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Paper—Coding with Block Programming Languages in Educational Robotics and Mobiles, Improve…
Coding with Block Programming Languages in
Educational Robotics and Mobiles, Improve Problem
Solving, Creativity & Critical Thinking Skills
https://doi.org/10.3991/ijim.v16i20.34247
Ioanna Moraiti, Anestis Fotoglou, Athanasios Drigas()
NCSR DEMOKRITOS, Athens, Greece
dr@itt.demokritos.gr
Abstract—The purpose of the article is to highlight how students'
computational thinking, which is a critical thinking skill, can be developed
through educational robotics and programming. It is a fun and engaging learning
activity that encourages students to collaborate, delve into a problem, construct
knowledge, and cultivate critical thinking. Educational robotics is therefore an
innovative teaching tool, which contributes to the implementation of the above
goal and follows the principles of building, specifically the construction of
knowledge (Mikropoulos & Bellou, 2010). It develops students' critical thinking,
strengthens their mental models, and activates known learning mechanisms
leading them to a deeper level of understanding and assimilation of knowledge,
which cannot be accomplished with traditional teaching methodologies. It has
also been proven to be able to help students solve complex problems as well as
contribute to the development of computational thinking skills (Atmatzidou &
Demetriadis, 2014), which should characterize the entire literate population and
complement the other three basic reading skills, writing, and mathematics
(Mavroudis, Petrou & Fesakis, 2014).
Keywords—STEM, STEAM, robotics, educational robotics, programming
languages, mobiles, critical thinking, problem solving, block-based
programming, curriculum, coding
1 Introduction
Nowadays people's communication, information, shopping, and entertainment are
done through computers and smart devices. Social media has replaced classic
communication via phone and text. All these processes of computers and smart devices
are controlled by an instruction set consisting of lines of code. The artificial language
used for human interaction with computers is called a programming language.
Analyzing more of the data in the field of IT, we notice that today's children grow
up surrounded by technology. This dynamic development of technology required the
adoption of new teaching methods. These new methods included the introduction of
computer science into primary and secondary education.
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In education, in the Computer Science course, learning the basic concepts of coding
through visual programming languages based on blocks (block-based languages) has
been introduced. Blocks contain ready-made sections of commands which are
organized into different categories. The blocks are like puzzle pieces, which when put
together create the final program. Writing a program in a block-based environment
takes the form of drag-and-drop instructions. If two statements cannot be joined to form
a valid statement, then the environment prevents them from being stuck together, and
the user is informed that there is no logical order between these statements.
2 Programming languages
Computer programming is the process of solving problems using a coded
programming language. The user in this way gives instructions to the computer, the set
of instructions is called code. The ultimate goal of programming is to create something.
This could be a web page, a piece of software, or a program. This is also the reason
why programming is often described as a combination of art and science. It requires
both technical and analytical skills but also requires the creativity of the user.
Compared to natural language, the programming language is structured, aims to
eliminate ambiguity, and is based on rules of formal logic and mathematics. It is also
similar to natural language in that it uses grammar and symbols.
Learning to code is the basis for developing programming skills, which through the
play-based approach aims to:
• To develop problem-solving skills
• In the development of computational thinking
• To improve critical thinking
• In the development of creativity
3 Learning goals in education
Programming with the leaps and bounds of technology is becoming more and more
common. Children can now use smartphones and tablets at ages 3 or 4, even before
they can read (Calvert, 2015). There is no doubt that today's children will interact with
technology throughout their lives, regardless of their career choice.
In primary education, children begin their engagement with computer science
through:
• Visual programming environments
• Games
• Writing simple algorithms on paper, etc.
The English Department for Education (Department for Education, 2013) in the
National Curriculum for Computing at Key Stage 1 (ages 5 to 7) states that pupils
should be taught concepts to:
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1. Understand what algorithms are and how an algorithm is executed as a program on
a digital device
2. To create and identify any errors in simple programs
3. To develop logical thinking to predict the behavior of simple programs
However, the learning of computer science concepts in children around the age of 5
depends to a large extent on the teaching methods and programming tools used (Shein,
2014). To achieve this, it requires that all teachers are properly trained to teach the new
technologies in computer science as well as that there is equipment available from
government agencies to serve the new needs.
According to Passey et al.2017, the main arguments for teaching computer science
in compulsory education are summarized as follows:
• Economic argument
Education should develop those skills which are most likely to support a future IT-
based economy.
• Organizational argument
Large organizations increasingly require highly skilled people to support their
systems.
• Community argument
Computing facilities are increasingly being used by 'communities' for social
purposes, in addition to organizations and individuals.
• Educational argument
Because of the speed at which technology is developing, students need to become
aware and understand how it should be used responsibly.
• Learning Argument
Develop problem-solving, collaboration, creativity, and logical thinking skills.
• Learner Argument
Engaging students in computer science early on so they have the opportunity to see
how it can impact their future.
4 Computational thinking and programming
According to the World Organization ISTE (International Society for Technology in
Education) computational thinking (CT) is a problem-solving process that includes the
following characteristics:
• Formulating problems in a way that enables us to use a computer and other tools to
help solve them.
• Logical organization and analysis of data.
• Representation of data through abstractions such as models and simulations.
• Automating solutions through algorithmic thinking.
• Identify, analyze and implement potential solutions to achieve the most effective
combination of steps and resources.
• Generalize and transfer this solution process to a wide variety of problems.
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According to Wing (2006), computational thinking is a fundamental skill and refers
to a set of generally applicable skills that everyone, not just computer scientists, would
be willing to learn to use. Regarding the abilities of each child in writing, reading and
arithmetic we should add computational thinking, which includes: solving problems,
designing systems, and understanding human behavior and is based on the basic
concepts of computer science. Computational thinking is thinking in terms of
preventing, protecting, and recovering data from the worst-case scenario, through
redundancy, damage limitation, and error control. Creativity is also linked to
Computational Thinking through divergent thinking, 'challenging' new methodologies,
finding patterns, and engaging in ill-defined problems which are a key component of
the 'integrated STEAM approach' but also favor STEM skills, 21st-century skills
needed for new forms of work.
Programming is the set of procedures for writing a computer program, usually as the
implementation of some algorithms after careful design, for the automated execution
of tasks or solving a computer problem. Programming also includes checking the
program to verify its accuracy and correctness (debugging) and preparing the
instructions with which a computer will execute the commands specified in the program
specification. Programming languages consist of a set of rules for writing commands
while writing code, called syntax. They have a compiler that converts the code into
machine code so that it can be understood by the computer, the computer executes the
code and returns results, and the set of instructions that direct the computer to perform
a specific task is called a program.
In this educational programming research article, programming languages for
beginners will be discussed. In more detail, visual programming environments (VPEs)
and programming learning platforms along with their benefits in each educational
context.
5 Visual programming
Visual Programming Languages (VPLs) were created to be accessible to novice
users of all ages. The novice programmer can design programs according to his interests
and the immediate feedback provided by the programming environment (creating
stories, animations, games, etc.). Visual programming languages are used to create
programs through ready-made blocks of commands that are listed in blocks and
organized into categories. The user joins the blocks and creates the final program. No
need to write commands textually and this is the advantage of visual languages over
traditional languages for the novice programming user.
Repenning (2017) describes three levels of features that make a successful visual
programming environment:
1. Syntax: The use of blocks/icons, forms, and diagrams help to reduce and eliminate
syntax errors.
2. Semantics: Visual environments provide some mechanisms to reveal the primitive
concepts of programming. Semantics plays an important role in the time it takes a
student to create a project.
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3. Pragmatics: Visual environments give information about what a program means in
a particular situation, for example how a program works when data is added.
Programming languages are designed in such a way that they provide enough
functionality that allows users to avoid basic errors while providing the ability to
immediately correct the error in a non-executable program. Several studies have been
conducted to examine the complexity and associated difficulties students face while
learning to program. The results show two main factors related to the learning process.
The way of approaching teaching and the motivations that can be developed. Felder
and Brent (2005) categorized students into 3 areas based on their learning profile,
approach to study and orientations to learning, and intellectual development and
concluded that teachers could more effectively promote the intellectual development of
students if they could identify key differences in these areas by designing different
learning activities and adopting different teaching methods.
The New York City government agency's education department in15 developed a
program called CS4ALL SEPjr., which would provide computer science education to
every public school student for the next ten years. The SEPjr curriculum consists of
four main modules:
1. Basic principles of computer science
2. Robot
3. Project-based learning
4. Physical computer use
The goals of the program were to increase the number of elementary school students
in public schools learning computer science and developing computational thinking and
problem-solving skills in real-world settings. The tools teachers used were block-based
programming languages, like Scratch, and open-source educational platforms
6 Educational coding platforms
The following educational platforms have been created to develop students' skills.
They are aimed at Primary and Secondary education students and offer them dynamic
and interactive learning experiences making full use of IT and communication
technologies by international standards and in particular, by the relevant European
directive on new digital schools. In this way, students are introduced to the
programming way of thinking from an early age, with the result that they are overall
better trained in the way of thinking required by science courses.
6.1 Tynker
Tynker is an online creative coding education platform that enables students of all
ages to learn to code at home, at school, and on the go. It uses visual programming and
aims to help children develop coding skills such as game design, web design, animation,
and robotics. The programming languages used are Blocky, Swift, Python, Javascript,
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and HTML/ CSS. Tynker's platform approaches learning more interactively since
exercises and code are explained by cartoon characters, designed by the user himself,
or by short videos and mini-games. In addition, the user can play ready-made games
that promote computational thinking through basic programming concepts.
6.2 Tinkercad
Tinkercad is a free, online educational platform that equips the next generation of
designers and engineers with the fundamental skills related to 3D design, electronics,
and coding. Users through tinkercad can build circuits and program them. The
commands used on this platform are similar to the commands used on the rest of the
available platforms, so any student who learns to write code commands on one platform
can easily learn many corresponding platforms as well.
6.3 Code Combat
Code Combat is an educational role-playing video game for learning software
programming concepts and languages. This game is recommended for students ages 9-
16. Students learn coding languages such as JavaScript, Python, HTML, and
CoffeeScript, as well as the fundamentals of computer science. CodeCombat has 11
modules, 3 game development modules, 2 web development modules, and 6 computer
science modules. The first module, Computer Science 1, is free for all students and
teachers. Users choose the character, their so-called hero, that they prefer from a set of
characters with different abilities. Every hero has strengths and weaknesses. Once the
player is selected, the objectives and instructions appear. The game has levels of
escalating difficulty. Each level focuses on different learning objectives. For example,
Unit 1 focuses on basic programming concepts such as syntax, variables, methods, and
parameters. To complete the mission, players must create a working code that controls
the character to perform specific tasks, required to complete the level. Once the player
finishes writing the coding instructions, the execution of the program begins with an
animation based on the instructions: the player character moves locates, and fights
enemies. Code Combat’s coding editor guides objectives. In addition, it provides a set
of commands (methods) and the student must select the appropriate command to
perform the corresponding function. The auto-complete and auto-correct functions
allow the user to receive instant feedback and continuous support during the game.
6.4 Code
Code.org is a non-profit organization dedicated to expanding schools' access to
computer science. The organization's vision is that every student in every school should
have the opportunity to learn computer science as part of their basic education.
Code.org is supported by donors including Microsoft, Facebook, Amazon, Infosys
Foundation, Google, and more. The platform uses a visual programming language,
blocky. The logic followed to create a program is drag and drop, ready code sections
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organized into categories, and compose the final program. In addition, the editor also
can display the code of the blocks in JavaScript.
6.5 Leopard
The Leopard platform is a library that makes it easy to create games in JavaScript.
It is designed to be easy to use, with the design of the Leopard library closely mimicking
that of the Scratch programming language, allowing for direct and easy translation from
Scratch to JavaScript. The final code is clear and concise, just like the Scratch project
that was created.
7 STEM completion
In today's era, where the cognitive area of "complexity" has come to the fore,
traditional cognitive areas "struggle" to understand the problems that appear to be
solved. As a result, there has been a strong interest in developing ways of "integrated"
research methodologies, thus crossing the methodological, epistemological, and
ontological assumptions of a single cognitive domain (Psycharis & Kalovrektis, 2021).
Also according to (Psycharis & Kalovrektis, 2017), "the integrated STEAM approach"
epistemologically belongs to the interdisciplinary or trans-disciplinary approach. The
literature shows that many researchers give different interpretations and approaches to
the terms "STEM education" and "STEM completion". Interpretations differ on the
concepts of multidisciplinarity and transdisciplinary, the meaning of "crossing the
boundaries of cognitive domains" and what we mean by the concept of "integration".
In the reference (English, 2016), there is a very large number of articles where STEM
'education' and 'completion' are defined in various ways, where the spectrum of
definitions starts from monodisciplinary and proceeds continuously to interdisciplinary
( e . e.g. Moore and Smith, 2014; Vasquez et al., 2013; Bryan and Guzey, 2020; Bryan
et al., 2015), where the distinction is related to the terms "integration" and "crossing
cognitive domains", while sometimes "integration indicators/integrating factors" are
also used. A report that presents some of these elements coherently is by (Vasuez et al.,
2013).
Content integration focuses on bringing together knowledge areas into a single
curricular activity that will emphasize the big ideas (the cross-cutting ideas/concepts)
that will come from different knowledge areas, while context integration will focus on
the content of one knowledge area and will leverage contexts from other cognitive
domains to make connections between cognitive domains. Our view is that STEAM
integration is an interdisciplinary approach, where through content integration we
design a learning activity that aims to teach concepts from all STEM knowledge areas
as a unique curricular activity. In this view, the transversal concepts we mentioned,
which are implemented through border objects, play a central role. According to the
above, we believe that - and according to (Sengupta & Shanahan-, 2017), the emphasis
on "STEAM integration" leads to the "union/integration/coexistence" of distinct
cognitive areas and practices in a way that reveals the transversal ideas and new
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practices that cross or unite isolated cognitive areas, i.e. cross-cutting concepts can be
'boundary objects'. One view of the interdisciplinary approach - which we agree with
some modifications - is that expressed by (Boon Ng, Soo, UNESCO, Exploring STEM
competencies for the 21st century, https://learningportal.iiep.unesco.org/en/library/
exploring-stem-competencies-for-the-21st century, 2019). "In the interdisciplinary
approach, there is a high level of integration of cognitive areas through a focus on a
'common concept' of what we referred to as 'transversal concepts' (Psycharis &
Kalovrektis, 2021; Psycharis, 2021), while learners will be involved in Computational
Experiments.
8 Educational robotics
Robotics today is considered as the fourth R of learning "Reading, writing arithmetic
and Robotics", which modern students must master if they wish to be "present" in a
modern world that is constantly evolving. Robotics integrates all the fields of STEM
(Science, Technology Engineering, Mathematics), while its educational activities, with
an interdisciplinary character, give children the opportunity to approach areas
experientially, such as Mechanics, Electronics, Automatic Control, and still the
sciences of Computers, Technology, Mathematics, Physics, and Architecture
(STEAM).
Educational robotics is a flexible learning approach that encourages students to build
and control robots using programming languages. This way it combines education with
play and turns education into a fun activity. Educational robotics is the branch of
education designed to actively introduce students to Robotics and Programming from
a very young age. Nowadays there are many educational robots for children and young
people. Among them, the most popular are Photon Edu, Botley, Marti, Artie, Finch,
Ozo Bot, Blue-Bot, Bee-Bot, Edison, Codey Rockey, and education with Lego. In the
case of secondary and higher education, advanced educational robots help students
deepen their knowledge of robotics and programming. In addition, high-cost humanoid
robots programmed to teach any subject are useful to have in classrooms to attract
students' attention and interest in subjects such as computer science, programming, and
robotics. Through play, educational robots help children develop computational
thinking and cognitive skills through the collaborative process promoted in robotics
class.
A very important achievement of robotics is familiarity with the science of
programming as a multitude of job vacancies can offer them the professional
rehabilitation they desire. Following are some of the most known educational robotics.
8.1 Ozobot
Ozobot is a programmable robot that helps students’ computational skills,
programming skills, and analytical and logical thinking to be developed. It is a small
interactive toy that by its sensors recognizes the different coloured lines. Ozobot is a
small robot weighing 17 g, but the robot offers users many options. The first is the use
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of commands that are a combination of lines of colour (color code language). There are
many resources and printable worksheets on the Internet that can be useful for teachers.
8.2 LEGO Mindstorms EV3
This robot is recommended for children over 10 years old. It is a robotics set that
includes several sensors, three servo motors, and over 500 LEGO Technic components.
Using them students can create different robots that can move, shoot, crawl, etc. It is
controlled by a simple and intuitive programming interface. LEGO robotics allows
students to design and control robots by LEGO constructors – a favorite game of many
children. This is an effective and fun way for students to learn and apply knowledge in
the fields of physics, mathematics, computer science, information technology, and even
English. With several motors, sensors for light, sound, distance, and touch, a powerful
“thinking part” and a little imagination from a LEGO constructor, students build a
LEGO robot that can do (almost) everything. LEGO Mindstorms EV3 allows reaching
key ideas of STEM disciplines using an easy programming platform. Students are
allowed to build design thinking in practice and generate ideas. They easily use LEGO
components, design, test, and build models and solve specific problems in teams.
In general, the most popular educational robots include according to Iberdrola, a
global energy leader are:
1. Makeblock mBot (a robot with wheels designed to introduce children to robotics,
programming, and electronics.)
2. Robo wunderkind (set of blocks that the children can connect as they wish to build
their robot.)
3. OWI 535 (suitable for young people aged 13 or over.)
4. LEGO Mindstorms EV3 (robotics set that includes several sensors, three servo
motors, and, over 500 LEGO Technic components.)
5. NAO (It is a 58-cm high humanoid robot that is constantly evolving.)
By educating students in a learning environment that is used and programmed by the
students themselves educational robots develop many skills. One of the most important
skills is discovery learning which encourages the active participation of individuals and
promotes motivation. It enhances autonomy, responsibility, and independence and
develops creativity and problem-solving skills.
Another skill that develops is that of inclusion. Through robotics, students are
assigned roles, they are asked to adapt to unknown content that requires quick
specialization and critical thinking. The result is that students boost their self-
confidence.
Overall through STEM and robotics students learn and master the following skills.
• Metacognitive opportunities
• Problem Solving Strategies
• Variable control approach
• Algorithmic thinking
• Connection of Virtual and Tangible
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• Fine motor skills
• Orientation
• Spatial perception
9 Conclusion
The incorporation of digital technologies in education domain is very productive,
successful and facilitates and improves the educational procedures via Mobiles [74-83],
various ICTs applications [84-116], AI & STEM [117-127], and games [128-133].
Additionally the combination of ICTs with theories and models of metacognition,
mindfulness, meditation and emotional intelligence cultivation [134-156] as well as
with environmental factors and nutrition [70-73], accelerates and improves more over
the educational practices and results. Above all and beyond the aforementioned
benefits, digital technologies improve the students mental abilities and theirs way of
thinking.
More specifically, with the contribution of robotics and programming to the learning
process, with the tools mentioned in this article, the educator can focus on cultivating
and developing critical skills in young people that the 21st century now demands. In
particular, the skill of teamwork, problem-solving, innovation, project management,
planning, communication as well as valuable mental processes (analytical and synthetic
thinking, creativity and critical thinking, and ability).
The vision of educational robotics is for all students to develop the above skills,
which in the context of globalization are imperative for preparing tomorrow's citizens
to be able to contribute positively on a global scale.
Through available programming learning tools and combined with appropriate
teaching approaches, students can develop skills and knowledge in science, technology,
engineering, and mathematics. The goal of all these tools is not to learn proto
programming perfectly but to develop computational thinking and problem-solving
skills as well as to develop cooperation through the creation of projects to achieve the
end goal. Most tools are associated with block-based visual programming because of
its ease of use and simple syntax, which encourages users and especially young learners
to engage in programming quickly and easily. Users can share their creations, then get
feedback from other users and be able to make improvements to their code thereby
enhancing the learning outcome. This research study aims to inform parents and
teachers about the benefits of programming beyond computer knowledge but also for
the acquisition of skills such as problem-solving skills and the acquisition of critical
thinking, important benefits for the entire working years of the individual to survive in
large companies but also to stand out in a student and work environment.
As educators are called upon to use sciences such as robotics and programming to
improve all of the aforementioned skills of children, teachers and educators need to
identify how they can also take advantage of children's engagement with smart mobile
phones. From a very young age, children become familiar with the use of smart devices
and the Technology they bring to their daily lives. Educational robotics and
programming can also be taught through mobile devices through the corresponding
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applications during the hours when young people use mobile phones in their free time
through educational platforms. However, the teachers themselves must have the
necessary knowledge to convey the information required to their students. The very
everyday life of individuals forces us to realize that technology is here to stay and the
only way for future generations to benefit from it is to have all the necessary knowledge
to pass it on to them.
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education: Benefits and impacts on curriculum course syllabus, International Journal of
Emerging Technologies in Learning, pp. 44–56, January 2017. https://doi.org/10.3991/
ijet.v12i01.6065
[117] G. Kokkalia, A. Drigas, A. Economou, P. Roussos & S. Choli, The use of serious games in
preschool education, International Journal of Emerging Technologies in Learning, pp.15-
27, December 2016. https://doi.org/10.3991/ijet.v12i11.6991
[118] A.S. Drigas and M. A. Pappas, Online and other Game-Based Learning for Mathematics,
International Journal of Online Engineering (iJOE), pp.62-67, August 2015. https://doi.org/
10.3991/ijoe.v11i4.4742
[119] G. Papanastasiou, A. Drigas, C. Skianis & M.D Lytras, Serious games in K-12 education:
Benefits and impacts on students with attention, memory and developmental disabilities,
Program Electronic Library and Information Systems, pp.424-440, October 2017.
https://doi.org/10.1108/PROG-02-2016-0020
[120] A. S. Drigas & G.K. Kokkalia, ICTs in Kindergarten, International Journal of Emerging
Technologies in Learning, pp.52-58, March 2014. https://doi.org/10.3991/ijet.v9i2.3278
[121] G. Kokkalia, A. Drigas & A. Economou, The role of games in special preschool education,
International Journal of Emerging Technologies in Learning (iJET), pp. 30-35, December
2016. https://doi.org/10.3991/ijet.v11i12.5945
[122] A. Drigas & E. Mitsea, The 8 Pillars of Metacognition, International Journal of Emerging
Technologies in Learning (iJET), pp.162-178, November 2020. https://doi.org/10.3991/
ijet.v15i21.14907
[123] A. Drigas & C. Papoutsi, Emotional intelligence as an important asset for HR in
organizations: Leaders and employees, International Journal of Advanced Corporate
Learning, pp.58-66, April 2019. https://doi.org/10.3991/ijac.v12i1.9637
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Paper—Coding with Block Programming Languages in Educational Robotics and Mobiles, Improve…
[124] A. Drigas and M. Pappas, “The Consciousness-Intelligence-Knowledge Pyramid: An 8x8
Layer Model,” International Journal of Recent Contributions from Engineering, Science &
IT (iJES), vol. 5, no.3, pp 14-25, 2017. https://doi.org/10.3991/ijes.v5i3.7680
[125] E. Mitsea & A. Drigas, A journey into the metacognitive learning strategies, International
Journal of Online & Biomedical Engineering, pp. 4-20, October 2019. https://doi.org/
10.3991/ijoe.v15i14.11379
[126] A. Drigas, M. Karyotaki, Attentional control and other executive functions, Int J Emerg
Technol Learn iJET 12, pp. 219–233, February 2017. https://doi.org/10.3991/ijet.v12i03.
6587
[127] A. Drigas, M. Karyotaki, Learning Tools and Application for Cognitive Improvement,
International Journal of Engineering Pedagogy, pp. 71-77, May 2016. https://doi.org/
10.3991/ijep.v4i3.3665
[128] A. Drigas & E. Mitsea, 8 Pillars X 8 Layers Model of Metacognition: Educational Strategies,
Exercises &Trainings, International Journal of Online & Biomedical Engineering, pp. 115-
134, August 2021. https://doi.org/10.3991/ijoe.v17i08.23563
[129] A. Drigas, C. Papoutsi, The Need for Emotional Intelligence Training Education in Critical
and Stressful Situations: The Case of COVID-19, Int. J. Recent Contrib. Eng. Sci. IT, pp.
20–35, September 2020. https://doi.org/10.3991/ijes.v8i3.17235
[130] A. Drigas & E. Mitsea, The Triangle of Spiritual Intelligence, Metacognition and
Consciousness, International Journal of Recent Contributions from Engineering, Science &
IT (iJES), pp. 4-23, March 2020. https://doi.org/10.3991/ijes.v8i1.12503
[131] G. Kokkalia, A. Drigas, A. Economou & P. Roussos, School readiness from kindergarten to
primary school, International Journal of Emerging Technologies in Learning, pp. 4-18, June
2019. https://doi.org/10.3991/ijet.v14i11.10090
[132] A. Drigas & E. Mitsea, Metacognition, stress-relaxation balance & related hormones,
International Journal of Recent Contributions from Engineering, Science & IT (iJES), 9(1),
pp. 4–16, March 2021. https://doi.org/10.3991/ijes.v9i1.19623
[133] M. Pappas, A. Drigas, Computerized Training for Neuroplasticity and Cognitive
Improvement, International Journal of Engineering Pedagogy, pp.50-62, August 2022.
https://doi.org/10.3991/ijep.v9i4.10285
[134] C. Papoutsi and A. Drigas, Empathy and Mobile Applications, International Journal of
Interactive Mobile Technologies, pp. 57- 66, April 2017. https://doi.org/10.3991/ijim.v11i3.
6385
[135] C. Papoutsi & A. Drigas, Games for Empathy for Social Impact, International Journal of
Engineering Pedagogy, pp. 36-40, November 2016. https://doi.org/10.3991/ijep.v6i4.6064
[136] M. Karyotaki & A. Drigas, Online and other ICT Applications for Cognitive Training and
Assessment, International Journal of Online and Biomedical Engineering, pp. 36-42, March
2015. https://doi.org/10.3991/ijoe.v11i2.4360
[137] C. Papoutsi, A. Drigas & C. Skianis, Emotional intelligence as an important asset for HR in
organizations: Attitudes and working variables, International Journal of Advanced
Corporate Learning, pp. 21–35, November 2019. https://doi.org/10.3991/ijac.v12i2.9620
[138] I. Chaidi and A. Drigas, “Autism, Expression, and Understanding of Emotions: Literature
Review,” Int. J. Online Biomed. Eng., vol. 16, no. 02, pp. 94–111, 2020. https://doi.org/
10.3991/ijoe.v16i02.11991
[139] A.S. Drigas & M. Karyotaki, A Layered Model of Human Consciousness, International
Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(3), pp. 41- 50,
September 2019. https://doi.org/10.3991/ijes.v7i3.11117
[140] A.S Drigas, M. Karyotaki & C. Skianis, An Integrated Approach to Neuro-development,
Neuroplasticity and Cognitive Improvement, International Journal of Recent Contributions
iJIM ‒ Vol. 16, No. 20, 2022
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Paper—Coding with Block Programming Languages in Educational Robotics and Mobiles, Improve…
from Engineering, Science & IT (iJES), 6(3), pp. 4-18, November 2018. https://doi.org/
10.3991/ijes.v6i3.9034
[141] M. Karyotaki and A. Drigas, “Latest trends in problem solving assessment,” International
Journal of Recent contributions from Engineering, Science & IT (iJES), vol. 4, no. 2, 2016.
https://doi.org/10.3991/ijes.v4i2.5800
[142] E. Mitsea, A. Drigas, and P. Mantas, “Soft Skills & Metacognition as Inclusion Amplifiers
in the 21st Century,” Int. J. Online Biomed. Eng. IJOE, vol. 17, no. 04, Art. no. 04, Apr.
2021. https://doi.org/10.3991/ijoe.v17i04.20567
[143] E. Angelopoulou, A. Drigas, Working Memory, Attention and their Relationship: A
theoretical Overview, Research. Society and Development, pp.1-8, May 2021.
https://doi.org/10.33448/rsd-v10i5.15288
[144] A. Tourimpampa, A. Drigas, A. Economou & P. Roussos, Perception and text
comprehension. It’sa matter of perception, International Journal of Emerging Technologies
in Learning (iJET), pp. 228-242, June 2018. https://doi.org/10.3991/ijet.v13i07.7909
11 Authors
I. Moraiti is with the Institute of Informatics and Telecommunications - Net Media
Lab & Mind-Brain R&D, Agia Paraskevi, 153 10, Athens, Greece (email:
ioannakaterinh@gmail.com).
A. Fotoglou is with the Institute of Informatics and Telecommunications - Net
Media Lab & Mind-Brain R&D, Agia Paraskevi, 153 10, Athens, Greece (email:
Anestis.fotoglou@gmail.com).
A. Drigas is a Research Director at N.C.S.R. ‘Demokritos’, Institute of Informatics
and Telecommunications - Net Media Lab & Mind-Brain R&D, Agia Paraskevi, 153
10, Athens, Greece (email: dr@iit.demokritos.gr).
Article submitted 2022-07-26. Resubmitted 2022-09-25. Final acceptance 2022-09-29. Final version
published as submitted by the authors.
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