Η ερευνητική περιοχή της Πληροφορικής στην Εκπαίδευση ασχολείται με τα ακόλουθα:

  • Σχεδιασμός, ανάπτυξη και αξιολόγηση εκπαιδευτικού λογισμικού /εκπαιδευτικής τεχνολογίας
  • Σχεδιασμός μαθησιακών δραστηριοτήτων που διαμεσολαβούνται από εκπαιδευτική τεχνολογία
  • Διερεύνηση αποδοχής εκπαιδευτικής τεχνολογίας
  • Αξιολόγηση ευχρηστίας εκπαιδευτικού λογισμικού
  • Χρηστοκεντρικός σχεδιασμός εκπαιδευτικής τεχνολογίας
  • Εκπαίδευση από απόσταση με τη χρήση του Διαδικτύου
  • Εφαρµογές Τεχνητής Νοηµοσύνης στη ∆ιδασκαλία και στη Μάθηση

Ενδεικτικές δημοσιεύσεις

  • Vlachogianni, P., & Tselios, N. (2023). Perceived usability evaluation of educational technology using the Post-Study System Usability Questionnaire (PSSUQ): A systematic review. Sustainability, special issue: Digital Transformation of Education: Advances in Research Methodology and Theory Development. (Scopus Q1*)

  • Vlachogianni, P., & Tselios, N. (2022). The relationship between perceived usability, personality traits and learning gain in an e-learning context. International Journal of Information and Learning Technology, 39(1), 70-81. (Scopus Q2, ESCI)

  • Katsanos, C., Xenos, M., Tselios, N., & Karousos, N. (2022). Tool-mediated HCI modelling instruction: evidence from three studies. Behaviour & Information Technology, 41(1), 18-31.  (Scopus Q1, SCI)

  • Revythi, A., & Tselios, N. (2019). Extension of Technology Acceptance Model by using System Usability Scale to assess behavioral intention to use e-learning. Education and Information Technologies, 24(4), 2341-2355. (Scopus Q1, SSCI)

  • Katrimpouza, A., Tselios, N., & Kasimati. M.C. (2019). Twitter adoption, students’ personality and academic performance: Lessons learned from 3 case studies. Innovations in Education and Teaching International, 56(1), 25-35. (Scopus Q2, SSCI)

  • Sapsani, G., & Tselios, N. (2019). Facebook use, personality characteristics and academic performance: A case study. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 14(2), 1-14. (Scopus Q3)

  • Altanopoulou, P., & Tselios, N. (2017). Assessing acceptance toward wiki technology in the context of Higher Education. The International Review of Research in Open and Distributed Learning (IRRODL), 18(6), 127-149. (Scopus Q1, SSCI)

  • Altanopoulou, P., Tselios, N., Katsanos, C., Georgoutsou, M., & Panagiotaki, A. (2015). Wiki-mediated activities in higher education: Evidence-based analysis of learning effectiveness across three studies. Educational Technology & Society, 18(4), 511-522. (Scopus Q1, SSCI)

  • Kotsiantis, S., Tselios, N., Filippidi, A., & Komis, V. (2013). Using Learning Analytics to identify successful learners in a blended learning course. Journal of Technology Enhanced Learning (special issue on Learning Analytics), 5(2), 133-150. (Scopus Q2, ESCI)

  • Katsanos, C., Tselios, N., Tsakoumis, A., & Avouris, N. (2012). Learning about web accessibility: A project-based tool-mediated approach. Education and Information Technologies, 17(1), 79-94. (Scopus Q3, SSCI)

  • Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the Acceptance of a Blended Learning University Course. Educational Technology & Society, 14(2), 224–235. (Scopus Q1, SSCI)