Nayia Panayiota Stylianidou

• Scientific Collaborator at Frederick University

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to sh...

The current study presents a course design for preschool student teachers on science education based on the challenges of a continuously evolving world. This world involves the request for more inclusive environments that will offer meaningful and challenging learning opportunities to all students, as well as students who are raised in an interacti...

Στη παρούσα εργασία παρουσιάζεται η προσέγγιση των Διερευνητικών Συμπεριληπτικών Επαυξημένων Εναλλακτικών Παιχνιδιών Πραγματικότητα (IB-ARG) και οι αντιλήψεις φοιτητών/φοιτητριών του Παιδαγωγικού Τμήματος Νηπιαγωγών που συμμετείχαν σε ένα IB-ARG στη γνωστική περιοχή του μαγνητισμού στο πλαίσιο εργαστηρίου ΦΕ. Στην έρευνα συμμετείχαν 65 φοιτητές/φοι...

This paper focuses on the inclusion of newly arrived migrants in Europe, reporting on the project "Augmented Assessment" (ERASMUS+/KA3). The project aims to narrow the assessment gap that results from barriers between those students and their teachers. The project's theoretical orientations and the pedagogical approach guided the creation of an Aug...

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathem...

The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. T...

Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities...

This article is based on research conducted in a small fishing community in Cyprus. It seeks to explore through an intergenerational and biographical approach how three generations of Greek Cypriot males belonging to fishing families create a meaningful sense of identity through their attachment to place and the fishing profession. The article anal...

Voice inclusive pedagogy urges teachers to consider how they will act to incorporate children’s voices within their teaching practice. In blended learning environments, students’ views in technology-enhanced classrooms are a useful source of information that is often not utilised to its full potential. This demon-stration paper presents an authorin...

This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to...

This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented realit...

This chapter discusses an attempt to empower teachers to ‘augment’ students’ reading experiences as part of the project The Living Book – Augmenting Reading for Life (Erasmus+). The project’s overall aim is to address the under-achievement of European students in reading by developing an innovative approach that combines offline activities promotin...