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.
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}
}
