Stamatis Papadakis

@uoc.gr

Department of Preschool Education - University of Crete, Greece
University of Crete



                             

https://researchid.co/stpapadakis

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, Education, Artificial Intelligence

128

Scopus Publications

11640

Scholar Citations

62

Scholar h-index

131

Scholar i10-index

Scopus Publications

  • Coding activities in early childhood: a systematic review
    Mustafa Uğraş, Habibe Güneş, Hilal Uğraş, Stamatios Papadakis, and Michail Kalogiannakis
    Inderscience Publishers

  • The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences
    Alkinoos-Ioannis Zourmpakis, Michail Kalogiannakis and Stamatis Papadakis

    Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.


  • ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices
    Hilal Uğraş, Mustafa Uğraş, Stamatios Papadakis, and Michail Kalogiannakis
    MDPI AG
    This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.

  • Igniting Curiosity: The Role of STEAM Education in Enhancing Early Academic, Language Skills and Motivation for Science
    , Özgün Uyanık Aktulun, Ümit Ünsal Kaya, Ali İbrahim Can Gözüm, Michail Kalogiannakis, and Stamatios Papadakis
    MECS Publisher

  • Preface



  • Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus
    Spyridon Aravantinos, Konstantinos Lavidas, Iro Voulgari, Stamatios Papadakis, Thanassis Karalis, and Vassilis Komis
    MDPI AG
    As artificial intelligence (AI) becomes increasingly prevalent, it has become a topic of interest in education. The use of AI in education poses complex issues, not only in terms of its impact on teaching and learning outcomes but also in terms of the ethical considerations regarding personal data and the individual needs of each student. Our study systematically analyzed empirical research on the use of AI in primary education, specifically for children aged 4–12 years old. We reviewed 35 articles indexed in SCOPUS, filtered them according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, analyzed them, and categorized the findings. The research focused on the studies’ objectives, learning content, learning outcomes, learning activities, and the pedagogy of activities or the AI tools. Our categorization resulted in three main categories of research objectives regarding the creation, implementation, and evaluation of AI tools and five categories for learning content: AI and ML (machine learning) concepts in STEM and STEAM, language learning, mathematics, arts, and various other subjects. The learning activities were split into four categories: apply, engage, interact, use; project-based learning with multiple activities; experience and practice; and students as tutors. The learning outcomes were split into three levels: cognitive, affective, and psychomotor. The pedagogy of AI tools falls into four categories: constructivism, experiential learning, AI-assisted learning, and project-based learning. The implications for teacher professional development are discussed.

  • Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes
    Konstantinos Lavidas, Iro Voulgari, Stamatios Papadakis, Stavros Athanassopoulos, Antigoni Anastasiou, Andromachi Filippidi, Vassilis Komis, and Nikos Karacapilidis
    MDPI AG
    Recent research emphasizes the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students’ use and intention to use Artificial Intelligence technology. For this purpose, a sample of 197 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers’ intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. This study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed.


  • Maker education and educational robotics in the age of artificial intelligence
    Georgios Lampropoulos and Stamatios Papadakis
    De Gruyter


  • Innovative Early Childhood STEM Education with ChatGPT: Teacher Perspectives
    Hilal Uğraş, Mustafa Uğraş, Stamatis Papadakis and Michail Kalogiannakis


  • Advancing lifelong learning with AI-enhanced ICT: A review of 3L-Person 2024


  • Investigation of Preschoolers’ Mathematical Skills: A Systematic Literature Review
    Antonia Petropoulou, Konstantinos Lavidas, and Stamatis Papadakis
    Universitepark

  • Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes
    Murat Taşdan, Ali Gözüm, Michail Kalogiannakis, and Stamatios Papadakis
    SCITEPRESS - Science and Technology Publications

  • Embracing digital innovation and cloud technologies for transformative learning experiences


  • Current state of play: Children’s learning in the context of digital games
    Fran C. Blumberg, Rachel M. Flynn, Bruce D. Homer, Jakki O. Bailey, Cassondra M. Eng, C. Shawn Green, Michail Giannakos, Stamatis Papadakis, and Douglas A. Gentile
    Informa UK Limited


  • Preface



  • Can Preschoolers Learn Computational Thinking and Coding Skills with ScratchJr? A Systematic Literature Review
    Papadakis Stamatios
    SAGE Publications
    Computational Thinking (CT) and the understanding of how programs are being executed is internationally acknowledging as a necessity for today's students and citizens of tomorrow. Despite the multifaceted nature of CT, the introduction of CT and associate concepts such as coding is regarded as developmental acceptable for preschool and kindergarten children. For a decade, there has been a focus on educational reform in the form of educational apps. For young children, an influx of mobile apps offering various interfaces and styles promote themselves as having educational value to introduce children aged 5–7 to essential CT, coding, and problem-solving skills. On the contrary, little is known about the educational value of these apps. The fast pace at which developers produce these apps and the breadth of the available apps have gone beyond what it is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on how the ScratchJr app affects young children's CT, coding, and general literacy skills. The literature review includes 18 studies. The main conclusion is that although ScratchJr is not a panacea, it seems to be a helpful app that positively affects children's CT and coding skills.

  • Correlation between High School Students’ Computational Thinking and Their Performance in STEM and Language Courses
    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.

  • Correction to: Classification and evaluation of educational apps for early childhood: Security matters (Education and Information Technologies, (2023), 28, 3, (2547-2578), 10.1007/s10639-022-11289-w)
    Julie Vaiopoulou, Stamatios Papadakis, Eirini Sifaki, Michail Kalogiannakis, and Dimitrios Stamovlasis
    Springer Science and Business Media LLC

  • A Holistic Investigation of the Relationship between Digital Addiction and Academic Achievement among Students
    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.

RECENT SCHOLAR PUBLICATIONS

  • Criteria for Evaluating Digital Technology Used to Support Computational Thinking via Inquiry Learning—The Case of Two Educational Software Applications for Mathematics and
    A Bounou, N Tselios, G Kaliampos, K Lavidas, S Papadakis
    Computers 14 (3), 90 2025

  • Investigating the Impact of Physical Programming on Students’ Attitudes Towards Physics: A Design-Based Learning Approach
    E Tzagkaraki, S Papadakis, M Kalogiannakis
    Integrating Computational Thinking Through Design-Based Learning: Strategies 2025

  • Coding activities in early childhood: a systematic review
    M Uğraş, H Gneş, H Uğraş, S Papadakis, M Kalogiannakis
    International Journal of Technology Enhanced Learning 17 (1), 45-80 2025

  • Innovative Early Childhood STEM Education with ChatGPT: Teacher Perspectives
    H Uğraş, M Uğraş, S Papadakis, M Kalogiannakis
    Technology, Knowledge and Learning, 1-23 2024

  • The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences
    AI Zourmpakis, M Kalogiannakis, S Papadakis
    Computers 13 (12), 324 2024

  • Maker education and educational robotics in the age of artificial intelligence
    G Lampropoulos, S Papadakis
    Intelligent Educational Robots: Toward Personalized Learning Environments 2024

  • Intelligent Educational Robots: Toward Personalized Learning Environments
    S Papadakis, G Lampropoulos
    Walter de Gruyter GmbH & Co KG 2024

  • ChatGPT-supported education in primary schools: The potential of ChatGPT for sustainable practices
    H Uğraş, M Uğraş, S Papadakis, M Kalogiannakis
    Sustainability 16 (22), 9855 2024

  • Advancing lifelong learning with AI-enhanced ICT: A review of 3L-Person 2024
    S Papadakis, SH Lytvynova, SM Ivanova, IA Selyshcheva
    CEUR Workshop Proceedings 2024

  • New Approaches in Mobile Learning for Early Childhood Education
    S Papadakis, M Kalogiannakis
    IGI Global 2024

  • Storybooks as a Scaffolding Tool in Teacher–Child Interaction: The Mediating Role of Vocabulary and Receptive Language in the Investigation of the Relationship Between Teacher
    U Aktulun, AİC Gzm, Kaya, S Papadakis, M Kalogiannakis
    Education, Development and Intervention: Toward Participatory and Integrated 2024

  • Educational approaches with AΙ in primary school settings: A systematic review of the literature available in scopus
    S Aravantinos, K Lavidas, I Voulgari, S Papadakis, T Karalis, V Komis
    Education Sciences 14 (7), 744 2024

  • Enhancing computational thinking in early childhood education through ScratchJr integration
    K Louka, S Papadakis
    Heliyon 10 (10) 2024

  • Determinants of humanities and social sciences students’ intentions to use artificial intelligence applications for academic purposes
    K Lavidas, I Voulgari, S Papadakis, S Athanassopoulos, A Anastasiou, ...
    Information 15 (6), 314 2024

  • The Role of Technology in Improving Early Childhood Social Skills
    S Suryaningsih, EN Aisyah
    Education and Sociedad Journal 1 (2), 53-61 2024

  • Embracing digital innovation and cloud technologies for transformative learning experiences
    S Papadakis, AM Striuk, HM Kravtsov, MP Shyshkina, MV Marienko, ...
     2024

  • Current state of play: Children’s learning in the context of digital games
    FC Blumberg, RM Flynn, BD Homer, JO Bailey, CM Eng, CS Green, ...
    Journal of Children and Media 18 (2), 293-299 2024

  • Examining the validity and reliability of the teacher self-efficacy scale in the use of ICT at home for preschool distance education (TSES-ICT-PDE) among Greek preschool
    S Papadakis, AİC Gzm, Kaya, M Kalogiannakis, T Karakse
    IoT, AI, and ICT for Educational Applications: Technologies to Enable 2024

  • IoT, AI, and ICT for Educational Applications: Technologies to Enable Education for All
    S Papadakis
    Springer Nature 2024

  • Investigating the Relationship Between Leadership for Learning and Student Achievement Through the Mediation of Teacher Performance: A Meta-Analytic Structural Equation
    S Papadakis, S Kanadlı, A Kardas, T Tlbaş, T Karakose, H Polat
    Education Sciences 14 (12), 1320 2024

MOST CITED SCHOLAR PUBLICATIONS

  • Gamification in science education. A systematic review of the literature
    M Kalogiannakis, S Papadakis, AI Zourmpakis
    Education sciences 11 (1), 22 2021
    Citations: 728

  • Mobile educational applications for children: what educators and parents need to know
    S Papadakis, M Kalogiannakis
    International Journal of Mobile Learning and Organisation 11 (3), 256-277 2017
    Citations: 363

  • Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the COVID-19 pandemic
    T Karakose, H Polat, S Papadakis
    Sustainability 13 (23), 13448 2021
    Citations: 336

  • Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study
    S Papadakis, M Kalogiannakis, N Zaranis
    Int. J. Mobile Learning and Organisation 10 (3), 187-202 2016
    Citations: 309

  • Educational apps from the Android Google Play for Greek preschoolers: A systematic review
    S Papadakis, M Kalogiannakis, N Zaranis
    Computers & education 116, 139-160 2018
    Citations: 296

  • Using mobile devices for teaching realistic mathematics in kindergarten education
    N Zaranis, M Kalogiannakis, S Papadakis
    Creative Education 4 (07), 1 2013
    Citations: 243

  • Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences
    M Kalogiannakis, S Papadakis
    International Journal of Mobile Learning and Organisation 13 (1), 113-127 2019
    Citations: 228

  • The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece
    S Papadakis, M Kalogiannakis, N Zaranis
    Education and Information Technologies 23, 1849-1871 2018
    Citations: 227

  • Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education
    P Dorouka, S Papadakis, M Kalogiannakis
    International Journal of Mobile Learning and Organisation 14 (2), 255-274 2020
    Citations: 214

  • Designing and creating an educational app rubric for preschool teachers
    S Papadakis, M Kalogiannakis, N Zaranis
    Education and Information Technologies 22, 3147-3165 2017
    Citations: 214

  • Parental involvement and attitudes towards young Greek children’s mobile usage
    S Papadakis, N Zaranis, M Kalogiannakis
    International Journal of Child-Computer Interaction 22, 100144 2019
    Citations: 212

  • Exploring the interrelationship between covid-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable
    T Karakose, R Yirci, S Papadakis
    Sustainability 13 (15), 8654 2021
    Citations: 209

  • Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten
    S Papadakis, M Kalogiannakis, N Zaranis
    Advances in Mobile Learning Educational Research 1 (1), 5-18 2021
    Citations: 203

  • Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education
    S Papadakis, M Kalogiannakis, N Zaranis
    Early Childhood Education Journal, (), 1-10 2016
    Citations: 192

  • Educational Applications of the ChatGPT AI System: A Systematic Review Research.
    ZH İpek, AIC Gzm, S Papadakis, M Kallogiannakis
    Educational Process: International Journal 12 (3), 26-55 2023
    Citations: 189

  • The use of computer games in classroom environment
    S Papadakis
    International Journal of Teaching and Case Studies 9 (1), 1-25 2018
    Citations: 180

  • Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece
    S Papadakis
    International Journal of Mobile Learning and Organisation 12 (4), 336-352 2018
    Citations: 175

  • Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education
    S Papadakis, M Kalogiannakis, N Zaranis
    Preschool and Primary Education 4 (2), 241-253 2016
    Citations: 166

  • Developing and exploring an evaluation tool for educational apps (ETEA) targeting kindergarten children
    S Papadakis, J Vaiopoulou, M Kalogiannakis, D Stamovlasis
    Sustainability 12 (10), 4201 2020
    Citations: 164

  • Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and
    T Karakose, R Yirci, S Papadakis
    International journal of environmental research and public health 19 (4), 1951 2022
    Citations: 163