Eleni A. Kyza
Cited by
Cited by
A scaffolding design framework for software to support science inquiry
C Quintana, BJ Reiser, EA Davis, J Krajcik, E Fretz, RG Duncan, E Kyza, ...
Scaffolding, 337-386, 2018
The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings
Y Georgiou, EA Kyza
International journal of human-computer studies 98, 24-37, 2017
Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings
Y Georgiou, EA Kyza
Computers in Human Behavior 89, 173-181, 2018
Investigating the mutual adaptation process in teachers' design of technology-infused curricula
BJ Reiser, JP Spillane, F Steinmuller, D Sorsa, K Carney, E Kyza
International Conference of the Learning Sciences, 342-349, 2013
An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings
I Efstathiou, EA Kyza, Y Georgiou
Interactive Learning Environments 26 (1), 22-41, 2018
Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform
EA Kyza, Y Georgiou
Interactive Learning Environments 27 (2), 211-225, 2019
Research on scaffolding in the learning sciences: A methodological perspective
I Tabak, EA Kyza
International handbook of the learning sciences, 191-200, 2018
Evolving a scaffolding design framework for designing educational software
C Quintana, BJ Reiser, EA Davis, J Krajcik, R Golan, E Kyza, D Edelson, ...
Keeping learning complex: The proceedings of the fifth International …, 2002
Sixth graders’ co-construction of explanations of a disturbance in an ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations
EA Kyza, CP Constantinou, G Spanoudis
International Journal of Science Education 33 (18), 2489-2525, 2011
A framework for scaffolding students' assessment of the credibility of evidence
I Nicolaidou, EA Kyza, F Terzian, A Hadjichambis, D Kafouris
Journal of Research in Science Teaching 48 (7), 711-744, 2011
Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development
EA Kyza, I Nicolaidou
CoDesign 13 (4), 261-286, 2017
Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains
Y Georgiou, EA Kyza
International Journal of Human-Computer Studies 145, 102546, 2021
STOCHASMOS: A web-based platform for reflective, inquiry-based teaching and learning
EA Kyza, CP Constantinou
Cyprus: Learning in Science Group, 2007
Participatory design and the learning sciences
K Gomez, EA Kyza, N Mancevice
International handbook of the learning sciences, 401-409, 2018
Middle-school students’ reasoning about alternative hypotheses in a scaffolded, software-based inquiry investigation
EA Kyza
Cognition and Instruction 27 (4), 277-311, 2009
Let's talk evidence–The case for combining inquiry-based and direct instruction
T de Jong, AW Lazonder, CA Chinn, F Fischer, J Gobert, CE Hmelo-Silver, ...
Educational Research Review, 100536, 2023
Reflective inquiry: Enabling group self-regulation in inquiry-based science using the Progress Portfolio tool
EA Kyza, R Golan, BJ Reiser, DC Edelson
Computer Support for Collaborative Learning, 227-236, 2023
Socio-scientific inquiry-based learning as a means toward environmental citizenship
MR Ariza, A Christodoulou, M van Harskamp, MCPJ Knippels, EA Kyza, ...
Sustainability 13 (20), 11509, 2021
Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technologysupported participatory design approach to professional development
EA Kyza, Y Georgiou
Science Education International 25 (2), 186-206, 2014
A design-based approach to augmented reality location-based activities: Investigating immersion in relation to student learning
Y Georgiou, EA Kyza
Proceedings of the 16th world conference on mobile and contextual learning, 1-8, 2017
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