Stamatis Papadakis
@uoc.gr
Department of Preschool Education - University of Crete, Greece
University of Crete
Stamatis Papadakis has worked in several international and national computational thinking and pedagogy projects for Pre-K to 16 Education. His scientific and research interests include the study of mobile learning, especially on using smart mobile devices and their accompanying mobile applications (apps) in Preschool and Primary Education, focusing on developing Computational Thinking and students’ understanding of numbers. Furthermore, he currently investigates how a STEM learning approach influences learning achievement through a context-aware mobile learning environment in the preschool classroom and explains the effects on preschoolers' learning outcomes.
Languages: English (fluent), German.
EDUCATION
Dr Stamatios Papadakis has been an assistant professor of educational technology with an emphasis on mobile learning at the Department of Preschool Education at the University of Crete, Greece, since 2016. He graduated from the Department of Informatics, Athens University of Economics and Business, Athens, Greece. In 2006 he completed a master’s degree (M.Ed.) in Pre-school Education and Educational Design at the University of Aegean, Rhodes, Greece, at the School of Humanities, Department of Pre-school Education. In 2016, he completed a PhD at the University of Crete, Department of Education in Rethymnon, Greece.
RESEARCH, TEACHING, or OTHER INTERESTS
Computer Science, Human-Computer Interaction, Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Stamatios Papadakis, Effransia Tzagkaraki, and Michail Kalogiannakis
Springer Nature Switzerland
Stamatios Papadakis, Ali İbrahim Can Gözüm, Ümit Ünsal Kaya, Michail Kalogiannakis, and Turgut Karaköse
Springer Nature Switzerland
Aikaterini Bounou, Konstantinos Lavidas, Vassilis Komis, Stamatis Papadakis, and Polyxeni Manoli
MDPI AG
According to numerous researchers, a clear and direct correlation exists between Computational Thinking (CT) and courses falling under the purview of Science, Technology, Engineering, and Mathematics (STEM), thereby advocating for the integration of CT into the curricula of STEM courses. Nonetheless, it is noteworthy that only a few studies have scrutinized this correlation in-depth. Most such studies connect the correlation tacitly and predominantly concentrate on the empirical assessment of CT within the curriculum of one STEM discipline. This research seeks to evaluate the Computational Thinking abilities of 80 high school students in Greece and discern the extent of correlation with their academic performance in STEM and Greek language courses. A longitudinal survey was executed to accomplish this objective, commencing with administering a test designed to gauge the fundamental components of Computational Thinking. It is worth noting that this test draws its inspiration from internationally recognized computer competitions and serves as a credible assessment tool. Subsequently, an assessment was carried out to ascertain the degree of correlation between students’ Computational Thinking aptitude and their written performance in the subjects encompassed by the STEM category and the Greek language courses. The outcomes of this investigation revealed the presence of a statistically significant correlation between students’ Computational Thinking proficiency and their performance in these academic subjects, further extending to the academic direction of study chosen by the students. Based on the findings of this research, implications and pedagogical recommendations are delineated while concurrently acknowledging the limitations encountered during this study.
Julie Vaiopoulou, Stamatios Papadakis, Eirini Sifaki, Michail Kalogiannakis, and Dimitrios Stamovlasis
Springer Science and Business Media LLC
Tijen Tülübaş, Turgut Karakose, and Stamatios Papadakis
MDPI AG
Digital addiction (DA), an umbrella term referring to addiction to any type of digital media, such as the internet, smartphone, digital games, and social media, is a significant factor influencing students’ academic achievement (AA). Many scholars have contributed to this line of research from around the world. Nevertheless, the literature lacks a holistic investigation of how the DA–AA research field evolved, which could guide future studies. The current study aims to address this void and conducts a combined bibliometric and science mapping analysis of research addressing the relationship between DA and AA. Data were retrieved from the WoS database, considered one of the optimal databases for such studies with its comprehensive coverage of quality journals. One hundred eighteen articles were included in the final dataset and were analyzed using the SciMAT software, which allowed analysis over three consecutive periods and yielded comparable results regarding the conceptual and thematic evolution of the DA–AA domain. The results indicated an increased research interest in the topic, especially during the last five years. The science mapping analysis showed that the most-studied types of addiction were smartphone addiction for the first two periods and social media addiction for the last. Research in the DA–AA domain which focused on understanding the addictive use of smartphones during the first period, evolved to address factors such as self-efficacy or life satisfaction leading to smartphone addiction and lower grades. During the third period, the number of factors addressed gained significant variety and covered family-related and personal factors.
Turgut Karakose, Tijen Tülübaş, Stamatios Papadakis, and Ramazan Yirci
MDPI AG
Transformational leadership has been persistently studied in the educational administration field considering that it can be a viable tool to respond to the increasing demands on school systems for greater effectiveness. As a result, a rich knowledge base has been accumulated. Our study aims to investigate this knowledge base by combining bibliometric and science mapping analysis so as to exhibit its intellectual and conceptual architecture, and to reveal the strategic themes that emerged during the scientific evolution of transformational school leadership (TSL). 300 articles retrieved from the Scopus database were included in the analysis. The thematic evolution analysis was performed using the SciMAT software over three time periods: the Incubation Period (1989–2009), the Development Period (2010–2020), and the Maturation Period (2021–2022). The findings show that research during the Incubation Period mostly attempted to conceptualize TSL while it mostly focused on principals, instructional leadership, and self-efficacy during the Development Period. The mentoring theme emerged during the first period but disappeared later without being fully-developed. Teacher leadership emerged as a weakly-addressed theme during all periods. Work-family conflict and digital competencies were the two prominent themes during the Maturation Period while online learning and learning culture were found to be the emerging themes. The findings suggest significant implications for the sustainable development of the TSL research field.
Alkinoos-Ioannis Zourmpakis, Michail Kalogiannakis, and Stamatios Papadakis
MDPI AG
In recent years, gamification has captured the attention of researchers and educators, particularly in science education, where students often express negative emotions. Gamification methods aim to motivate learners to participate in learning by incorporating intrinsic and extrinsic motivational factors. However, the effectiveness of gamification has yielded varying outcomes, prompting researchers to explore adaptive gamification as an alternative approach. Nevertheless, there needs to be more research on adaptive gamification approaches, particularly concerning motivation, which is the primary objective of gamification. In this study, we developed and tested an adaptive gamification environment based on specific motivational and psychological frameworks. This environment incorporated adaptive criteria, learning strategies, gaming elements, and all crucial aspects of science education for six classes of third-grade students in primary school. We employed a quantitative approach to gain insights into the motivational impact on students and their perception of the adaptive gamification application. We aimed to understand how each game element experienced by students influenced their motivation. Based on our findings, students were more motivated to learn science when using an adaptive gamification environment. Additionally, the adaptation process was largely successful, as students generally liked the game elements integrated into their lessons, indicating the effectiveness of the multidimensional framework employed in enhancing students’ experiences and engagement.
Elçin Yazıcı Arıcı, Michail Kalogiannakis, and Stamatios Papadakis
MDPI AG
Preschoolers now play digital games on touch screens, e-toys and electronic learning systems. Although digital games have an important place in children’s lives, there needs to be more information about the meanings they attach to games. In this context, the research aims to determine the perceptions of preschool children studying in different regions of Turkey regarding digital games with the help of metaphors. Four hundred twenty-one preschool children studying in seven regions of Turkey participated in the research. The data were collected through the “Digital Game Metaphor Form” to determine children’s perceptions of digital games and through “Drawing and Visualization”, which comprises the symbolic pictures children draw of their feelings and thoughts. Phenomenology, a qualitative research model, was used in this study. The data were analyzed using the content analysis method. When the data were evaluated, the children had produced 421 metaphors collected in the following seven categories: “Nature Images, Technology Images, Fantasy/Supernatural Images, Education Images, Affective/Motivational Images, Struggle Images, and Value Images”. When evaluated based on regions, the Black Sea Region ranked first in the “Fantasy/Supernatural Images and Affective/Motivational Images” categories. In contrast, the Central Anatolia Region ranked first in the “Technology Images and Education Images” categories, and the Marmara Region ranked first in the “Nature Images and Value Images” categories. In addition, it was determined that the Southeast Anatolia Region ranks first in the “Struggle Images” category.
Konstantinos Lavidas, Stamatis Papadakis, Andromachi Filippidi, Christopher Karachristos, Anastasia Misirli, Aggeliki Tzavara, Vassilis Komis, and Nikos Karacapilidis
MDPI AG
An emerging area of research is the study of factors that influence the use of e-learning systems in higher education. Previous studies have mainly focused on the factors that influence the adoption of learning management systems (LMS) from the student’s point of view, and rarely from the point of view of the university lecturers. Moodle is an open-source LMS that has been used increasingly by the higher education community worldwide in the past few years. The purpose of this study is to investigate the factors that explain the acceptance of Moodle by academic personnel (faculty members) in the Greek higher education system. The convenience sample consists of 85 lecturers from different universities in Greece. All of them reported having used Moodle. Using the technology acceptance model, the correlations between the six latent variables (perceived ease of use, perceived usefulness, behavioral intention to use, perceived self-efficacy, subjective norms, and technology complexity) were examined. Five of the eight hypotheses were supported by variance base structural equation modelling. The total explained variance of the faculty members’ behavioral intention to use Moodle was estimated to be 68.3%. Perceived usefulness and perceived ease of use had a high overall effect. Subjective norms, self-efficacy, and technological complexity influenced the teachers’ intentions to adopt Moodle. This study recommends training as well as technical support for academic personnel. In addition, stakeholders should address these factors to increase usability, awareness of new opportunities for the educational community, accessibility, and the general dissemination of the benefits of learning management systems in education.
Mustafa Uğraş, Erdal Zengin, Stamatis Papadakis, and Michail Kalogiannakis
MDPI AG
The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others.
Julie Vaiopoulou, Stamatios Papadakis, Eirini Sifaki, Michail Kalogiannakis, and Dimitrios Stamovlasis
Springer Science and Business Media LLC
Konstantina Louka and Stamatios Papadakis
Springer International Publishing
Ramazan Yirci, Turgut Karakose, Ibrahim Kocabas, Tijen Tülübaş, and Stamatios Papadakis
MDPI AG
Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.
Stamatios Papadakis and Michail Kalogiannakis
Frontiers Media SA
Ziyaeddin Halid İpek, Ali İbrahim Can Gözüm, Stamatios Papadakis, and Michail Kallogiannakis
Universitepark
Turgut Karakose, Tijen Tülübaş, and Stamatios Papadakis
Frontiers Media SA
This study aims to delineate the intellectual and conceptual architecture of social justice leadership (SJL) research in education by reviewing the strategic themes that emerged during its scientific evolution. The study combines bibliometric performance and science mapping analysis of 135 articles on “SJL in education” retrieved from the Scopus database. SciMAT software (version 1.1.04) was used for the study since it allows for sequential analysis. Our analysis comprised three periods: Period 1 (2003–2012), Period 2 (2013–2017), and Period 3 (2018–2022). Studies during the first period mostly centered around transformative leadership, social justice, and equity themes, while the research focus during the second period moved toward the roles of principals in enabling justice. During the third period, the analysis revealed more variety in the themes addressed by scholars. Instructional leadership roles of principals and the outcomes of social justice leadership, such as equity and well-being for different groups vulnerable to injustices, were the most prominent themes addressed during the last period. The study’s findings enable us to reflect on this research field’s well-or underdeveloped aspects. They would help guide research interest into the under-investigated or emerging themes of SJL, which would eventually increase our understanding of the practice and outcomes of SJL in the educational context.
Stamatios Papadakis and Michail Kalogiannakis
Frontiers Media SA
Artemis Eleftheriadi, Konstantinos Lavidas, Gerasimos Koustourakis, and Stamatis Papadakis
Universitepark
Background/purpose – Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers’ previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate pre schoolers’ misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods – Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results – The study’s results showed that 5 -6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion – The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.
Marioleni Parissi, Vassilis Komis, Gabriel Dumouchel, Konstantinos Lavidas, and Stamatios Papadakis
Universitepark
Stamatios Papadakis, Alkinoos-Ioannis Zourmpakis, and Michail Kalogiannakis
Springer International Publishing
Aggeliki Tzavara, Konstantinos Lavidas, Vassilis Komis, Anastasia Misirli, Thanassis Karalis, and Stamatis Papadakis
MDPI AG
The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed.