Gevorgyan, R. and Popa, D. and Odero, J. and Ali, U. and Panteri, M. and Dennis, K. and Stoffova, V. and Begum, D. and Chaudhary, S. and Plastira, M. and Soylu, D. and Ross, M. and Staples, G. and Zamaraeva, G. and Panov, Y. and Zhang, X. and Portides, G. and McGuinness, C. and Valkanou, T.}, booktitle = {In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {433--542}, year = {2021}, country = {United Kingdom}, url = {https://eprints.mdx.ac.uk/33443/7/Pages_1-10_and_433-542_from_inspire-2021-proceedings.pdf} }

4. [C9]	Panteri, M., Zirki, A., Lambrou, G., Valtanen, J. P., Berki, E., Lampropoulos, G., Soylu, D., Siakas, K., Georgiadou, E., Edwards, A., Rahanu, H., Stoffova, M., & Morales, C. (2021). The Impact of the COVID-19 Pandemic on the Learning and Wellbeing of Secondary School Students: A Survey in Southern Europe. In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 399–431. https://eprints.mdx.ac.uk/33945/6/Pages_1-10_and_399-431_from_Inspire-2021-proceedings.pdf
   	The transition from the traditional model of learning and teaching to full online mode had to be implemented in many countries, in an extremely short time, as the 2020-2021 school year was in midstream. Secondary education, which includes students in the age range of 12-18, faced many challenges in this rapid change, as many research studies have shown. Researchers raise questions regarding the readiness of the secondary education community to transition to fully online learning. The pilot study reported in this paper deals with the impact of the transition to online learning on secondary schools in southern European countries. More specifically, this paper presents the results of a literature survey and an empirical survey using an online questionnaire which captured non-traceable responses from secondary schools that, voluntarily and anonymously, completed the questionnaire. The questions were mainly closed, with some open-ended questions for students to fill in. The study also aims to capture data on the socio-economic dimension, accessibility/ availability of the necessary technologies that enable online learning, as well as the families’ employment status and their ability to support students. A total of 90 students participated (62% female, 28% male) from three Mediterranean countries. The students’ perspectives as seen by the students themselves along with the difficulties and the issues they faced are compared and contrasted. This investigation offers a pedagogical and socio-technical analysis and highlights the needs for wellbeing as well as quality learning and teaching in the new social distance reality. @inproceedings{panteri_2021_impact, title = {The Impact of the COVID-19 Pandemic on the Learning and Wellbeing of Secondary School Students: A Survey in Southern Europe}, author = {Panteri, M. and Zirki, A. and Lambrou, G. and Valtanen, J. P. and Berki, E. and Lampropoulos, G. and Soylu, D. and Siakas, K. and Georgiadou, E. and Edwards, A. and Rahanu, H. and Stoffova, M. and Morales, C.}, booktitle = {In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {399--431}, year = {2021}, country = {United Kingdom}, url = {https://eprints.mdx.ac.uk/33945/6/Pages_1-10_and_399-431_from_Inspire-2021-proceedings.pdf} }

5. [C8]	Soylu, D., Lampropoulos, G., Siakas, E., Panteri, M., Valtanen, J. P., Berki, E., Medeni, T. D., Edwards, A., & Georgiadou, E. (2021). Impact of the COVID-19 Pandemic on Education: Experiences and Feelings Reported by Primary School Pupils from Greece and Turkey. In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 337–397. https://eprints.mdx.ac.uk/33944/6/Pages_1-10_and_337-397_from_Inspire-2021-proceedings.pdf
   	COVID-19 pandemic had a huge impact upon life and the educational experience of students. One of the groups mostly affected from this global pandemic is the primary school children. The sudden transition to distance education from traditional face-to-face education undoubtedly changed the implementation methods of the teaching programmes in schools. The research study reported in this paper was carried out in Greece and Turkey. Responses were collected from primary school pupils who voluntarily and anonymously completed an online questionnaire with multiple choice questions. The latter were carefully worded in an appropriate and understandable way, using language suitable for primary school age children. Comparisons between the responses from the two countries revealed similarities and differences. Through a comparative approach the research results are particularly scrutinised through the lenses of equal opportunities and social inclusion policies along with a cross-cultural perspective, which is expected to have a useful impact during the post-pandemic era. By sharing the collective knowledge and experience gained, we aspire to propose educational strategies for well-being and recovery, and overall educational process improvement. @inproceedings{soylu_2021_impact, title = {Impact of the COVID-19 Pandemic on Education: Experiences and Feelings Reported by Primary School Pupils from Greece and Turkey}, author = {Soylu, D. and Lampropoulos, G. and Siakas, E. and Panteri, M. and Valtanen, J. P. and Berki, E. and Medeni, T.D. and Edwards, A. and Georgiadou, E.}, booktitle = {In Proceedings of the 26th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {337--397}, year = {2021}, country = {United Kingdom}, url = {https://eprints.mdx.ac.uk/33944/6/Pages_1-10_and_337-397_from_Inspire-2021-proceedings.pdf} }

2020

Journal Articles

1. [J7]	Lampropoulos, G., Keramopoulos, E., & Diamantaras, K. (2020). Enhancing the functionality of augmented reality using deep learning, semantic web and knowledge graphs: A review. Visual Informatics, 4(1), 32–42. https://doi.org/10.1016/j.visinf.2020.01.001
   	The growth rates of today’s societies and the rapid advances in technology have led to the need for access to dynamic, adaptive and personalized information in real time. Augmented reality provides prompt access to rapidly flowing information which becomes meaningful and “alive” as it is embedded in the appropriate spatial and time framework. Augmented reality provides new ways for users to interact with both the physical and digital world in real time. Furthermore, the digitization of everyday life has led to an exponential increase of data volume and consequently, not only have new requirements and challenges been created but also new opportunities and potentials have arisen. Knowledge graphs and semantic web technologies exploit the data increase and web content representation to provide semantically interconnected and interrelated information, while deep learning technology offers novel solutions and applications in various domains. The aim of this study is to present how augmented reality functions and services can be enhanced when integrating deep learning, semantic web and knowledge graphs and to showcase the potentials their combination can provide in developing contemporary, user-friendly and user-centered intelligent applications. Particularly, we briefly describe the concept of augmented reality and mixed reality and present deep learning, semantic web and knowledge graphs technologies. Moreover, based on our literature review, we present and analyze related studies regarding the development of augmented reality applications and systems that utilize these technologies. Finally, after discussing how the integration of deep learning, semantic web and knowledge graphs into augmented reality enhances the quality of experience and quality of service of augmented reality applications to facilitate and improve users’ everyday life, conclusions and suggestions for future research and studies are given. @article{lampropoulos_2020_enhancing, title = {Enhancing the functionality of augmented reality using deep learning, semantic web and knowledge graphs: A review}, author = {Lampropoulos, Georgios and Keramopoulos, Euclid and Diamantaras, Konstantinos}, journal = {Visual Informatics}, volume = {4}, number = {1}, pages = {32--42}, year = {2020}, publisher = {Elsevier}, url = {https://doi.org/10.1016/j.visinf.2020.01.001}, doi = {10.1016/j.visinf.2020.01.001} } 10.1016/j.visinf.2020.01.001

2. [J6]	Makkonen, P., Lampropoulos, G., & Siakas, K. (2020). Effect of Social Media on Knowledge Work. International Journal of Social and Business Sciences, 14(12), 1274–1280. https://publications.waset.org/10011689/effect-of-social-media-on-knowledge-work
   	This paper examines the impact of social media on knowledge work. It discloses and highlights which specific aspects, areas and tasks of knowledge work can be improved by the use of social media. Moreover, the study includes a survey about higher education students’ viewpoints in regard to the use of social media as a means to enhance knowledge work and knowledge sharing. The analysis has been conducted based both on empirical data and on discussions about the sources dealing with knowledge work and how it can be enhanced by using social media. The results show that social media can improve knowledge work, knowledge building and maintenance tasks in which communication, information sharing and collaboration play a vital role. Additionally, by using social media, personal, collaborative and supplementary work activities can be enhanced. Based on the results of the study, we suggest how knowledge work can be enhanced when using the contemporary information and communications technologies (ICTs) of the 21st century and recommend future directions towards improving knowledge work. @article{makkonen_2020_effect, title = {Effect of Social Media on Knowledge Work}, author = {Makkonen, Pekka and Lampropoulos, Georgios and Siakas, Kerstin}, journal = {International Journal of Social and Business Sciences}, volume = {14}, number = {12}, pages = {1274--1280}, year = {2020}, url = {https://publications.waset.org/10011689/effect-of-social-media-on-knowledge-work} }

Conference Articles

1. [C7]	Lampropoulos, G., Georgiadou, I., Keramopoulos, E., & Siakas, K. (2020). An Educational Augmented Reality Application for Improving Knowledge Acquisition. In Proceedings of the 25th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 193–202. https://www.researchgate.net/publication/348351890_An_Educational_Augmented_Reality_Application_for_Improving_Knowledge_Acquisition
   	Advances in Information and Communication Technology (ICT) and the digitalisation of everyday life have drastically influenced the way 21st century students access information and knowledge. As students are significantly affected by the digital era, they are constantly handling digital information, they seek to be directly connected, they require prompt responses and social interaction and they prefer learning based on experiences. Therefore, students are pursuing more interesting, entertaining, motivating and engaging learning experiences. Consequently, new educational needs and requirements have arisen. Augmented reality is a contemporary and real-time interactive technology which can be used in educational settings to cope with these new needs and meet these new requirements. More specifically, augmented reality offers new ways of interacting with both the physical and digital world in real time by providing prompt access to rapidly flowing information which becomes meaningful and ”alive” as it is embedded in the appropriate spatial and time framework. Particularly, this study briefly goes over 21st century students’ new needs and requirements for more interactive and engaging learning experiences and presents the augmented reality technology. Additionally, it examines the effects of augmented reality when used in educational settings. Moreover, the main aims and the concept of our prototype educational augmented reality application as well as the potentials it offers to students are described. Finally, after going over the concept and the features of the augmented reality application as well as the educational needs and challenges that it aims to meet, conclusions and suggestions for future research and studies are given. @inproceedings{lampropoulos_2020_educational, title = {An Educational Augmented Reality Application for Improving Knowledge Acquisition}, author = {Lampropoulos, Georgios and Georgiadou, Ioanna and Keramopoulos, Euclid and Siakas, Kerstin}, booktitle = {In Proceedings of the 25th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {193--202}, year = {2020}, country = {United Kingdom}, url = {https://www.researchgate.net/publication/348351890_An_Educational_Augmented_Reality_Application_for_Improving_Knowledge_Acquisition} }

2. [C6]	Lampropoulos, G., Siakas, K., Anastasiadis, T., & Siakas, E. (2020). A framework for introducing social media in education: A student perspective survey. In Proceedings of the 25th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 55–63. https://www.researchgate.net/publication/348352158_A_Framework_for_Introducing_Social_Media_in_Education_A_Student_Perspective_Survey
   	Social media plays a vital role in providing us with information about different aspects of our daily lives and it has evolved in an integral part of modern society. Moreover, social media has increasingly gained credibility in recent years as a bottom-up platform where people can communicate, collaborate, create and share content and interact. Hence, it is of great importance to capitalise on the benefits and services that social media provides by implementing them in various domains. The use of social media in education allows students, who are mainly digital natives, to connect with educators, other students and diverse learning groups in a way that is familiar to them. This study proposes a framework concerning how social media could be used in education to make learning more enjoyable and engrossing and students more motivated and engaged in learning. Additionally, it analyses and discusses the outcome of a survey regarding students’ perspective on the introduction and use of social media in education. The results of this study show that the students regarded social media as a helpful and essential educational tool that can improve learning when applied in a student centred manner. Additionally, they considered social media as a means to promote, improve and facilitate group work which can boost their communication, collaboration and knowledge sharing with both their fellow students and educators and positively affect their academic performance. @inproceedings{lampropoulos_2020_framework, title = {A framework for introducing social media in education: A student perspective survey.}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Anastasiadis, Theofylaktos and Siakas, Errikos}, booktitle = {In Proceedings of the 25th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {55-63}, year = {2020}, country = {United Kingdom}, url = {https://www.researchgate.net/publication/348352158_A_Framework_for_Introducing_Social_Media_in_Education_A_Student_Perspective_Survey} }

2019

Journal Articles

1. [J5]	Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2019). Internet of things in the context of industry 4.0: an overview. International Journal of Entrepreneurial Knowledge, 7(1), 4–19. https://doi.org/10.37335/ijek.v7i1.84
   	Due to successive technological advancements, developments and innovations, the global industrial landscape has drastically transformed over the last years. The fourth industrial revolution (Industry 4.0) aims at transforming traditional industries into intelligent ones by incorporating innovative technologies. Industry 4.0 enables physical assets to be integrated into intertwined digital and physical processes thus creating smart factories and intelligent manufacturing environments. Internet of Things (IoT) is a rapidly growing technology that has drastically contributed to the Industry 4.0 realization. IoT pursues to pervade our everyday environment and its objects, linking the physical to the digital world and allowing people and “things” to be connected anytime, anywhere, with anything and anyone ideally using any network and service. IoT is regarded as a dynamic and global network of interconnected “things” uniquely addressable, based on standard and interoperable communication protocols and with self-configuring capabilities. Despite still being at an early development, adoption and implementation stage, Industry 4.0 and IoT can provide a multitude of contemporary solutions, applications and services. Hence, they can improve life quality and yield significant personal, professional and economic opportunities and benefits in the near future. This study scrutinizes IoT in the Industry 4.0 context. More specifically, it presents related studies, describes the IoT concept and explores some of the numerous IoT application domains. Moreover, it presents and analyzes the concept of Industry 4.0 and the benefits it offers as well as the relevant key technologies (e.g. industrial internet of things (IIoT), cyber-physical systems (CPSs), cloud computing, big data and advanced data analytics). Furthermore, it describes the concept of intelligent manufacturing and highlights the main IoT and Industry 4.0 challenges and open research issues. Finally, the need for innovation in the industrial domain and the impact and benefits that IoT and Industry 4.0 provide to everyday life and industries is described. @article{lampropoulos_2019_internet, title = {Internet of things in the context of industry 4.0: an overview}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Anastasiadis, Theofylaktos}, journal = {International Journal of Entrepreneurial Knowledge}, volume = {7}, number = {1}, pages = {4--19}, year = {2019}, publisher = {Sciendo}, url = {https://doi.org/10.37335/ijek.v7i1.84}, doi = {10.37335/ijek.v7i1.84} } 10.37335/ijek.v7i1.84

2. [J4]	Kanakaris, V., Lampropoulos, G., & Siakas, K. (2019). A Survey and a Case-Study Regarding Social Media Security and Privacy on Greek Future IT Professionals. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 10(1), 22–37. https://doi.org/10.4018/IJHCITP.2019010102
   	Nowadays, social media and social networks are increasingly used in business as they have drastically changed the way the community works, communicates, collaborates, socialises, creates content and shares knowledge and ideas. However, in particular, IT professionals and practitioners need to be aware of online security and privacy issues and the potential negative impact that they may cause on different aspects of business, such as online breaches or information theft. The use of social media inevitably leads to disclosure of personal information, with the use of open-source intelligence (OSINT) and other similar techniques. Hence, the aim of this article is twofold, namely first to show results of a survey towards future Greek IT practitioners regarding awareness and viewpoints of social media users concerning security and privacy on social media. More specifically the study was based on responses and viewpoints of 178 Greek electrical engineering and IT students to an online questionnaire. Secondly, the aim is also to show how easily a potential malicious user can anonymously track and retrieve sensitive personal information in an automated and undetectable way from popular social media platforms by using publicly available information, resources, and tools. The results of the survey show that most of the respondents are aware of the privacy settings of the social media platforms they use. However, they consider that they should be more careful concerning personal data and whom they add as friends or followers and they do not feel comfortable with the fact that a stranger might be able to access their personal information through their publications on social media platforms.The case study indicates that it is possible for malicious users to acquire sensitive personal data (e.g. user’s location via tweets and instas from smartphones). In addition, the ability to map activity could allow malicious users to track the activities of unsuspected users and predict their future locations. @article{kanakaris_2019_survey, title = {A Survey and a Case-Study Regarding Social Media Security and Privacy on Greek Future IT Professionals}, author = {Kanakaris, Venetis and Lampropoulos, Georgios and Siakas, Kerstin}, journal = {International Journal of Human Capital and Information Technology Professionals (IJHCITP)}, volume = {10}, number = {1}, pages = {22--37}, year = {2019}, publisher = {IGI Global}, url = {https://doi.org/10.4018/IJHCITP.2019010102}, doi = {10.4018/IJHCITP.2019010102} } 10.4018/IJHCITP.2019010102

Conference Articles

1. [C5]	Makkonen, P., Lampropoulos, G., & Siakas, K. (2019). Security and privacy issues and concerns about the use of social networking services. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 457–466. https://www.learntechlib.org/primary/p/211113
   	Social Networking Services (SNSs) have become an integral part of modern society influencing communication, content sharing and life style. Due to the wide range of services and prompt communication SNSs offer, they attract the interest and the attention of all kinds of Internet users. Nowadays, modern students are more accustomed to SNSs and spend more and more time using them. When applied in education in a student-centered way, SNSs have the potential to enhance students’ engagement and active participation in learning. Hence, an increasing number of educators are trying to incorporate social media-based teaching and learning activities into their curriculum. In this study, we look into security and privacy issues and concerns of SNSs as conceived by Information System (IS) students in Higher Education (HE). The results of our study aim to support and assist educators, who aspire to design social media-based teaching and learning activities, in paying attention to certain security and privacy features and issues of SNSs. Educators should be aware of these specific features and issues as they are vital to reinforce teaching and learning activities. This study reveals higher education students’ major concerns regarding security and privacy issues on SNSs. The respondents regarded them potential of their personal information, financial information and intimate secrets being breached as the most notable concerns. Moreover, the results of our study show that there is still some need for SNS improvement in regard to security and privacy issues, as well as that educators should further increase their students’ awareness of how they should manage to protect their privacy and share content online, as well as of the significance of information security and privacy and the various online threats. Finally, some basic actions both educators and students could apply in order to enhance data privacy and further restrict access to sensitive information are proposed. @inproceedings{makkonen_2019_security, title = {Security and privacy issues and concerns about the use of social networking services}, author = {Makkonen, Pekka and Lampropoulos, Georgios and Siakas, Kerstin}, booktitle = {E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education}, pages = {457--466}, year = {2019}, country = {USA}, organization = {Association for the Advancement of Computing in Education (AACE)}, url = {https://www.learntechlib.org/primary/p/211113} }

2. [C4]	Makkonen, P., Lampropoulos, G., & Siakas, K. (2019). Three quality attributes-availability, performance and security-of social media services used in higher education: A cross-cultural analysis with IS/ICT students. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 520–527. https://www.learntechlib.org/p/211121
   	Quality of Information and Communication Technology (ICT) services can be evaluated in many ways according to various attributes. In our study we focus on the evaluation of ICT services regarding three quality attributes, namely availability, performance and security. We designed a survey instrument so as to investigate the significance of these quality attributes in social media. The target group of the survey was ICT and Information Systems (IS) students from Finland and Greece. In this paper, we compare, analyze and present data which we collected from two universities, one from Finland and one from Greece. The analysis of the results indicated that in both countries security is a major issue compared to availability and performance in the design and use of social media in higher education (HE). However, some cultural differences were found in this survey. For example, in Finland, the respondents appreciated far more availability and performance attributes. The results also showed that malicious software and applications, as well as phishing attack are the most notable security threats in both countries and it is a significantly more serious threat based on Greek perspective. When discussing the availability attribute, our results showed that errors in the logic of the software and disruptions in planned maintenance are major concerns. Furthermore, our results from the performance attribute showed that network performance is the main issue. However, significant differences between Finland and Greece concerning detailed availability and performance variables were not found. @inproceedings{makkonen_2019_three, title = {Three quality attributes-availability, performance and security-of social media services used in higher education: A cross-cultural analysis with IS/ICT students}, author = {Makkonen, Pekka and Lampropoulos, Georgios and Siakas, Kerstin}, booktitle = {E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education}, pages = {520--527}, year = {2019}, country = {USA}, organization = {Association for the Advancement of Computing in Education (AACE)}, url = {https://www.learntechlib.org/p/211121} }

3. [C3]	Lampropoulos, G., Morcavallo, A., Salvi, L., Spiralska-Golak, I., & Siakas, K. (2019). DevOps: The New Frontier of Industrial Software Development. In Proceedings of BCS Quality Specialist Group’s Annual International 27th Software Quality Management (SQM) Conference, 131–144. https://www.researchgate.net/publication/350075143_DevOps_The_New_Frontier_of_Industrial_Software_Development
   	Due to rapid technological advances, information and software systems play a vital role in today’s society. Demands for high quality products and services that meet the ever-changing users’/customers’ needs and requirements are continuously increasing while simultaneously bringing about fierce global market competition. DevOps is the new software development methodology which companies can adopt in order to satisfy and fulfil these new demands and stay ahead of the increased competition. DevOps is widely considered to be a cultural change and has been gaining popularity at a rapid pace. It combines software development (Dev) with information technology operations (Ops) and involves shared and efficient practices, tools, automation and event monitoring throughout all the phases of the software development lifecycle (SDLC). The aim of DevOps is to shorten the SDLC and to improve product quality and customers’ satisfaction. In this approach, multidisciplinary teams work closely together with the aim of meeting with business objectives and goals. Working side-by-side throughout all SDLC phases, Dev and Ops teams communicate directly with each other and get to know each other’s work, thus influencing the planning of the product and preventing many problems and errors from happening. Hence, better results and more collaborative environments are ensured in comparison to conventional methods. The aim of this study is to present and analyse the DevOps approach regarding software development. It explains the origins of this approach and analyses its concept and principles in detail. Moreover, it outlines the main advantages and drawbacks of DevOps. In addition, it briefly examines the Waterfall model, Software Process Improvement (SPI) and Agile methodology and compares them with the DevOps approach. Finally, it describes the way DevOps is adopted and implemented by companies based on the latest market reports and compares DevOps working environments with conventional ones. @inproceedings{lampropoulos_2019_devops, title = {DevOps: The New Frontier of Industrial Software Development}, author = {Lampropoulos, Georgios and Morcavallo, Alberto and Salvi, Luigi and Spiralska-Golak, Inez and Siakas, Kerstin}, booktitle = {In proceedings of BCS Quality Specialist Group’s Annual International 27th Software Quality Management (SQM) conference}, pages = {131--144}, year = {2019}, country = {USA}, url = {https://www.researchgate.net/publication/350075143_DevOps_The_New_Frontier_of_Industrial_Software_Development} }

4. [C2]	Lampropoulos, G., Anastasiadis, T., & Siakas, K. (2019). Digital Game-based Learning in Education: Significance of Motivating, Engaging and Interactive Learning Environments. In Proceedings of the 24th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE), 117–127. https://www.researchgate.net/publication/336559371_Digital_Game-based_Learning_in_Education_Significance_of_Motivating_Engaging_and_Interactive_Learning_Environments
   	It is beyond doubt that the digital era has drastically influenced the everyday life and pursuits of modern students. Due to the technological advances and digitalisation of life, students’ needs and requirements regarding education have changed. Hence, they are seeking for more fun, interesting, motivating, engaging and interactive learning environments and experiences and they are no longer satisfied with and attracted by traditional educational methods. Nowadays, due to their popularity, digital games are increasingly applied in education. Digital educational games or serious games focus more on primary purposes and offer motivating and engaging experiences, interactive learning environments, collaborative learning activities and continuous feedback. These games can satisfy and fulfil students’ needs and requirements and improve learning processes, thus, they are regarded as appropriate and efficient educational tools. The pedagogical approach of utilising digital educational games is named digital game-based learning and can be described as the connective bond between interactive entertainment and serious learning. Game-based learning promotes collaborative and stimulating activities, as well as student-centred learning environments, in which students’ mental and psychological wellbeing and soft skills are cultivated in a dynamic, entertaining and creative manner. This study describes the emergence of new educational needs and requirements, analyses the concept of digital educational games and the digital game-based learning approach and presents their main attributes and benefits. Furthermore, it describes and summarises the main qualities and potentials of this approach as an educational tool and as a means for creating motivating and engaging experiences, as well as interactive learning environments. Finally, it points out the significance and the need for developing such environments and experiences in education and it analyses their individual elements. @inproceedings{lampropoulos_2019_digital, title = {Digital Game-based Learning in Education: Significance of Motivating, Engaging and Interactive Learning Environments}, author = {Lampropoulos, Georgios and Anastasiadis, Theofylaktos and Siakas, Kerstin}, booktitle = {In Proceedings of the 24th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE)}, pages = {117--127}, year = {2019}, country = {United Kingdom}, url = {https://www.researchgate.net/publication/336559371_Digital_Game-based_Learning_in_Education_Significance_of_Motivating_Engaging_and_Interactive_Learning_Environments} }

2018

Journal Articles

1. [J3]	Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/IJASRE.2018.33016
   	Nowadays, students are significantly influenced by the digital era and are constantly handling digital information. As a result, they form their personalities in the light of flexible communities, pursue to be directly connected, require prompt responses and social interaction and prefer learning based on experiences. Undoubtedly, modern students are not fully keen on and attracted by conventional education methods and thus they are seeking for more interesting, fun, motivating and engaging learning experiences. The increasing popularity of digital games has led to their being broadly utilized and applied. In education, digital games are mostly applied in the form of serious games which focus more on primary purposes. Serious games offer motivating and engaging experiences, interactive learning environments and collaborative learning activities. Hence, they are considered as a proper educational tool which enhances learning procedures and satisfies and fulfills students’ needs and requirements. The pedagogical approach of utilizing digital educational games is called digital game-based learning and can be described as the “coming together” of interactive entertainment and serious learning through digital games. Game-based learning is the act of designing interactive learning activities that can gradually convey concepts and guide students towards an end goal. Furthermore, it promotes a student-centered learning environment in which students’ wellbeing and soft skills are cultivated in a dynamic, enjoyable and playful way. This study briefly describes students’ new needs and requirements for more interactive and engaging learning experiences and analyzes the concept and the impact of serious games in education. Additionally, it points out the characteristics and features of serious games and the significance of motivation in students’ learning procedure. It analyzes the digital game-based learning approach and presents some of its benefits. Finally, it summarizes the main properties and potentials of digital game-based learning and serious games in education. @article{anastasiadis_2018_digital, title = {Digital Game-based Learning and Serious Games in Education}, author = {Anastasiadis, Theofylaktos and Lampropoulos, Georgios and Siakas, Kerstin}, journal = {International Journal of Advances in Scientific Research and Engineering}, volume = {4}, number = {12}, pages = {139--144}, year = {2018}, url = {https://doi.org/10.31695/IJASRE.2018.33016}, doi = {10.31695/IJASRE.2018.33016} } 10.31695/IJASRE.2018.33016

2. [J2]	Anastasiadis, T., Pandulchev, D., Dolika, A., & Lampropoulos, G. (2018). Quality assessment of performing fundamental movement patterns by using the Functional Movement Screen (FMS). Hellenic Journal of Physical Education & Sport Science, 38(3), 61–68.
   	Functional Movement Screen (FMS) is an innovative system of assessment and gradation of functional movement which consists of a series of seven (7) simple tests and is used to check/control the performance/quality of specialized movement patterns, in individuals without previous identified pathology and pain symptoms. Movement screen through FMS, does not only spot erroneous performance of movement prototypes but also the injury potentials what a trainee or an athlete has, based on the weaknesses and the restrictions that may occur during the application of the tests. The aim of this study is to present the concepts which are related to the screening of fundamental movements, to study the FMS efficiency and to implement it on (52 male) undergraduate students of Physical Education in order to determine the level of their functional movement abilities. It is noted that the FMS mean total score/value is 16,58±1,94 (* highest FMS total score = 21) with a percentage of 17% to have gathered individual total prices < to 14. A percentage of 65% also showed movement asymmetry regarding the limb mobility in one or more of the bilateral tests and a percentage of 15% had difficulty in performing specific tests or felt pain during the performance and they did not complete the test. Corrective exercises for overcoming the specific discovered weaknesses are recommended. Based on the observed effective assessment potential of functional movement which FMS offers, it is suggested that it should be incorporated into pre-participation screening but also into the procedures of quality definition of functional mobility which a trainee or an athlete is required to have in order to participate in sports activities. @article{anastasiadis_2018_quality, title = {Quality assessment of performing fundamental movement patterns by using the Functional Movement Screen (FMS)}, author = {Anastasiadis, Theofylaktos and Pandulchev, Dancho and Dolika, Aikaterini and Lampropoulos, Georgios}, journal = {Hellenic Journal of Physical Education & Sport Science}, volume = {38}, number = {3}, pages = {61--68}, year = {2018} }

3. [J1]	Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2018). Internet of Things (IoT) in Industry: Contemporary Application Domains, Innovative Technologies and Intelligent Manufacturing. International Journal of Advances in Scientific Research and Engineering, 4(10), 109–118. https://doi.org/10.31695/IJASRE.2018.32910
   	Internet of Things (IoT) is a rapidly growing innovative technology with various applications, functions and services in everyday life and in a wide range of markets and industries. It can be defined as a global dynamic information network that involves interconnected devices and objects and aims at the mutual interconnection and interaction among people, services and devices at any time and regardless of location. IoT utilizes numerous innovative and advanced technologies in order to integrate intelligence into devices so that they can process information and data and gain knowledge. As an outcome, real-time, autonomous and human like intelligent decision-making systems that reduce the need for human involvement and intervention, are developed. Using this advanced network of interconnected devices in addition to its novel technologies, applications and services cannot only enhance life quality, but can also result in personal, professional and economic benefits. Hence, it has rapidly attracted the interest of organizations, industries and enterprises and has been regarded as an innovation enabler and explorer of new initiatives in industrial domains. Nonetheless, there are still challenges and open research issues that need to be investigated and addressed in order for IoT to be adopted and fully utilized by industries and enterprises. This study scrutinizes IoT from an industrial perspective and presents some of its numerous application domains (i.e. transportation and logistics, healthcare and sanitary, smart cities, smart environments and industry). It describes the context of Industry 4.0 and analyzes its involved innovative key technologies (i.e. cloud computing, Big Data (BD), Industrial Internet of Things (IIoT) and Cyber-Physical Systems (CPSs) along with their benefits. Moreover, it explores the concept of intelligent manufacturing and looks into the main IoT challenges and open research issues. @article{lampropoulos_2018_internet, title = {Internet of Things (IoT) in Industry: Contemporary Application Domains, Innovative Technologies and Intelligent Manufacturing}, author = {Lampropoulos, Georgios and Siakas, Kerstin and Anastasiadis, Theofylaktos}, journal = {International Journal of Advances in Scientific Research and Engineering}, volume = {4}, number = {10}, pages = {109--118}, year = {2018}, url = {https://doi.org/10.31695/IJASRE.2018.32910} }

Conference Articles

1. [C1]	Lampropoulos, G., & Siakas, K. (2018). Communication in Distributed Agile Software Development: Impact of Social Media–Social Networking. In Proceedings of BCS Quality Specialist Group’s Annual International 26th Software Quality Management (SQM) Conference, 43–59. https://www.researchgate.net/publication/327580426_Communication_in_Distributed_Agile_Software_Development_Impact_of_Social_Media_-_Social_Networking
   	Agile methodologies have been widely used in software development for more than a decade now. They have shown promising results to the persisting software crisis, defined as the inability to develop software on time, on budget, and within requirements. Many companies have adapted, tailored and customised the agile processes to fit their own organisational practices and culture. Simultaneously, in the increasingly globalised economy, distributed software development has emerged as a new trend, taking mainly advantage of access to world-class software professionals at lower costs. These two main trends relying on totally different philosophies hide many different opportunities and challenges on their own. Distributed software development is already burdened with different kinds of problems, such as different time zones and working hours across the globe, as well as cultural and linguistic barriers. Agile distributed methodologies bring further challenges regarding mainly communication, which is designed to be collocated and volatile requirements. There is little empirical knowledge on distributed agile software development in the literature. This paper aims to identify success factors and challenges for agile distributed software development. In particular, we investigate the challenges of communication in distributed agile software development and the use of social media as a communication and collaboration tool. We propose best practices in the application of distributed agile development based on an extensive literature review. @inproceedings{lampropoulos_2019_communication, title = {Communication in Distributed Agile Software Development: Impact of Social Media--Social Networking}, author = {Lampropoulos, Georgios and Siakas, Kerstin}, booktitle = {In proceedings of BCS Quality Specialist Group’s Annual International 26th Software Quality Management (SQM) conference}, pages = {43--59}, year = {2018}, country = {United Kingdom}, url = {https://www.researchgate.net/publication/327580426_Communication_in_Distributed_Agile_Software_Development_Impact_of_Social_Media_-_Social_Networking} }