Conference Presentations by Aristea G E O R G E Mavrogianni
10th International Conference in Open & Distance Learning - November 2019, Athens, Greece , 2020
Pedagogical agents are tools suitable for open and distance learning courses as they are applied ... more Pedagogical agents are tools suitable for open and distance learning courses as they are applied to interactive, multimedia learning environments, stimulating the learning efforts of anyone that cannot be physically present in a classroom. They can equally support the learning process through multimedia learning environments for secondary school students as well as students with learning disabilities. The study focuses on the design and implementation of three narrative pedagogical agents, which act as fading guidance assistants for 4rth grade, Senior High School students-users of the Geo-Histor multimedia learning environment. The goal of creating and using pedagogical agents was to empower students to use strategies before, during, and after reading. The pedagogical agents that emerged from the bibliographic inquiry and students' choices were anthropomorphic, cheerful and attractive animations, with real human voice, discussing with humor and representing real-life peer grouping. Agents provide fading guidance to students through dialogues implementing reading strategies included as statements on the Metacognitive Awareness of Reading Strategies Inventory (Marsi 1.0). The character of each agent, and thus their speech, is built on the different kind of knowledge they represent, declarative, procedural and conditional. In the following study, comparisons were made between two groups of students who used or did not use narrative pedagogical agents for their studying. Based on our findings, students made significant progress in using reading strategies when using agents. Finally, a comparison of boys and girls showed that the reported use of strategies was greater among girls than boys.
Papers by Aristea G E O R G E Mavrogianni
Advances in Social Sciences Research Journal – Vol. 8, No. 6, 2021
This research investigates metacognitive awareness, students reading strategies preferences and t... more This research investigates metacognitive awareness, students reading strategies preferences and their correlation to independent demographic and educational variables. Data were gathered through the MARSI-2fGR inventory administered to a random sample of 632 students aged 12-24 from 68 schools in various urban, semi-urban and rural regions in Greece. The alternative factorial structure of the MARSI-2fGR inventory comprised of two factors, namely textor and textout, standing for text-oriented and beyond text reading strategies that Greek secondary students use. Results showed significant differences in favour of the textor reading strategies compared to the textout. It seems that other parameters affect the reading strategies preferences more than the family's socioeconomic status. Both variables of foreign language knowledge and computer literacy showed statistically significant differences. Therefore, it appeared that the more literate someone is in foreign languages and computers, the more reading strategies he/she declared to use. This research sheds new light on the way that Greek students read academic or school-related material.
In the current study the Metacognitive Awareness of Reading Strategies Inventory was adapted to t... more In the current study the Metacognitive Awareness of Reading Strategies Inventory was adapted to the Greek secondary student population and the instru-ment's psychometric properties were examined. The inventory was administered to a sample of 632 students, aged 12-24, attending all secondary levels, from 68 schools in various urban, semi-urban and rural regions. Exploratory factor analysis was performed. A new factorial structure with only two factors (MARSI-2fGR) emerged. The new structure comprises 26 items divided between the textor subscale, for text-oriented reading strategies, and the textout subscale, for extratextual reading strategies. These two factors were discussed in relation to students' reading habits associated with the Greek national curriculum. The results shed new light on the way that students read academic or school-related material and provide evidence for the utility of the scale as a valid and reliable tool to assess metacognitive awareness of reading strategies.
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Conference Presentations by Aristea G E O R G E Mavrogianni
Papers by Aristea G E O R G E Mavrogianni