arXiv subjects

Nikolaos Tselios

Publications and source records attributed to Nikolaos Tselios.

10 recordsLinked to original sources

arXiv2026

Artificial Intelligence in Lifelong Learning: Opportunities and Challenges in Adult Education Policy

Artificial intelligence (AI) is increasingly reshaping lifelong learning by introducing new possibilities for personalized, flexible, and data-informed educational practices. In the field of adult education, AI has gained particular importance as learners are expected to continuously update their knowledge and skills in response to rapid technological, economic, and social change. This paper examines the role of AI in adult education policy, with a focus on both its opportunities and its challenges. It discusses how AI can support personalized learning, intelligent tutoring, learning analytics, and workforce development, while also contributing to greater accessibility, scalability, and policy responsiveness. At the same time, the paper highlights significant concerns related to the digital divide, data privacy, algorithmic bias, over-reliance on technology, and the readiness of educators and institutions to integrate AI effectively. Drawing on contemporary literature and international policy frameworks, the paper argues that AI should not be approached simply as a technological solution, but as a socio-technical and ethical issue that requires careful governance. It concludes that the successful integration of AI into lifelong learning depends on balanced adult education policies that promote inclusion, transparency, human-centered pedagogy, and responsible innovation.

cs.CY↗

arXiv2019

Cross-study Reliability of the Open Card Sorting Method

Information architecture forms the foundation of users' navigation experience. Open card sorting is a widely-used method to create information architectures based on users' groupings of the content. However, little is known about the method's cross-study reliability: Does it produce consistent content groupings for similar profile participants involved in different card sort studies? This paper presents an empirical evaluation of the method's cross-study reliability. Six card sorts involving 140 participants were conducted: three open sorts for a travel website, and three for an eshop. Results showed that participants provided highly similar card sorting data for the same content. A rather high agreement of the produced navigation schemes was also found. These findings provide support for the cross-study reliability of the open card sorting method.

cs.HC↗

arXiv2018

Facebook use, personality characteristics and academic performance: A correlational study

The present paper examines the relationship between the students personality, use of social media and their academic performance and engagement. In specific, the aim of this study is to examine the relationship of students facebook (fb) use and personality characteristics using the Big Five Personality Test with (a) student engagement, (b) time spent preparing for class, (c) time spent in co-curricular activities and (d) academic performance. Results illustrate that fb time was significantly positively correlated to student engagement and time spent preparing for class. Finally, some of the facebook activities and the students personality characteristics are significantly positively related and some others significantly negatively related to each one of the dependent variables of the study. The implications of the study both for instructors and the students, are also discussed.

cs.CY↗

arXiv2018

Extension of Technology Acceptance Model by using System Usability Scale to assess behavioral intention to use e-learning

This study examines the acceptance of technology and behavioral intention to use learning management systems (LMS). In specific, the aim of this research is to examine whether students ultimately accept and use educational learning systems such as e-class and the impact of behavioral intention on their decision to use them. An extended version of technology acceptance model has been proposed and used by employing the System Usability Scale to measure perceived ease of use. 345 university students participated in the study and the data analysis was based on partial least squares method. The results were confirmed in most of the research hypotheses. In particular, social norm, system access and self-efficacy significantly affect behavioral intention to use. As a result, it is suggested that e-learning developers and stakeholders should focus on these factors to increase acceptance and effectiveness of learning management systems.

cs.HC↗

arXiv2018

The effect of twitter-mediated activities on learning outcome and student engagement: A case study

The study reported in this paper, examines the effects of a rigorously designed introduction of Twitter in the educational process. In specific, it examines the relation between the students use of Twitter in the context of well-organized educational activities and their grades in an academic course. The results demonstrated a significant correlation between the use of Twitter by the students and their performance in the course. Moreover, it emerged that their participation on Twitter, could improve the students academic engagement and their sense of belonging to the academic community. Finally, possible effects of Twitter s use on students perceived internet self-efficacy were also examined. The findings and their implications of the study are discussed in detail.

cs.CY↗

arXiv2018

Tool-mediated HCI Modeling Instruction in a Campus_based Software Quality Course

The Keystroke Level Model (KLM) and Fitts Law constitute core teaching subjects in most HCI courses, as well as many courses on software design and evaluation. The KLM Form Analyzer (KLM_FA) has been introduced as a practitioner s tool to facilitate web form design and evaluation, based on these established HCI predictive models. It was also hypothesized that KLMFA can also be used for educational purposes, since it provides step by step tracing of the KLM modeling for any web form filling task, according to various interaction strategies or users characteristics. In our previous work, we found that KLM-FA supports teaching and learning of HCI modeling in the context of distance education. This paper reports a study investigating the learning effectiveness of KLM-FA in the context of campus-based higher education. Students of a software quality course completed a knowledge test after the lecture- based instruction (pre-test condition) and after being involved in a KLMFA mediated learning activity (post-test condition). They also provided posttest ratings for their educational experience and the tool s usability. Results showed that KLM-FA can significantly improve learning of the HCI modeling. In addition, participating students rated their perceived educational experience as very satisfactory and the perceived usability of KLM-FA as good to excellent.

cs.HC↗

arXiv2017

Method and apparatus for automatic text input insertion in digital devices with a restricted number of keys

A device which contains number of symbol input keys, where the number of available keys is less than the number of symbols of an alphabet of any given language, screen, and dynamic reordering table of the symbols which are mapped onto those keys, according to a disambiguation method based on the previously entered symbols. The device incorporates a previously entered keystrokes tracking mechanism, and the key selected by the user detector, as well as a mechanism to select the dynamic symbol reordering mapped onto this key according to the information contained to the reordering table. The reordering table occurs from a disambiguation method which reorders the symbol appearance. The reordering information occurs from Bayesian Belief network construction and training from text corpora of the specific language.

cs.HC↗

arXiv2017

Evaluation of 50 Greek Science and Engineering University Departments using Google Scholar

In this paper, the scientometric evaluation of faculty members of 50 Greek Science and Engineering University Departments is presented. 1978 academics were examined in total. The number of papers, citations, h-index and i10-index have been collected for each academic, department, school and university using Google Scholar and the citations analysis program Publish or Perish. Analysis of the collected data showed that departments of the same academic discipline are characterized by significant differences on the scientific outcome. In addition, in the majority of the evaluated departments a significant difference in h-index between academics who report scientific activity on the departments website and those who do not, was observed. Moreover, academics who earned their PhD title in the USA demonstrate higher indices in comparison to scholars who obtained their PhD title in Europe or in Greece. Finally, the correlation between the academic rank and the scholars h-index (or the number of their citations) is quite low in some departments, which, under specific circumstances, could be an indication of the lack of meritocracy.

cs.DL↗

arXiv2017

Adaptive user support in educational environments: A Bayesian Network approach

This paper is concerned with the design and implementation of an innovative user support system in the frame of an open educational environment. The environment adapted is ModelsCreator (MC), an educational system supporting learning through modelling activities. The pupils typical interaction with the system was modelled us-ing Bayesian Belief Networks (BBN). This model has been used in ModelsCreator to build an adaptive help system providing the most useful guidelines according to the current state of interaction. A brief description of the system and an overview of application of Bayesian techniques to educational systems is presented together with discussion about the process of building of the Bayesian Network derived from actual student interaction data. A preliminary evaluation of the developed prototype indicates that the proposed approach produces systems with promising performance.

cs.HC↗

arXiv2017

Twitter adoption, students perceptions, Big Five personality traits and learning outcome: Lessons learned from 3 case studies

This study presents the results of the introduction of Twitter in the educational process. It examines the relationship of the tool s use with the participants learning outcome through a series of well-organized activities. Three studies were conducted in the context of 2 academic courses. The participation in the Twitter activity was voluntarily for the students. In all 3 studies the students who participated in the process had a higher laboratory grade than the students who did not participated. Students Conscientiousness and Openness to experience were related to their activity in one study. However, no relationship between the students personality traits and their grade was unveiled. Moreover, the students interventions in the activities are examined as well as the variation in their attitudes towards social media use in learning. The implications of the conducted studies are discussed extensively and a comparison with other related studies is presented.

cs.CY↗