Annen presentasjon

• Barbara Wasson; Michail Giannakos (2026). AI Centre for the Empowerment of Human Learning (AI LEARN). (ekstern lenke)

Antologi

• Michail Giannakos (2023). Proceedings of 2023 Symposium on Learning, Design and Technology (LDT 2023). (ekstern lenke)
• Michail Giannakos; Daniel Spikol; Daniele Di Mitri et al. (2022). The Multimodal Learning Analytics Handbook. (ekstern lenke)
• Michail Giannakos (2020). Non-Formal and Informal Science Learning in the ICT Era. (ekstern lenke)
• Michail Giannakos; Guttorm Sindre; Luxton-Reilly Andrew et al. (2020). ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education. (ekstern lenke)
• Guido Rößling; Michail Giannakos (2019). ITiCSE-WGR '19: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education. (ekstern lenke)
• Michail Giannakos; Monica Divitini; Maria Letizia Jaccheri et al. (2018). Proceedings of the Conference on Creativity and Making in Education. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; Monica Divitini (2018). Proceedings of the 17th ACM Conference on Interaction Design and Children. (ekstern lenke)
• Vreda Pieterse; Marko van Eekelen; Michail Giannakos (2017). CSERC '17 The 6th Computer Science Education Research Conference. (ekstern lenke)

Doktorgradsavhandling

• Katerina Mangaroska; Michail Giannakos (2021). Augmenting learning analytics with multimodal data to advance learning design: Research in computing education. (ekstern lenke)

Fagbok

• Sofia Mougiakou; Dimitra Vinatsella; Demetrios Sampson et al. (2023). Educational Data Analytics for Teachers and School Leaders. (ekstern lenke)

Forelesning

• Katerina Mangaroska; Boban Vesin; Michail Giannakos (2019). Cross-Platform Analytics: A step towards Personalization and Adaptation in Education. (ekstern lenke)
• Boban Vesin; Katerina Mangaroska; Michail Giannakos et al. (2018). ProTuS - Interactive Learning Analytics Tool. (ekstern lenke)
• Katerina Mangaroska; Hallvard Trætteberg; Michail Giannakos (2017). Informing learning design with learning analytics: Can eye-tracking analytics improve the design of learning experiences?. (ekstern lenke)
• Michail Giannakos (2016). Future Learning: Orchestrating 21st Century Learning Ecosystems using Analytics. (ekstern lenke)
• Anna Mavroudi; Michail Giannakos; Monica Divitini (2016). Arenas For Innovative STEM Education: Scenarios From The Norwegian University of Science And Technology. (ekstern lenke)

Kapittel i fagbok

• Michail Giannakos; John Krogstie; Demetrios G. Sampson (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. (ekstern lenke)

Konferanseforedrag

• Katerina Mangaroska; KRISTINE LARSSEN; ANDREAS AMUNDSEN et al. (2024). Understanding Engagement Through Game Learning Analytics and Design Elements: Insights from a Word Game Case Study. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Michail Giannakos et al. (2018). Gaze insights into debugging behavior using learner-centred analysis. (ekstern lenke)
• Guttorm Sindre; Michail Giannakos; Birgit Rognebakke Krogstie et al. (2015). Project Thinking as a Strategy for University Education. (ekstern lenke)

Konferanseposter

• Katerina Mangaroska; Özlem Özgöbek; Boban Vesin et al. (2018). Implementation of Elo-Rating method in Recommending Coding Exercises to Programming Students. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Michail Giannakos et al. (2017). Gaze Insights into Debugging Behavior Using Learner Centered Analysis. (ekstern lenke)
• Katerina Mangaroska; Boban Vesin; Michail Giannakos (2017). Informing learning design with learning analytics: Can multimodal analytics improve the design of learning experiences?. (ekstern lenke)
• Katerina Mangaroska; Michail Giannakos (2016). Orchestrating 21st Century Learning Ecosystems using Analytics. (ekstern lenke)

Lederartikkel

• Michail Giannakos; Michael Horn; Mutlu Cukurova (2025). Learning, design and technology in the age of AI. (ekstern lenke)
• Daniele Di Mitri; Bibeg Limbu; Jan Schneider et al. (2024). Multimodal and immersive systems for skills development and education. (ekstern lenke)
• Michail Giannakos; Panos Markopoulos; Juan Pablo Hourcade et al. (2022). ‘Lots done, more to do’: The current state of interaction design and children research and future directions. (ekstern lenke)
• Daniele Di Mitri; Roberto Martinez-Maldonado; C. Olga Santos et al. (2021). Proceedings of the 1st International Workshop on Multimodal Artificial Intelligence in Education. (ekstern lenke)
• Michail Giannakos; Daniel Spikol; Inge Molenaar et al. (2020). CrossMMLA in practice: Collecting, annotating and analyzing multimodal data across spaces. (ekstern lenke)
• Mutlu Cukurova; Michail Giannakos; Ronerto Martinez‐Maldonado (2020). The promise and challenges of multimodal learning analytics. (ekstern lenke)
• Michail Giannakos; Michael S. Horn; Elisa Rubegni (2020). Advancements on Child-Computer Interaction research: Contributions from IDC 2018. (ekstern lenke)
• Michail Giannakos; Michael S. Horn; Janet C. Read et al. (2020). Movement forward: The continued growth of Child–Computer Interaction research. (ekstern lenke)
• Michail Giannakos; Guttorm Sindre; Andrew Luxton-Reilly et al. (2020). ITiCSE 2020 Chairs' Welcome. (ekstern lenke)
• Charoula Angeli; Michail Giannakos (2019). Computational thinking education: Issues and challenges. (ekstern lenke)
• Michail Giannakos; Monica Divitini; Ole Sejer Iversen (2016). Introduction for the Special issue on ‘Maker technologies to foster engagement and creativity in learning’. (ekstern lenke)
• Peter Hubwieser; M Armoni; Michail Giannakos (2015). In Memoriam: Roland Mittermeir (1950--2014). (ekstern lenke)

Vitenskapelig artikkel

• Jacqueline Anton; Giulia Cosentino; Mirko Gelsomini et al. (2026). Towards minding the disability achievement gap: the case of technology-enhanced inclusive embodied design for integer arithmetic. (ekstern lenke)
• Jostein Kleveland; Michail Giannakos; Yngve Lindvig (2026). Teacher–AI Collaboration to Support Assessment and Feedback: A Case Study in Norwegian Secondary Education. (ekstern lenke)
• Tasos Hovardas; Kyriaki Vakkou; Konstantina Arampatzi et al. (2026). STE(A)M Learning Ecologies and creativity: A typology of open schooling projects based on stakeholder and learner engagement. (ekstern lenke)
• Jostein Kleveland; Michail Giannakos; Anders Lindvig et al. (2025). Teacher-GenAI Collaboration to Enhance Formative Feedback. (ekstern lenke)
• Ruben Kroken Rokkones; Michail Giannakos (2025). Toward hybrid teaching intelligence: investigating the potential of teacher–AI collaboration using large language models. (ekstern lenke)
• Eleni Chatzidaki; Michail Giannakos; Evita Tasiopoulou et al. (2025). Learning ecologies as an inclusive impactful approach to increasing science literacy. (ekstern lenke)
• Eleni Chatzidaki; Elisabeth Phung Nguyen Doan; Emma Thoresen Kjelstrup et al. (2025). Gamification in Informal Science Education: Enhancing Children's Motivation and Engagement with VitenChallenge Application. (ekstern lenke)
• Giulia Cosentino; Mirko Gelsomini; Kshitij Kshitij et al. (2025). Students’ experience and learning outcomes in multisensory environments: the moderating role of interaction modalities. (ekstern lenke)
• Giulia Cosentino; Jacqueline Anton; Kshitij Kshitij et al. (2025). Exploring children's embodied interactions through digitally facilitated enactment: A case study when math education MOVES. (ekstern lenke)
• Giulia Cosentino; Jacqueline Anton; Kshitij Kshitij et al. (2025). Generative AI and multimodal data for educational feedback: Insights from embodied math learning. (ekstern lenke)
• Kshitij Kshitij; Serena Glyn Lee-Cultura; Sofia Papavlasopoulou et al. (2025). Multimodal Effort Profiles and Children's Performance: Cognitive, Physiological and Physical Dimensions. (ekstern lenke)
• Kshitij Kshitij; Michail Giannakos (2024). Carry-forward effect: providing proactive scaffolding to learning processes. (ekstern lenke)
• Jacqueline Anton; Giulia Cosentino; Mirko Gelsomini et al. (2024). Mathematics MOVES Me—Digital Solutions for Co-ordinating Enactive and Symbolic Resources: The Case of Positive and Negative Integer Arithmetic. (ekstern lenke)
• Michail Giannakos; Roger Azevedo; Peter Brusilovsky et al. (2024). The promise and challenges of generative AI in education. (ekstern lenke)
• Ibrahim El Shemy; Maria Letizia Jaccheri; Michail Giannakos et al. (2024). Participatory design of augmented reality games for word learning in autistic children: the parental perspective. (ekstern lenke)
• Agata Błachnio; Aneta Przepiórka; Oleg Gorbaniuk et al. (2024). Measurement invariance of the Facebook intrusion questionnaire across 25 countries. (ekstern lenke)
• Evangelos Niforatos; Tianhao He; Athanasios Vourvopoulos et al. (2024). Democratizing EEG: Embedding Electroencephalography in a Head-Mounted Display for Ubiquitous Brain-Computer Interfacing. (ekstern lenke)
• Ibrahim El Shemy; Maria Letizia Jaccheri; Michail Giannakos et al. (2024). Augmented reality-enhanced language learning for children with autism spectrum disorder: a systematic literature review. (ekstern lenke)
• Serena Glyn Lee-Cultura; Kshitij Kshitij; Michail Giannakos (2024). Multimodal Teacher Dashboards: Challenges and Opportunities of Enhancing Teacher Insights Through a Case Study. (ekstern lenke)
• Feiran Zhang; Hanne Brynildsrud; Sofia Papavlasopoulou et al. (2024). Where inquiry-based science learning meets gamification: a design case of Experiverse. (ekstern lenke)
• Giulia Cosentino; Jacqueline Anton; Kshitij Kshitij et al. (2024). Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience. (ekstern lenke)
• Barbara Wasson Lillehaug; Michail Giannakos; Marte Blikstad-Balas et al. (2024). Implementing Learning Analytics in Norway: Four Central Dilemmas. (ekstern lenke)
• Giulia Cosentino; Michail Giannakos (2023). Multisensory Interaction and Analytics to Enhance Smart Learning Environments: A Systematic Literature Review. (ekstern lenke)
• Georgios Mylonas; Joerg Hofstaetter; Michail Giannakos et al. (2023). Playful interventions for sustainability awareness in educational environments: A longitudinal, large-scale study in three countries. (ekstern lenke)
• Boban Vesin; Katerina Mangaroska; Kamil Akhuseyinoglu et al. (2022). Adaptive assessment and content recommendation in online programming courses: On the use of Elo-rating. (ekstern lenke)
• Kshitij Sharma; Serena Lee-Cultura; Michail Giannakos (2022). Keep Calm and Do Not Carry-Forward: Toward Sensor-Data Driven AI Agent to Enhance Human Learning. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Michail Giannakos (2022). Children's facial expressions during collaborative coding: Objective versus subjective performances. (ekstern lenke)
• Kshitij Sharma; Ilias Pappas; Sofia Papavlasopoulou et al. (2022). Wearable Sensing and Quantified-self to explain Learning Experience. (ekstern lenke)
• Sofia Papavlasopoulou; Kshitij Sharma; David Melhart et al. (2021). Investigating gaze interaction to support children’s gameplay. (ekstern lenke)
• Zacharoula Papamitsiou; Martin Lunde; Jakob Westermoen et al. (2021). Supporting Learners in a Crisis Context with Smart Self-Assessment. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Michail Giannakos (2021). Multimodal AI Agent to Support Students’ Motion-Based Educational Game Play. (ekstern lenke)
• Zacharoula Papamitsiou; Michail E. Filippakis; Marilena Poulou et al. (2021). Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences. (ekstern lenke)
• Ilias Pappas; Michail Giannakos (2021). Rethinking Learning Design in IT Education During a Pandemic. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Michail Giannakos (2021). Children's play and problem-solving in motion-based learning technologies using a multi-modal mixed methods approach. (ekstern lenke)
• Dimitra Christidou; Sofia Papavlasopoulou; Michail Giannakos (2021). Using the lens of science capital to capture and explore children’s attitudes toward science in an informal making-based space. (ekstern lenke)
• Katerina Mangaroska; Boban Vesin; Vassilis Kostakos et al. (2021). Architecting Analytics Across Multiple E-learning Systems to Enhance Learning Design. (ekstern lenke)
• Michail Giannakos; Serena Lee-Cultura; Kshitij Sharma (2021). Sensing-Based Analytics in Education: The Rise of Multimodal Data Enabled Learning Systems. (ekstern lenke)
• Michail Giannakos; Patrick Mikalef; Ilias Pappas (2021). Systematic literature review of E-learning capabilities to enhance organizational learning. (ekstern lenke)
• Kshitij Sharma; Michail Giannakos (2021). Sensing technologies and child–computer interaction: Opportunities, challenges and ethical considerations. (ekstern lenke)
• Kshitij Sharma; Katerina Mangaroska; Niels van Berkel et al. (2021). Information flow and cognition affect each other: Evidence from digital learning. (ekstern lenke)
• Evangelos Niforatos; Camilla Tran; Ilias Pappas et al. (2021). Goalkeeper: A Zero-Sum Exergame for Motivating Physical Activity. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Dragan Gašević et al. (2021). Exploring students' cognitive and affective states during problem solving through multimodal data: Lessons learned from a programming activity. (ekstern lenke)
• Michail Giannakos; Iro Voulgari; Sofia Papavlasopoulou et al. (2020). Games for Artificial Intelligence and Machine Learning Education: Review and Perspectives. (ekstern lenke)
• Evangelos Niforatos; Athanasios Vourvopoulos; Michail Giannakos (2020). Endowing Head-Mounted Displays with Physiological Sensing for Augmenting Human Learning and Cognition. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Michail Giannakos (2020). Using Multimodal Learning Analytics to Explore how Children Experience Educational Motion-Based Touchless Games. (ekstern lenke)
• Michail Giannakos (2020). Science Learning in the ICT Era: Toward an Ecosystem Model and Research Agenda. (ekstern lenke)
• Michail Giannakos (2020). An Introduction to Non-formal and Informal Science Learning in the ICT Era. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Sofia Papavlasopoulou et al. (2020). Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Dragan Gasevic et al. (2020). Multimodal learning analytics to inform learning design: Lessons learned from computing education. (ekstern lenke)
• Guido Rößling; Michail Giannakos (2020). ITiCSE 2019 working groups report. (ekstern lenke)
• Patrick Mikalef; Kshitij Sharma; Ilias Pappas et al. (2020). Seeking Information on Social Commerce: An Examination of the Impact of User- and Marketer-generated Content Through an Eye-tracking Study. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos (2020). Looking at the Design of Making-Based Coding Activities Through the Lens of the ADDIE Model. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Sofia Papavlasopoulou et al. (2020). Using sensing technologies to explain children's self-representation in motion-based educational games. (ekstern lenke)
• Kshitij Sharma; Evangelos Niforatos; Michail Giannakos et al. (2020). Assessing cognitive performance using physiological and facial features: Generalizing across contexts. (ekstern lenke)
• Kshitij Sharma; Michail Giannakos; Pierre Dillenbourg (2020). Eye-tracking and artificial intelligence to enhance motivation and learning. (ekstern lenke)
• Kshitij Sharma; Michail Giannakos (2020). Multimodal data capabilities for learning: What can multimodal data tell us about learning?. (ekstern lenke)
• Kshitij Sharma; Ioannis Leftheriotis; Michail Giannakos (2020). Utilizing interactive surfaces to enhance learning, collaboration and engagement: Insights from learners’ gaze and speech. (ekstern lenke)
• Michail Giannakos; Kshitij Sharma; Sofia Papavlasopoulou et al. (2020). Fitbit for learning: Towards capturing the learning experience using wearable sensing. (ekstern lenke)
• Zacharoula Papamitsiou; Ilias Pappas; Kshitij Sharma et al. (2020). Utilizing multimodal data through fsQCA to explain engagement in adaptive learning. (ekstern lenke)
• Zacharoula Papamitsiou; Kshitij Sharma; Michail Giannakos (2020). On the Dependence Structure between Learners' Response-time and Knowledge Mastery: If Not Linear, Then What?. (ekstern lenke)
• Michail Giannakos; Zacharoula Papamitsiou; Panos Markopoulos et al. (2020). Mapping child–computer interaction research through co-word analysis. (ekstern lenke)
• Ilias Pappas; Sofia Papavlasopoulou; Patrick Mikalef et al. (2020). Identifying the combinations of motivations and emotions for creating satisfied users in SNSs: An fsQCA approach. (ekstern lenke)
• Michail Giannakos; Sofia Papavlasopoulou; Kshitij Sharma (2020). Monitoring Children’s Learning Through Wearable Eye-Tracking: The Case of a Making-Based Coding Activity. (ekstern lenke)
• Ilias Pappas; Kshitij Sharma; Patrick Mikalef et al. (2020). How Quickly Can We Predict Users’ Ratings on Aesthetic Evaluations of Websites? Employing Machine Learning on Eye-Tracking Data. (ekstern lenke)
• Ilias Pappas; Patrick Mikalef; Michail Giannakos et al. (2019). Explaining User Experience in Mobile Gaming Applications: An fsQCA Approach. (ekstern lenke)
• Sofia Papavlasopoulou; Kshitij Sharma; Michail Giannakos (2019). Coding activities for children: Coupling eye-tracking with qualitative data to investigate gender differences. (ekstern lenke)
• Michail Giannakos; Patrick Mikalef; Ilias Pappas (2019). Technology-Enhanced Organizational Learning: A Systematic Literature Review. (ekstern lenke)
• Kshitij Sharma; Zacharoula Papamitsiou; Michail Giannakos (2019). Modelling Learners’ Behaviour: A Novel Approach Using GARCH with Multimodal Data. (ekstern lenke)
• Zacharoula Papamitsiou; Anastasios Economides; Michail Giannakos (2019). Fostering Learners’ Performance with On-demand Metacognitive Feedback. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2019). Exploring children’s learning experience in constructionism-based coding activities through design-based research. (ekstern lenke)
• Alissa N. Antle; Juan Pablo Hourcade; Jerry Alan Fails et al. (2019). Designing for uprooted children: Issues, challenges, and opportunities. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Michail Giannakos (2019). Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes?. (ekstern lenke)
• Michail Giannakos; Kshitij Sharma; Ilias Pappas et al. (2019). Multimodal data as a means to understand the learning experience. (ekstern lenke)
• Kshitij Sharma; Zacharoula Papamitsiou; Michail Giannakos (2019). Building pipelines for educational data using AI and multimodal analytics: A “grey‐box” approach. (ekstern lenke)
• Agata Błachnio; Aneta Przepiorka; Oleg Gorbaniuk et al. (2019). Cultural correlates of internet addiction. (ekstern lenke)
• Ilias Pappas; Patrick Mikalef; Michail Giannakos et al. (2018). Big Data and Business Analytics Ecosystems: Paving the way towards digital transformation and sustainable societies. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2018). From players to makers: An empirical examination of factors that affect creative game development. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Michail Giannakos et al. (2018). Gaze-Driven Design Insights to Amplify Debugging Skills: A Learner-Centered Analysis Approach. (ekstern lenke)
• Michail Giannakos; Patrick Mikalef; Ilias Pappas (2018). Influence of Data Analysis, Entrepreneurial and Business Skills on Information Technology Firms: A Dynamic Capabilities Approach. (ekstern lenke)
• Sofia Papavlasopoulou; Kshitij Sharma; Michail Giannakos (2018). How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking. (ekstern lenke)
• Boban Vesin; Katerina Mangaroska; Michail Giannakos (2018). Learning in Smart Environments: User-centered Design and Analytics of an Adaptive Learning System. (ekstern lenke)
• Guttorm Sindre; Michail Giannakos; Birgit Rognebakke Krogstie et al. (2018). Project-based learning in IT education : definitions and qualities. (ekstern lenke)
• Patrick Mikalef; Michail Giannakos; Ilias Pappas et al. (2018). The human side of big data: Understanding the skills of the data scientist in education and industry. (ekstern lenke)
• Katerina Mangaroska; Michail Giannakos (2018). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2018). Discovering children's competences in coding through the analysis of Scratch projects. (ekstern lenke)
• Stylianos Sergis; Demetrios G. Sampson; Michail Giannakos (2018). Supporting school leadership decision making with holistic school analytics: Bridging the qualitative-quantitative divide using fuzzy-set qualitative comparative analysis. (ekstern lenke)
• Kshitij Sharma; Katerina Mangaroska; Hallvard Trætteberg et al. (2018). Evidence for Programming Strategies in University Coding Exercises. (ekstern lenke)
• Anna Mavroudi; Michail Giannakos; John Krogstie (2018). Supporting adaptive learning pathways through the use of learning analytics: developments, challenges and future opportunities. (ekstern lenke)
• Anna Mavroudi; Anastasios Economides; Olga Fragkou et al. (2017). Motivating students with Mobiles, Ubiquitous applications and the Internet of Things for STEM (MUMI4STEM). (ekstern lenke)
• Ilias Pappas; Sofia Papavlasopoulou; Panos Kourouthanassis et al. (2017). Motivations and emotions in social media: Explaining users' satisfaction with FsQCA. (ekstern lenke)
• Patrick Mikalef; Kshitij Sharma; Ilias Pappas et al. (2017). Online reviews or marketer information? An eye-tracking study on social commerce consumers. (ekstern lenke)
• Ilias Pappas; Panos Kourouthanassis; Michail Giannakos et al. (2017). Sense and sensibility in personalized e-commerce: How emotions rebalance the purchase intentions of persuaded customers. (ekstern lenke)
• Ilias Pappas; Patrik Mikalef; Michail Giannakos et al. (2017). Social Media and Analytics for Competitive Performance: A Conceptual Research Framework. (ekstern lenke)
• Patrick Mikalef; Michail Giannakos; Ilias Pappas (2017). Designing social commerce platforms based on consumers ’ intentions. (ekstern lenke)
• Patrick Mikalef; Ilias Pappas; Michail Giannakos et al. (2017). Determining consumer engagement in word-of-mouth: Trust and network ties in a social commerce setting. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Maria Letizia Jaccheri et al. (2017). Assessing Student Behavior in Computer Science Education with an fsQCA Approach: The Role of Gains and Barriers. (ekstern lenke)
• Varvara Garneli; Michail Giannakos; Konstantinos Chorianopoulos (2017). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students? performance and attitudes. (ekstern lenke)
• Leftheriotis Ioannis; Michail Giannakos; Maria Letizia Jaccheri (2017). Gamifying informal learning activities using interactive displays: an empirical investigation of students’ learning and engagement. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2017). Reviewing the affordances of tangible programming languages: Implications for design and practice. (ekstern lenke)
• Michail Giannakos; Trond Aalberg; Monica Divitini et al. (2017). Identifying Dropout Factors in Information Technology Education: A Case Study. (ekstern lenke)
• Katerina Mangaroska; Michail Giannakos (2017). Learning Analytics for Learning Design: Towards Evidence-Driven Decisions to Enhance Learning. (ekstern lenke)
• Patrick Mikalef; Ilias Pappas; John Krogstie et al. (2017). Big data analytics capabilities: a systematic literature review and research agenda. (ekstern lenke)
• Michail Giannakos; Monica Divitini; Iversen Ole Sejer (2017). Entertainment, engagement, and education: Foundations and developments in digital and physical spaces to support learning through making. (ekstern lenke)
• Ilias Pappas; Luka Cetusic; Michail Giannakos et al. (2017). Mobile learning adoption through the lens of complexity theory and fsQCA. (ekstern lenke)
• Christoforos Kostaris; Sergis Stylianos; Demetrios G. Sampson et al. (2017). Investigating the potential of the flipped classroom model in K-12 ICT teaching and learning: An action research study. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Demetrios G. Sampson (2017). Fuzzy set analysis as a means to understand users of 21st-century learning systems: The case of mobile learning and reflections on learning analytics research. (ekstern lenke)
• Michail Giannakos; Ilias Pappas; Patrick Mikalef (2017). The role of contemporary skills in information technology professionals: An FsQCA approach. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Patrik Mikalef (2017). Investigating students’ use and adoption of with-video assignments: lessons learnt for video-based open educational resources. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; John Krogstie (2016). Exploring the relationship between video lecture usage patterns and students' attitudes. (ekstern lenke)
• Michail Giannakos; Demetrios G. Sampson; Łukasz Kidziński et al. (2016). Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning. (ekstern lenke)
• Michail Giannakos; Demetrios G. Sampson; Łukasz Kidziński et al. (2016). Enhancing Video-Based Learning Experience through Smart Environments and Analytics. (ekstern lenke)
• Michail Giannakos; Demetrios G Sampson; Łukasz Kidziński (2016). Introduction to smart learning analytics: foundations and developments in video-based learning. (ekstern lenke)
• Patrick Mikalef; Ilias Pappas; Michail Giannakos (2016). An integrative adoption model of video-based learning. (ekstern lenke)
• Michail Giannakos; John Krogstie; Trond Aalberg (2016). Video-based learning ecosystem to support active learning: application to an introductory computer science course. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Demetrios G. Sampson (2016). Making Sense of Learning Analytics with a Configurational Approach. (ekstern lenke)
• Ilias Pappas; Patrick Mikalef; Michail Giannakos (2016). Video-Based Learning Adoption: A typology of learners. (ekstern lenke)
• Agata Błachnio; Aneta Przepiorka; Martina Benvenuti et al. (2016). An international perspective on Facebook intrusion. (ekstern lenke)
• Michail Giannakos; Ilias Pappas; Maria Letizia Jaccheri et al. (2016). Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2016). Empirical studies on the Maker Movement, a promising approach to learning: A literature review. (ekstern lenke)
• Michail Giannakos (2016). Orchestrating 21st Century Learning Ecosystems using Analytics. (ekstern lenke)
• Patrick Mikalef; Ilias Pappas; Michail Giannakos (2016). Investigating Determinants of Video-Based Learning Acceptance. (ekstern lenke)
• Helen Crompton; Michail Giannakos (2016). Mobile Applications to Support Learning Activities in a Science Center. (ekstern lenke)
• Patrik Mikalef; Ilias Pappas; Michail Giannakos (2016). Consumer intentions on social media: A fsQCA analysis of motivations. (ekstern lenke)
• Ilias Pappas; Trond Aalberg; Michail Giannakos et al. (2016). Gender Differences in Computer Science Education: Lessons Learnt from an Empirical Study at NTNU. (ekstern lenke)
• Agata Błachnio; Aneta Przepiorka; Martina Benvenuti et al. (2016). Cultural and Personality Predictors of Facebook Intrusion: A Cross-Cultural Study. (ekstern lenke)
• Ilias Pappas; Panos Kourouthanassis; Michail Giannakos et al. (2016). The interplay of online shopping motivations and experiential factors on personalized e-commerce: A complexity theory approach. (ekstern lenke)
• Michail Giannakos; Varvara Garneli; Konstantinos Chorianopoulos (2015). Exploring the Importance of “Making” in an Educational Game Design. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; John Krogstie (2015). How Video Usage Styles Affect Student Engagement? Implications for Video-Based Learning Environments. (ekstern lenke)
• Michail Giannakos; Monica Divitini; Ole Sejer Iversen et al. (2015). Make2Learn: Fostering Engagement and Creativity in Learning through Making. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2015). Designing creative programing experiences for 15 years old students. (ekstern lenke)
• Michail Giannakos; Monica Divitini; Ole Sejer Ivesren et al. (2015). Making as a pathway to foster joyful engagement and creativity in learning. (ekstern lenke)
• Lukasz Kidziński; Michail Giannakos; Demetrios Sampson et al. (2015). A Tutorial on Machine Learning in Educational Science. (ekstern lenke)
• Michail Giannakos; John Krogstie; Trond Aalberg (2015). Toward a learning ecosystem to support flipped classroom: A conceptual framework and early results. (ekstern lenke)
• Michail Giannakos; Spyros Doukakis; Ilias Pappas et al. (2015). Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context. (ekstern lenke)
• Peter Hubwieser; M Armoni; Michail Giannakos (2015). How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Nikos Chrisochoides (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. (ekstern lenke)
• Ilias Pappas; Panos Kourouthanassis; Michail Giannakos et al. (2015). Explaining online shopping behavior with fsQCA: The role of cognitive and affective perceptions. (ekstern lenke)
• Michail Giannakos; Spyros Doukakis; Helen Crompton et al. (2015). Examining and mapping CS teachers' technological, pedagogical and content knowledge (TPACK) in K-12 schools. (ekstern lenke)
• Michail Giannakos (2014). Exploring students intentions to study computer science and identifying the differences among ICT and programming based courses. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; John Krogstie (2014). Looking at MOOCs rapid growth through thelens of video-based learning research. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2014). Code your own game: The case of children with hearing impairments. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; Ioannis Leftheriotis (2014). Happy Girls Engaging with Technology: Assessing Emotions and Engagement Related to Programming Activities. (ekstern lenke)
• Michail Giannakos; David Jones; Helen Crompton et al. (2014). Designing Playful Games and Applications to Support Science Centers Learning Activities. (ekstern lenke)
• Michail Giannakos; Ilias Pappas; Patrick Mikalef (2014). Absolute price as a determinant of perceived service quality in hotels: a qualitative analysis of online customer reviews. (ekstern lenke)
• Ilias Pappas; Adamantia Pateli; Michail Giannakos et al. (2014). Moderating effects of online shopping experience on customer satisfaction and repurchase intentions. (ekstern lenke)
• Konstantinos Chorianopoulos; Michail Giannakos (2014). Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice. (ekstern lenke)
• Ilias Pappas; Panos Kourouthanassis; Michail Giannakos et al. (2014). Shiny happy people buying: the role of emotions on personalized e-shopping. (ekstern lenke)
• Peter Hubwieser; M Armoni; Michail Giannakos et al. (2014). Perspectives and visions of computer science education in primary and secondary (K-12) schools. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Marco Ronchetti et al. (2014). Video-Based learning and open online courses. (ekstern lenke)
• Ioannis Leftheriotis; Michail Giannakos (2014). Using social media for work: Losing your time or improving your work?. (ekstern lenke)
• Spyros Doukakis; Michail Giannakos; Christos Koilias et al. (2013). Measuring Students' Acceptance and Confidence on Algorithms and Programming: The Impact of the Engagement with CS on Secondary Education. (ekstern lenke)
• Spyros Doukakis; Michail Giannakos; Christos Koilias et al. (2013). Measuring students' acceptance and confidence in algorithms and programming: The impact of engagement with CS on Greek secondary education. (ekstern lenke)
• Konstantinos Chorianopoulos; Michail Giannakos (2013). Merging Learner Performance with Browsing Behavior in Video Lectures. (ekstern lenke)
• Christina Ilioudi; Michail Giannakos; Konstantinos Chorianopoulos (2013). Investigating Differences Among the Common Used Video Lecture Types. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Marco Ronchetti et al. (2013). Expanding Horizons and Envisioning the Future of Analytics on Video-Based Learning. (ekstern lenke)
• Michail Giannakos; Adamantia Pateli; Konstantinos Chorianopoulos (2013). Investigating Facebook's acceptance and satisfaction: a study in the Greek university community. (ekstern lenke)
• Michail Giannakos (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. (ekstern lenke)
• Michail Giannakos (2013). Exploring the video-based learning research: A review of the literature. (ekstern lenke)
• Konstantinos Mikalef; Michail Giannakos; Konstantinos Chorianopoulos et al. (2013). Does informal learning benefit from interactivity? The effect of trial and error on knowledge acquisition during a museum visit. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Vassilios Chrissikopoulos (2013). Do Privacy and Enjoyment Matter in Personalized Services?. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2013). Software and HardwareIntensive Activities for Supporting Creative Learning. (ekstern lenke)
• Varvara Garneli; Michail Giannakos; Konstantinos Chorianopoulos et al. (2013). Learning by Playing and Learning by Making. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; Sandro Morasca (2013). An empirical examination of behavioral factors in creative development of game prototypes. (ekstern lenke)
• Patrick Mikalef; Michail Giannakos; Adamantia Pateli (2013). Shopping and Word-of-Mouth Intentions on Social Media. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Panos Kourouthanassis et al. (2013). Assessing Emotions Related to Privacy and Trust in Personalized Services. (ekstern lenke)
• Patrick Mikalef; Adamantia Pateli; Michail Giannakos (2013). Why Are Users of Social Media Inclined to Word-of-Mouth?. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2013). An Enriched Artifacts Activity for Supporting Creative Learning: Perspectives for Children with Impairments. (ekstern lenke)
• Alexandra Angeletaki; Marcello Carrozzino; Michail Giannakos (2013). Mubil, creating an Immersive Experience of old books to support learning in a Museum-Archive environment. (ekstern lenke)
• Maria Letizia Jaccheri; Michail Giannakos (2012). Open Source Software for Entertainment. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Maria Letizia Jaccheri et al. (2012). “This Game Is Girly!” Perceived Enjoyment and Student Acceptance of Edutainment. (ekstern lenke)
• Konstantinos Mikalef; Michail Giannakos; Konstantinos Chorianopoulos et al. (2012). “Do not touch the paintings!” The benefits of interactivity on learning and future visits in a museum. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; Ioannis Leftheriotis (2012). Learning and Creativity through Tabletops: A Learning Analytics Approach. (ekstern lenke)

Vitenskapelig bokkapittel

• Eleni Chatzidaki; Sofia Papavlasopoulou; Maria Letizia Jaccheri et al. (2025). Identifying Project Management Skills in Industry-Driven Capstone Projects. (ekstern lenke)
• Gul Sher Ali; Michail Giannakos; Sobah Abbas Petersen (2024). Technology for Social Connectedness: A Case Study in Academic Communal Spaces. (ekstern lenke)
• Eleni Chatzidaki; Sofia Papavlasopoulou; Hannie Gijlers et al. (2024). Science Chaser app: A gamified learning journey into STEM activities. (ekstern lenke)
• Feiran Zhang; Sofia Papavlasopoulou; Julie Holte Motland et al. (2024). A Review of Empirical Studies on Gamification in K-12 Environmental Education: Is This Chocolate-Covered Broccoli?. (ekstern lenke)
• Giulia Cosentino; Serena Glyn Lee-Cultura; Sofia Papavlasopoulou et al. (2023). Designing Multi Sensory Environments for Children’s Learning: An Analysis of Teachers’ and Researchers’ Perspectives. (ekstern lenke)
• Feiran Zhang; Hanne Brynildsrud; Sofia Papavlasopoulou et al. (2023). Experiverse: Exploring an experiment-based gamification application for motivating children to science learning in an informal setting. (ekstern lenke)
• Ibrahim El Shemy; Ana Lucia Urrea; Gema Erena-Guardia et al. (2023). Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective. (ekstern lenke)
• Michail Giannakos; Mutlu Cukurova; Sofia Papavlasopoulou (2022). Sensor-Based Analytics in Education: Lessons Learned from Research in Multimodal Learning Analytics. (ekstern lenke)
• Haifa Alwahaby; Mutlu Cukurova; Zacharoula Papamitsiou et al. (2022). The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature Review. (ekstern lenke)
• Michail Giannakos; Daniel Spikol; Daniele Di Mitri et al. (2022). Introduction to Multimodal Learning Analytics. (ekstern lenke)
• Gabriella Tisza; Kshitij Kshitij; Sofia Papavlasopoulou et al. (2022). Understanding Fun in Learning to Code: A Multi-Modal Data approach. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Michail Giannakos (2021). Faces Don’t Lie: Analysis of Children’s Facial expressions during Collaborative Coding. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Serena Lee-Cultura et al. (2021). Information flow and children’s emotions during collaborative coding: A causal analysis. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Giulia Cosentino et al. (2021). Children’s Play and Problem Solving in Motion-Based Educational Games: Synergies between Human Annotations and Multi-Modal Data. (ekstern lenke)
• Georgios Mylonas; Joerg Hofstaetter; Andreas Friedl et al. (2021). Designing Effective Playful Experiences for Sustainability Awareness in Schools and Makerspaces. (ekstern lenke)
• Panos Markopoulos; Janet C. Read; Michail Giannakos (2021). Design of digital technologies for children. (ekstern lenke)
• Zacharoula Papamitsiou; Kshitij Sharma; Michail Giannakos (2020). On the Dependence Structure Between Learners' Response-time and Knowledge Mastery: If Not Linear, Then What?. (ekstern lenke)
• Zacharoula Papamitsiou; Michail Giannakos; - Simon et al. (2020). Computing Education Research Landscape through an Analysis of Keywords. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Sofia Papavlasopoulou et al. (2020). Using Sensing Technologies to Explain Children’s Self-Representation in Motion-Based Educational Games. (ekstern lenke)
• Zacharoula Papamitsiou; Michail Giannakos; Xavier Ochoa (2020). From childhood to maturity: Are we there yet? Mapping the intellectual progress in learning analytics during the past decade. (ekstern lenke)
• Kshitij Sharma; S. Mishra; Zacharoula Papamitsiou et al. (2020). Towards Obtaining Facial Proxies for Gaze behaviour in TEL. (ekstern lenke)
• Serena Lee-Cultura; Kshitij Sharma; Valeria Aloizou et al. (2020). Children's Interaction with Motion-Based Touchless Games: Kinecting Effectiveness and Efficiency. (ekstern lenke)
• Kshitij Sharma; Zacharoula Papamitsiou; Jennifer K. Olsen et al. (2020). Predicting learners' effortful behaviour in adaptive assessment using multimodal data. (ekstern lenke)
• Gabriella Tisza; Sofia Papavlasopoulou; Dimitra Christidou et al. (2019). The role of age and gender on implementing informal and non-formal science learning activities for children. (ekstern lenke)
• Hallvard Trætteberg; Anna Mavroudi; Kshitij Sharma et al. (2019). Utilizing Real-Time Descriptive Learning Analytics to Enhance Learning Programming. (ekstern lenke)
• Katerina Mangaroska; Boban Vesin; Michail Giannakos (2019). Cross-platform analytics: A step towards personalization and adaptation in education. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Michail Giannakos (2019). Joint Emotional State of Children and Perceived Collaborative Experience in Coding Activities. (ekstern lenke)
• Michail Giannakos; Kshitij Sharma; Evangelos Niforatos (2019). Exploring EEG signals during the different phases of game-player interaction. (ekstern lenke)
• Athanasios Vourvopoulos; Evangelos Niforatos; Michail Giannakos (2019). EEGlass: An EEG-Eyeware Prototype for Ubiquitous Brain-Computer Interaction. (ekstern lenke)
• Katerina Mangaroska; Maria Letizia Jaccheri; Boban Vesin et al. (2019). The dynamics of motivational and emotional challenges and regulation strategies in customer-driven project-based learning. (ekstern lenke)
• Kshitij Sharma; Pierre Dillenbourg; Michail Giannakos (2019). Stimuli-Based Gaze Analytics to Enhance Motivation and Learning in MOOCs. (ekstern lenke)
• Katerina Mangaroska; Boban Vesin; Michail Giannakos (2019). Elo-rating method: Towards adaptive assessment in e-learning. (ekstern lenke)
• Juan Pablo Hourcade; Alissa N. Antle; Michail Giannakos et al. (2019). Child-Computer Interaction SIG: Designing for Refugee Children. (ekstern lenke)
• Kshitij Sharma; Ilias Pappas; Sofia Papavlasopoulou et al. (2019). Towards Automatic and Pervasive Physiological Sensing of Collaborative Learning. (ekstern lenke)
• Janet C. Read; Daniel Fitton; Sim Gavin et al. (2019). IDC Methods into Industry and Innovation. (ekstern lenke)
• Katerina Mangaroska; Kshitij Sharma; Michail Giannakos et al. (2018). Gaze insights into debugging behavior using learner-centred analysis. (ekstern lenke)
• Zacharoula Papamitsiou; Anastasios Economides; Ilias Pappas et al. (2018). Explaining learning performance using response-time, self-regulation and satisfaction from content: an fsQCA approach. (ekstern lenke)
• Kshitij Sharma; Sofia Papavlasopoulou; Michail Giannakos et al. (2018). Kid Coding Games and Artistic Robots: Attitudes and Gaze Behavior. (ekstern lenke)
• Michail Giannakos; Kshitij Sharma; Roberto Martinez-Maldonado et al. (2018). Learner-computer interaction. (ekstern lenke)
• Kshitij Sharma; Katerina Mangaroska; Michail Giannakos et al. (2018). Interlacing Gaze and Actions to Explain the Debugging Process. (ekstern lenke)
• Andrew Luxton-Reilly; Simon Simon; Albluwi Ibrahim et al. (2018). A review of introductory programming research 2003–2017. (ekstern lenke)
• Anna Mavroudi; Monica Divitini; Michail Giannakos et al. (2017). Local communities of computing education in Norway. (ekstern lenke)
• Ilias Pappas; Patrick Mikalef; Michail Giannakos et al. (2017). Value Co-Creation and Trust in Social Commerce: An fsQCA approach. (ekstern lenke)
• Ilias Pappas; Maria Letizia Jaccheri; Patrick Mikalef et al. (2017). Social Innovation And Social Entrepreneurship Through Big Data: Developing A Reseach Agenda. (ekstern lenke)
• Sofia Papavlasopoulou; Kshitij Sharma; Michail Giannakos et al. (2017). Using Eye-Tracking to Unveil Differences Between Kids and Teens in Coding Activities. (ekstern lenke)
• Kshitij Sharma; Ioannis Leftheriotis; Jamawadi Hassan Jama Noor et al. (2017). Dual gaze as a proxy for collaboration in informal learning. (ekstern lenke)
• Patrick Mikalef; Ilias Pappas; Michail Giannakos (2017). Value co-creation and purchase intention in social commerce: The enabling role of word-of-mouth and trust. (ekstern lenke)
• Ilias Pappas; Patrick Mikalef; Panos Kourouthanassis et al. (2017). Fuzzy-Set Analysis to Understand User Experience in Mobile Applications. (ekstern lenke)
• Monica Divitini; Michail Giannakos; Simone Mora et al. (2017). Make2Learn with IoT: Engaging Children into Joyful Design and Making of Interactive Connected Objects. (ekstern lenke)
• Ilias Pappas; Sofia Papavlasopoulou; Michail Giannakos et al. (2017). An Exploratory Study on the Influence of Cognitive and Affective Characteristics in Programming-Based Making Activities. (ekstern lenke)
• Stylianos Sergis; Demetrios G. Sampson; Michail Giannakos (2017). Enhancing Student Digital Skills: Adopting an Ecosystemic School Analytics Approach. (ekstern lenke)
• Ilias Pappas; Michail Giannakos; Maria Letizia Jaccheri (2016). Investigating Factors Influencing Students' Intention to Dropout Computer Science Studies. (ekstern lenke)
• Sofia Papavlasopoulou; Michail Giannakos; Maria Letizia Jaccheri (2016). Creative Programming Experiences for Teenagers: Attitudes, Performance and Gender Differences. (ekstern lenke)
• Michail Giannakos; Monica Divitini (2016). Making as a Pathway to Foster Joyful Engagement & Creativity in Learning. (ekstern lenke)
• Michail Giannakos; Demetrios G. Sampson; Łukasz Kidziński et al. (2016). Smart environments and analytics on video-based learning. (ekstern lenke)
• Hallvard Trætteberg; John Krogstie; Anna Mavroudi et al. (2016). Adaptable Learning and Learning Analytics: A Case Study in a Programming Course. (ekstern lenke)
• Anna Mavroudi; Michail Giannakos; John Krogstie (2016). Combining Adaptive Learning with Learning Analytics: Precedents and Directions. (ekstern lenke)
• Patrik Mikalef; Ilias Pappas; Michail Giannakos et al. (2016). Big Data and Strategy: A research Framework. (ekstern lenke)
• Ioannis Leftheriotis; Michail Giannakos; Ilias Pappas (2016). Social Media Use For Work: Does Work Experience Really Matter?. (ekstern lenke)
• Ilias Pappas; Patrik Mikalef; Michail Giannakos (2016). User Experience in Personalized E-Commerce: A Configurational Approach. (ekstern lenke)
• Anna Mavroudi; Michail Giannakos; John Krogstie (2016). Insights on the Interplay between Adaptive Learning and Learning Analytics. (ekstern lenke)
• Michail Giannakos; Ioannis Leftheriotis (2015). How Space and Tool Availability Affect User Experience and Creativity in Interactive Surfaces?. (ekstern lenke)
• Peter Hubwieser; Michail Giannakos; Marc Berges et al. (2015). A Global Snapshot of Computer Science Education in K-12 Schools. (ekstern lenke)
• Chung-Hao Chen; Jonna Bobzien; Michail Giannakos et al. (2015). Familiar Video Stories as a Means for Children with Autism: An Analytics Approach. (ekstern lenke)
• Ioannis Leftheriotis; Michail Giannakos; Konstantinos Chorianopoulos et al. (2015). Investigating the Potential of a Two-finger Chord Button in Multi-touch Applications. (ekstern lenke)
• Ioannis Leftheriotis; Michail Giannakos; Konstantinos Chorianopoulos et al. (2015). Interaction Space of Chords on a Vertical Multi-touch Screen. (ekstern lenke)
• Michail Giannakos; Finn Inderhaug Holme; Maria Letizia Jaccheri et al. (2015). Can Interactive Art Installations Attract 15 Years Old Students to Coding?. (ekstern lenke)
• Varvara Garneli; Michail Giannakos; Konstantinos Chorianopoulos (2015). Computing Education in K-12 Schools: A Review of the Literature. (ekstern lenke)
• Varvara Garneli; Michail Giannakos; Konstantinos Chorianopoulos et al. (2015). Serious game development as a creative learning experience: lessons learnt. (ekstern lenke)
• Annemieke Craig; Catherine Lang; Michail Giannakos et al. (2014). Looking outside: what can be learnt from computing education around the world?. (ekstern lenke)
• Konstantinos Chorianopoulos; Michail Giannakos; Nikos Chrisochoides et al. (2014). Open Service for Video Learning Analytics. (ekstern lenke)
• Konstantinos Chorianopoulos; Michail Giannakos; Nikos Chrisochoides (2014). Design Principles for Serious Games in Mathematics. (ekstern lenke)
• Michail Giannakos; John Krogstie; Nikos Chrisochoides (2014). Reviewing the Flipped Classroom Research: Reflections for Computer Science Education. (ekstern lenke)
• Dimosthenis Makris; Kleomenis Euaggelopoulos; Konstantinos Chorianopoulos et al. (2014). Could you help me to change the variables?: comparing instruction to encouragement for teaching programming. (ekstern lenke)
• Michail Giannakos; Spyros Doukakis; Helen Crompton et al. (2014). Examining and Mapping CS Teachers' Technological, Pedagogical and Content Knowledge (TPACK) in K-12 Schools. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Nikos Chrisochoides (2014). Collecting and Making Sense of Video Learning Analytics. (ekstern lenke)
• Michail Giannakos; Nikos Chrisochoides (2014). Challenges and Perspectives in an Undergraduate Flipped Classroom Experience: Looking through the Lens of Learning Analytics. (ekstern lenke)
• Marikken Høiseth; Michail Giannakos; Maria Letizia Jaccheri (2013). Research-derived guidelines for designing toddlers' healthcare games. (ekstern lenke)
• Michail Giannakos; Peter Hubwieser; Nikos Chrisochoides (2013). How students estimate the effects of ICT and programming courses. (ekstern lenke)
• Michail Giannakos; Konstantinos Chorianopoulos; Marco Ronchetti et al. (2013). Analytics on video-based learning. (ekstern lenke)
• Marikken Høiseth; Michail Giannakos; Ole Andreas Alsos et al. (2013). Designing healthcare games and applications for toddlers. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2013). Designing creative activities for children: the importance of collaboration and the threat of losing control. (ekstern lenke)
• Konstantinos Chorianopoulos; Michail Giannakos (2013). Usability design for video lectures. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri (2013). What motivates children to become creators of digital enriched artifacts?. (ekstern lenke)
• Michail Giannakos; Peter Hubwieser; Alexander Ruf (2013). Is self-efficacy in programming decreasing with the level of programming skills?. (ekstern lenke)
• Michail Giannakos; Maria Letizia Jaccheri; Roberta Proto (2013). Teaching Computer Science to Young Children through Creativity: Lessons Learned from the Case of Norway. (ekstern lenke)

Vitenskapelig litteraturgjennomgang

• Michail Giannakos; Mutlu Cukurova (2023). The role of learning theory in multimodal learning analytics. (ekstern lenke)
• Serena Lee-Cultura; Michail Giannakos (2020). Embodied Interaction and Spatial Skills: A Systematic Review of Empirical Studies. (ekstern lenke)

Vitenskapelig monografi

• Demetrios Sampson; Zacharoula Papamitsiou; Dirk Ifenthaler et al. (2022). Educational Data Literacy. (ekstern lenke)
• Michail Giannakos (2022). Experimental Studies in Learning Technology and Child–Computer Interaction. (ekstern lenke)

Se en fullstendig oversikt over publikasjoner i NVA.