Varda, C. & Kyza, E. A. (2022, June 6-10). The role of epistemic emotions during engagement with online information encounter. In Chinn, C., Chan, C., & Kali, Y. (Eds). Proceedings of the 16th International Conference for the Learning Sciences – ICLS 2022 International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices. (pp. 735-142). Paper presented at the 2022 Annual Meeting of International Society of the Learning Sciences (ISLS). Hiroshima, Japan. [Online]. [ICLS Best Student Paper Nominee]
Kyza, E. A. & Agesilaou, A. (2022). Investigating the processes and conditions for teacher and researcher empowerment in co-design settings. Cognition and Instruction, 40(1), 100-125. https://doi.org/10.1080/07370008.2021.2010213
Goldman, S. R., Hmelo-Silver, C. E. , & Kyza, E. A. (2022). Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction, 40(1), 1-6. https://doi.org/10.1080/07370008.2021.2010215
Agesilaou, A. & Kyza, E. A. (2022, April 21-26). Fostering awareness of big data through a quantified-self approach: Designing for critical data literacy. Paper presented at the annual conference of the American Educational Research Association (AERA), San Diego, CA, as part of the symposium “Data Literacy in Context: Culturally Oriented and Place-Based Learning through Data”.
Agesilaou, A. & Kyza, E. A. (2022). Whose data are they? Elementary school students’ conceptualization of data ownership and privacy of personal digital data. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2022.100462
Kyza, E. A., Agesilaou, A., Georgiou, Y., Hadjichambis, A.C. (Forthcoming.) Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design. In A. C. Superfine, S. R. Goldman, M. Ko (Eds.) Changing Content and Contexts of Teacher Learning: Supporting Shifts in Instructional practices. Advances in the Learning Sciences. Routledge.
Kyza, E. A., Georgiou, Y., Agesilaou, A., & Souropetsis, M. (2022). A Cross-Sectional Study Investigating Primary School Children’s Coding Practices and Computational Thinking Using ScratchJr. Journal of Educational Computing Research, 60(1), 220–257. https://doi.org/10.1177/07356331211027387