Google scholar citations:

https://scholar.google.com/citations?user=2sTeX34AAAAJ&hl=el&oi=ao

PEER-REVIEWED JOURNAL ARTICLES

• Kyza, E. A., & Georgiou, Y. (2025). Curriculum redesign to increase equity and promote active citizenship in science education. Education Sciences, 15(3), 319.
• Hadjichambis, A., Paraskeva-Hadjichambi, D., Georgiou, Y., & Adamou, A. (2024). How can we transform citizens into ‘environmental agents of change'? Towards the citizen science for environmental citizenship (CS4EC) theoretical framework based on a meta-synthesis approach. International Journal of Science Education, Part B, 14(1), 72-92.
• Ioannou, A., Miliou, O., Georgiou, Y., Timotheou, S., Barkhuus, L., & Rode, J. (2024). Learning design for short-duration e-textile workshops: outcomes on knowledge and skills. Educational technology research and development, 1-21.
• Georgiou, Y., & Kyza, E. A. (2023). Fostering chemistry students’ scientific literacy for responsible citizenship through socio-scientific inquiry-based learning (SSIBL). Sustainability, 15(8), 6442.
• Georgiou, Y., Hadjichambis, A. C., Paraskeva-Hadjichambi, D., & Adamou, A. (2023). “From Gamers into Environmental Citizens”: A Systematic Literature Review of Empirical Research on Behavior Change Games for Environmental Citizenship. Multimodal Technologies and Interaction, 7(8), 80.
• Hadjichambi, D., Hadjichambis, A. C., Adamou, A., & Georgiou, Y. (2023). A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship. Educational Research Review, 100525.
• Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Sinakou, E., Adamou, A., & Georgiou, Y. (2022). Green cities for environmental citizenship: A systematic literature review of empirical research from 31 green cities of the world. Sustainability, 14(23), 16223.
• Miliou, O., Ioannou, A., Georgiou, Y., Vyrides, I., Xekoukoulotakis, N., Willert, S., ... & Yiatros, S. (2022). The design of a postgraduate vocational training programme to enhance engineering graduates’ problem-solving skills through PBL training. International Journal of Engineering Education, 38(5A), 1257–1273.
• Kyza, E. A., Georgiou, Y., Agesilaou, A., & Souropetsis, M. (2022). A cross-sectional study investigating primary school children’s coding practices and computational thinking using ScratchJr. Journal of Educational Computing Research, 60(1), 220-257.
• Hadjichambis, A. C., Paraskeva-Hadjichambi, D., & Georgiou, Y. (2022). Evaluating a Novel Learning Intervention Grounded in the Education for Environmental Citizenship Pedagogical Approach: A Case Study from Cyprus. Sustainability, 14(3), 1398.
• Adamou, A., Georgiou, Y., Paraskeva-Hadjichambi, D., & Hadjichambis, A. C. (2021). Environmental citizen science initiatives as a springboard towards the education for environmental citizenship: A systematic literature review of empirical research. Sustainability, 13(24), 13692.
• Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051-3080.
• Georgiou, Y., & Ioannou, A. (2021). Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms. TechTrends, 65(1), 38-50.
• Georgiou, Y., Ioannou, A., & Kosmas, P. (2021). Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?. Technology, Pedagogy and Education, 1-19.
• Georgiou, Y., & Kyza, E. A. (2021). Bridging narrative and locality in mobile-based augmented reality educational activities: effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies, 145, 102546.
• Tsivitanidou, O. E., Georgiou, Y., & Ioannou, A. (2021). A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and Technology, 1-21.
• Georgiou, Y., Hadjichambis, A. C., & Hadjichambi, D. (2021). Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability, 13(5), 2622.
• Vasiliades, M. A., Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Adamou, A., & Georgiou, Y. (2021). A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability, 13(13), 7457.
• Georgiou, Y., & Ioannou, A. (2019). Teachers’ concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development. Journal of Technology and Teacher Education, 27(3), 335-371.
• Kyza, E. A., Georgiou, Y., Souropetsis, M., & Agesilaou, A. (2019). Collecting ecologically valid data in location-aware augmented reality settings: A comparison of three data collection techniques. International Journal of Mobile and Blended Learning (IJMBL), 11(2), 78-95.
• Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A. (2018). Antibiotics in Livestock: Introducing In-Service Teachers to the Nature of Contemporary Socio-Scientific Controversies. School Science Review, 100(371), 53-58.
• Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Agesilaou, A., Kyza, E. A.  & Mappouras, D. (2018). Promoting Responsible Research and Innovation (RRI) and active citizenship in an inquiry-based controversial socio-scientific issue: The case of cholesterol regulation and statins. Journal of Biological Education.
• Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-182. doi.org/10.1016/j.chb.2018.08.011
• Kyza, E. A. & Georgiou, Y. (2018). Scaffolding augmented reality learning: The design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 1-15.
• Efstathiou, I., Kyza, E. A. & Georgiou, Y.  (2017). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments. 1-20.
• Georgiou, Y., & Kyza, E. A. (2017). Translation, adaptation, and validation of the Need for Cognition Scale - Short Form (NfC-SF) in the Greek language for secondary school students. Journal of Psychoeducational Assessment, 36(5), 523-531. doi:10.1177/0734282916686005
• Georgiou, Y., & Kyza, E. A. (2017). The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human Computer Studies, 98, 24-37. doi:10.1016/j.ijhcs.2016.09.014
• Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Ioannou, H., & Manoli, C. (2015). Integrating sustainable consumption into environmental education: A case Study on environmental representations, decision making and intention to act. International Journal of Environmental and Science Education, 10(1), 67-86.
• Hadjichambis, A., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E. A.  & Mappouras, D. (2015).  Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education. doi: 10.1080/00219266.2015.1067241
• Kyza, E. A. & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technology-supported participatory design approach to professional development. Science Education International, 25(2), 55-77.
• Manoli, C., Johnson, B., Hadjichambis, A., Paraskeva-Hadjichambi, D., Georgiou, Y., & Ioannou, H.  (2014). Evaluating the impact of the Earthkeepers earth education program on children’s ecological understandings, attitudes, and behaviour in Cyprus. Studies in Educational Evaluation, 41, 29-37. doi:10.1016/j.stueduc.2013.09.008

BOOK CHAPTERS

• Kyza, E. A., Agesilaou, A., Georgiou, Y., & Hadjichambis, A. (2022). Teacher–researcher co-design teams: Teachers as intellectual partners in design. In Teacher Learning in Changing Contexts (pp. 175-195). Routledge.
• Georgiou, Y., & Ioannou, A. (2019). Embodied learning in a digital world: A systematic review of empirical research in K-12 education. In Learning in a Digital World (pp. 155-177). Springer, Singapore.
• Kyza, E. A., & Georgiou, Y. (2019). The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings. In Emergent Practices and Material Conditions in Learning and Teaching with Technologies (pp. 183-197). Springer, Cham.
• Georgiou Y. & Kyza, E. A. (2014). “Can you listen to my voice?” Including a student voice in the design of a chemistry module aiming to increase students’ learning and motivation. In Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (eds.), Science teachers’ continuous professional development in Europe: Case studies from the PROFILES project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), 94-102.

ARTICLES IN FULLY REFEREED CONFERENCE PROCEEDINGS

• Economou, A., Kapsalis, G., Kyza, E. A., Georgiou, Y., Gallagher, S., Galvin, C., ... & Garcia, A. R. (2024). Building digital competence: personal and contextual factors in teachers' professional learning. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 298-305. International Society of the Learning Sciences.
• Souropetsis, M., Kyza, E., Georgiou, Y., & Nisiotis, L. (2024). Investigating students’ immersion, motivation and cultural heritage learning in gamified and non-gamified virtual reality environments. In ISLS 2024 Conference Proceedings.
• Souropetsis, M., Kyza, E. A., Nisiotis, L., Georgiou, Y., & Giorgalla, V. (2023). Investigating students’ motivation and cultural heritage learning in a gamified versus non-gamified VR environment. In the Proceedings of the 3rd International Conference on Interactive Media, Smart Systems and Emerging Technologies.
• Kyrlitsias, C., Stavroulia, K. E., Ioannou, L., Georgiou, Y., Michael-Grigoriou, D., & Lanitis, A. (2023, May). Through the eyes of teachers or students? Evaluating the impact of perspective changing on a smartphone VR application for teacher training. In Computer Animation & Social Agents (CASA) 2023.
• Stavroulia, K. E., Kyrlitsias, C., Ioannou, L., Georgiou, Y., Michael-Grigoriou, D., & Lanitis, A. (2023, October). Virtual Reality and the Art of Empathetic Teaching: Enhancing Teacher Education Through Perspective-Taking. In FabLearn/Constructionism 2023.
• Georgiou, Y., Souropetsis, M., Kyza, E. A., & Nisiotis, L. (2023). Investigating Students’ Immersion in Relation to Cultural Heritage Learning in a Virtual Reality Environment. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1947-1948. International Society of the Learning Sciences.
• Vasiliades, M. A., Hadjichambis, A. C., Hadjichambi, D., Adamou, A., & Georgiou, Y. (2022). Investigating the Participation Facets of Environmental Citizen Science Initiatives: A Systematic Literature Review of Empirical Research. Environmental Sciences Proceedings, 14(1), 1.
• Georgiou, Y., & Ioannou, A. (2020). A co-design approach for the development and classroom integration of embodied learning apps. In International Conference on Human-Computer Interaction (pp. 217-229). Springer, Cham.
• Ioannou, M, Ioannou, A., Georgiou, Y. & Retalis, S. (2020). Designing and orchestrating the classroom experience for technology-enhanced embodied learning. Proceedings of the International Conference of the Learning Sciences (ICLS 2020). Nashville, USA
• Georgiou, Y., Tsivitanidou, O., Eckhardt, c. & Ioannou, A. (In press). A learning experience design for immersive virtual reality in Physics classrooms. Conference Proceedings of the 6th International Immersive Learning Research Network (iLRN 2020) 2020 conference.
• Georgiou, Y. & Ioannou, A. (2019). Investigating in-service teachers’ concerns about adopting technology-enhanced embodied learning. Proceedings of the 14th European Conference on Technology Enhanced Learning (ECTEL). Deft, The Netherlands. 
• Georgiou, Y., Ioannou, A., & Ioannou, M. (2019). Investigating children’s immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting. In International Conference on Immersive Learning (pp. 222-233). Springer, Cham.
• Ioannou, M., Georgiou, Y., Ioannou, A., Johnson-Glenberg, M. (2019). On the understanding of students’ learning and perceptions of technology integration in low- and high-embodied group learning. Proceedings of the 13th International Conference on Computer Supported Collaborative Learning.
• Georgiou, Y. & Kyza, E. A. (2018). Investigating the coupling of narrative and locality in augmented reality educational activities:  Effects on students’ immersion and learning gains. Proceedings of the 13th International Conference of the Learning Sciences. London, UK: International Society of the Learning Sciences (ISLS), 2018.
• Georgiou, Y. & Kyza, E. A. (2017). A design-based approach to augmented reality location-based activities: Investigating immersion in relation to student learning. Proceedings of the 16th World Conference on Mobile and Contextual Learning (mLearn, 2017), Larnaka, Cyprus. 
• Georgiou, Y. & Kyza, E. A. (2017). Investigating immersion in relation to students’ learning during a collaborative location-based augmented reality activity. Proceedings of the 12th International Conference of Computer Supported Collaborative Learning. Philadelphia, Pennsylvania: International Society of the Learning Sciences (ISLS), 2017.
• Kyza, E. A. & Georgiou, Y. (2016). Digital tools for enriching informal inquiry-based mobile learning:  the design of the TraceReaders location-based augmented reality learning platform. Proceedings of the 15th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and its Applications in Industry (VRCAI 2016), Zhuhai, China.
• Kyza, E. A., Georgiou, Y., Hadjichambi, D., & Hadjichambis, A. (2013). Teacher Framing, Classroom Collaboration Scripts, and Help‐Seeking and Help‐Giving Behaviors. In N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale. Proceedings of the 10th International Conference of Computer Supported Collaborative Learning. Madison, WI: International Society of the Learning Sciences (ISLS), 2013.

• CIS 102: Communication Theory (seminars)
• CIS 164: Statistics for Social Sciences (lab component)
• CIS 204: New media, Design and Learning (lab component)
• CIS 205: Introduction to the Information Society
• CIS 207: Research Methods in Communication I: Quantitative Analysis (lab component)
• CIS 240: Human-centered Design
• CIS 488: Immersive Digital Environments
• CIS 541: Methodology of Research​​​​​​​