Here you can find a list of MCL publications per year:

2025 | 2024 |2023 |2022 |2021 |2020 |2019 |2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007

Souropetsis, M., & Kyza, E. A. (2025). CompARe: Design and Development of a Gamified Augmented Reality Learning Environment for Cultural Heritage Sites. ACM Journal on Computing and Cultural Heritage, 18(1), Article 6. https://doi.org/10.1145/3703917

Varda, C. & Kyza, E. A. (2024, June 10-14). Reflective considerations: The theoretical and practical issues of applying the AIR framework on social media. In C. Chinn, S. Barzilai (Organizers), Understanding and Promoting Epistemic Growth: Applying the AIR and Apt-AIR Frameworks. [Symposium]. Presented at the 2024 Annual Meeting of International Society for the Learning Sciences (ISLS). Buffalo, USA. https://repository.isls.org/handle/1/10833

Agesilaou, A. & Kyza, E. A. (2024, June 10-14). A pedagogical framework for supporting the development of students’ personal data competencies. Presented at the 2024 Annual Meeting of International Society for the Learning Sciences (ISLS). Buffalo, USA. https://repository.isls.org/handle/1/10797

Souropetsis, M., Kyza, E., Georgiou, Y. & Nisiotis, L. (2024, June 10-14). Investigating students’ immersion, motivation and cultural heritage learning in gamified and non-gamified virtual reality environments. Presented at the 2024 Annual Meeting of International Society for the Learning Sciences (ISLS). Buffalo, USA. https://repository.isls.org/handle/1/10762

Varda, C., Kyza, E. A & Chinn, C. (2024, June 10-14). Capturing epistemic engagement on social media. Poster presented at the 2024 Annual Meeting of International Society for the Learning Sciences (ISLS). Buffalo, USA. https://repository.isls.org/handle/1/10961

Economou, A., Kapsalis, G., Kyza, E. A., Georgiou, Y., Gallagher, S., Galvin, C., Gonida, E., Hernandez-Leo, D., Ilomäki, L., Lakkala, M., Moustakas, D., Papadopoulos, P. M. & Garcia, A. R. (2024, June 10-14). Building Digital Competence: Personal and Contextual Factors in Teachers’ Professional Learning. Paper presented at the 2024 Annual Meeting of International Society for the Learning Sciences (ISLS). Buffalo, USA. https://repository.isls.org/handle/1/11102

Souropetsis, M., Kyza, E., Nisiotis, L., Georgiou, Y., & Giorgalla, V. (2023). Investigating Students’ Motivation and Cultural Heritage Learning in a Gamified Versus Non-gamified VR Environment. In: Pelechano N., Liarokapis F., Rohmer D., Asadipour A. (Eds.), International Conference on Interactive Media, Smart Systems and Emerging Technologies (IMET) (pp. 41-44). The Eurographics Association. doi:10.2312/imet.20231255

Nisiotis, L., Souropetsis, M., Kyza, E.A. (2023). Embracing Cultural Heritage Through Virtual Reality: Development, Usability and Enjoyment Evaluation of a VR Environment for the Church of Panagia Aggeloktisti. In: De Paolis, L.T., Arpaia, P., Sacco, M. (Eds.), Extended Reality. XR Salento 2023 (pp. 227-246). Lecture Notes in Computer Science, vol 14219. Springer. doi:10.1007/978-3-031-43404-4_15

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K. & Zacharia, Z. C. (2023). Let’s talk evidence–The case for combining inquiry-based and direct instruction. Educational Research Review, 100536.

Georgiou, Y., & Kyza, E. A. (2023). Fostering chemistry students’ scientific literacy for responsible citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL). Sustainability, 15(8), 6442.

Kyza, E. A., Agesilaou, A., Georgiou, Y., & Hadjichambis, A. (2023). Investigating co-design as a professional development model to support teacher efficacy. Paper  presented at the 20th Biennial Conference of the European Association of Research on Learning & Instruction (EARLI 2023), Thessaloniki, Greece.

Varda, C. & Kyza E. A. (2023, August 20-21). “What can we do about it?” Emotions, actions and epistemic engagement with a controversial social media post. In J. Morinaj & J. Schlesier (Organizers). Invited Symposium for the JURE 2023 Conference SIG 8 &16: Motivation and Emotions in Uncertain Times  [Symposium]. Presented at the 27th JURE Pre-conference of the European Association for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece.

Varda, C. & Kyza, E. A. (2023, June 12-15). Climate change encounters online: Epistemic engagement and emotions on social media. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023. Presented at the 2023 Annual Meeting of the International Society of the Learning Sciences (ISLS). Montreal, Canada.

Kyza, E. A. & Varda, C. (2023, June 12-15). What influences epistemic actions on social media? In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023. Presented at the 2023 Annual Meeting of the International Society of the Learning Sciences (ISLS). Montreal, Canada.

Georgiou, Y., Souropetsis, M., Kyza, E. A., & Nisiotis, L. (2023, June 12-15). Investigating students’ immersion in relation to cultural heritage learning in a virtual reality environment. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023. Presented at the 2023 Annual Meeting of the International Society of the Learning Sciences (ISLS). Montreal, Canada.

Varda, C. & Kyza, E. A. (2022, September 14-16). Reasoning with emotions while engaging with (mis)information: A systematic literature review. Paper presented at the EARLI SIG 20 & 26 Conference “Dialogue, inquiry and argumentation: shaping the future(s) of education”, Utrecht, Netherlands.

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. 735-742). Paper presented at the 2022 Annual Meeting of International Society of the Learning Sciences (ISLS). Hiroshima, Japan. [Online]. https://repository.isls.org/bitstream/1/8864/1/ICLS2022_735-742.pdf [ICLS Best Student Paper Nominee].

Kyza, E. A. & Varda, C. (2022, June 6-10). Data literacy and social design implications of algorithmic, socio-technical solutions to combating misinformation on social media. In J. L. Polman, I. Tabak, T. C. Tran (Organizers), Cultivating Critical, Justice-Oriented Literacies in a Post-Truth World. [Symposium]. 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. 1699-1706).Presented at the 2022 Annual Meeting of International Society for the Learning Sciences (ISLS). Hiroshima, Japan. [Online].

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. 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. (2022) 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. (pp. 175-195). 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

Ariza, M.R., Christodoulou, A., Harskamp, M.v.,  Knippels, M.-C.P.J., Kyza, E.A., Levinson, R., & Agesilaou, A. (2021).  Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship. Sustainability, 13, 11509.  https://doi.org/10.3390/su132011509

Varda, C. (2021). The Information Manifold: Why Computers Can’t Solve Algorithmic Bias and Fake News by Antonio Badia. Information & Culture, 56(2), 227-228.

Georgiou, Y. & Kyza E. A. (2021, August 23-27). Scaffolding augmented reality learning: A systematic review of the literature. Presented at the 19th Biennial Conference of European Association for Research on Learning and Instruction (EARLI 2021) [Online].

Varda, C. & Kyza E. A. (2021, August 23-27). “Liking” social media posts with credibility labels: The role of epistemic aims and criteria. In F. Hendriks, M. Zimmerman, & E. Mayweg-Paus (Organizers),“Is this credible information?” Investigations on the Evaluation of Scientific Online Information [Symposium]. Presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2021) [Online].

Varda, C. & Kyza, E. A. (2021). Countering the spread of misinformation on informal social media networks: Media Literacy Implications. Presented at the 2021 Virtual AERA Annual Meeting, in the Paper Session entitled “Media Literacy in a Time of Crisis”.

Agesilaou, A., & Kyza, E. (2021). Empowering students to be data literate: The design and implementation of a learning environment to foster critical data literacy. In Proceedings of the 1st ISLS annual meeting reflecting the past and embracing the future (pp. 458–465). Bochum, Germany: https://repository.isls.org/handle/1/7503. [ICLS Best Design Paper Award]

Souropetsis M. & Kyza E. A. (2021, June). Emerging technologies for learning at a cultural heritage site: The design of the CompARe mixed reality gamified learning environment. Paper presented at the RISE IMET International Conference on Emerging Technologies and the Digital Transformation of Museums and Heritage Sites, Nicosia, Cyprus  [Online].

Georgiou, Y. & Kyza, E. A. (2021). Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies, (145), 102546. https://doi.org/10.1007/978-3-030-10764-2

Kyza, E. A., Varda, C., Panos, D., Karageorgiou, M., Komendantova, N., Perfumi, S. C., Shah, S., & Hosseini, A. S. (2020).  Combating misinformation online: re-imagining social media for policy-making. Internet Policy Review, 9(4). https://doi.org/10.14763/2020.4.1514  [pdf]

Kyza, E. A., & Georgiou, Y. (2019). The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in Non-formal, Outdoors Settings. In T.C. Pargman & I. Jahnke (Eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies (pp. 183-197). Springer, Cham. doi:10.1007/978-3-030-10764-2 [Read the Book Review]

Kyza, E. A., Georgiou, Y., Souropetsis, M., & Agesilaou, A. (2019). Collecting Ecologically Valid Data in Location-Aware Augmented Reality Settings: A Comparison of Three Data Collection Techniques.  International Journal of Mobile and Blended Learning (IJMBL), 11(2) 78-95. doi:10.4018/IJMBL.2019040106

Kyza, E. A. & Varda, C. (2019, October ). Navigating the post-truth era: trust, misinformation, and credibility assessment on online social media. Paper presented at AoIR 2019: The 20^th Annual Conference of the Association of Internet Researchers. Brisbane, Australia: AoIR. Retrieved from http://spir.aoir.org.

Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A. (2018). Antibiotics in livestock: Introducing in-service teachers to the nature of contemporary, socio-scientific controversies. School Science Review, 100(371), 53-58.

Hadjichambis, A. C., Georgiou, Y., Paraskeva Hadjichambi, D., Kyza, E. A., Agesilaou, A., & Mappouras, D. (2018). Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education, 1-13. doi:10.1080/00219266.2018.1530277

Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-182. doi:10.1016/j.chb.2018.08.011

Kyza, E. A., & Georgiou, Y. (2018). Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 1-15. doi:10.1080/10494820.2018.1458039

Georgiou, Y. & Kyza, E. A. (2018, October). Designing for semantic coupling: The impact of physical objects in inquiry-based AR activities. Paper presented at the EARLI SIG20 & SIG26 conference “Argumentation and Inquiry as Venues for Civic Education”, Jerusalem, Israel.

Souropetsis, M. & Kyza, E. A. (2018, October). Investigating the co-construction of knowledge in an AR inquiry learning environment. Poster presented at the EARLI SIG20 & SIG26 conference “Argumentation and Inquiry as Venues for Civic Education”, Jerusalem, Israel.

Georgiou, Y. & Kyza, E. A. (2018, June). Investigating the Coupling of Narrative and Locality in Augmented Reality Educational Activities: Effects on Students’ Immersion and Learning Gains. Paper presented at the 13th International Conference of the Learning Sciences (ICLS2018), London.

Efstathiou, I., Kyza, E. A. & Georgiou, Y.  (2017). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41. doi:10.1080/10494820.2016.1276076

Georgiou, Y., & Kyza, E. A. (2017). Translation, adaptation, and validation of the Need for Cognition Scale – Short Form (NfC-SF) in the Greek language for secondary school students. Journal of Psychoeducational Assessment: doi:10.1177/0734282916686005

Georgiou, Y., & Kyza, E. A. (2017). The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human Computer Studies, 98, 24-37. doi:10.1016/j.ijhcs.2016.09.014

Georgiou, Y. & Kyza, E. A. (2017). Investigating Immersion in Relation to Students’ Learning During a Collaborative Location-Based Augmented Reality Activity In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences. [Long paper.]

Agesilaou, A. & Kyza, E. A. (2017, September). Involving elementary and secondary school students in co-design: A systematic literature review. Poster presented in at the 17th Conference of European Association for Research on Learning and Instruction (EARLI 2017), Tampere, Finland.

Georgiou, Y. & Kyza, E. A. (2017, September). A model of immersion for learning in relation to learners’ characteristics and cognitive load. Paper presented at the 17th Conference of European Association for Research on Learning and Instruction (EARLI 2017), Tampere, Finland.

Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A (2017, September). Task dependency of citizenship entitlement through education for responsible research and innovation. Paper presented at the 17th Conference of European Association for Research on Learning and Instruction (EARLI 2017), Tampere, Finland.

Georgiou, Y. & Kyza, E. A. (2017, August). Investigating immersion in relation to science learning in location-based AR settings. Paper presented at the 12th Conference of European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A (2017, August). Building students’ capacity for democratic participation and responsible innovation through science education. Paper presented at the 12th Conference of European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Kyza, E. A., Hadjichambis, A., Georgiou, Y., & Agesilaou, A. (2017, August). A co-design approach to teachers’ professional development about responsible research and innovation. Paper presented at the 12th Conference of European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Georgiou, Y. & Kyza, E. A. (2017, June). Investigating immersion in relation to students’ learning during a collaborative location-based augmented reality activity. Paper presented at the 12th International Conference of Computer Supported Collaborative Learning, Philadelphia, Pensylvania.

Kyza, E. A., & Georgiou, Y. (2017, June). Collaboration and materiality in location-based augmented reality. Paper presented at the 12th International Conference of Computer Supported Collaborative Learning, Philadelphia, Pensylvania.

Kyza, E. A., & Nicolaidou, I. (2016). Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign, 1-26. doi:10.1080/15710882.2016.1209528

Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E. A., & Mappouras, D. (2016). Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education, 50(3), 261-274. doi:10.1080/00219266.2015.1067241

Kyza, E. A., & Georgiou, Y. (2016). Digital tools for enriching informal inquiry-based mobile learning: The design of the TraceReaders location-based augmented reality learning platform. Paper presented at the Proceedings of the 3rd Asia-Europe Symposium on Simulation and Serious Gaming – 15th ACM SIGGRAPH Conference on Virtual-Reality Continuum and its Applications in Industry, VRCAI 2016, 195-198. doi:10.1145/3014033.3017432 

Efstathiou, I., Kyza, E. A. & Georgiou, Y. (2016, August).  Investigating 3rd graders’ historical inquiry in augmented reality, non-formal settings. Paper presented at the EARLI SIG20 & SIG26 conference “Inquiry and argumentation: Education for thinking”, Ghent, Belgium.

Kyza, E. A., Georgiou, Y., Souropetsis, M. & Agesilaou, A. (2016, June). Obtaining rich data in Augmented Reality settings: A comparison of three data collection approaches. Paper presented at the 12th International Conference of the Learning Sciences (ICLS2016), Singapore.

Georgiou, Y. & Kyza, E. A. (2015, August). The elusive concept of immersion for learning: A review of the prevalent theoretical models. Paper presented at the 16th Conference of European Association for Research on Learning and Instruction (EARLI 2015), Limassol, Cyprus.

Kyza, E. A. & Georgiou, Y. (2015, August). Augmented reality and explanation building in formal and informal contexts. Poster presented at the 16th Conference of European Association for Research on Learning and Instruction (EARLI 2015), Limassol, Cyprus.

Kyza, E. A. & Georgiou, Y. (2015, September). Science teachers’ perceptions of a design-based professional development program: A case study. Paper presented at the 11th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Kyza, E. A., Hadjichambis, A., Georgiou, Y. & Hadjichambi, D. (2015, September). Planting the seeds for a democratic and responsible society: an analysis of the lower secondary biology curriculum in Cyprus. Paper presented at the 11th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Kyza, E. A. & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technology-supported participatory design approach to professional development. Science Education International, 25(2), 55-77. https://www.learntechlib.org/p/152816/

Kyza, E. A., Herodotou, C., Nicolaidou, I., Redfors, A., Hansson, L., Schanze, S., Saballus, U., Papadouris, N. & Michael, G. (2014). Adapting web‐based inquiry learning environments from one country to another: The CoReflect experience. In C. Bruguiere, P. Clement, and A. Tiberghien, 9th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Redfors, A., Hansson, L., Kyza, E. A., Nicolaidou, I., Asher, I., Tabak, I., Papadouris, N. & Avraam, C. (2014). CoReflect –web‐based inquiry learning environments on socio‐scientific issues. In C. Bruguiere, P. Clement, and A. Tiberghien, 9th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Georgiou Y. & Kyza, E. A. (2014). “Can you listen to my voice?” Including a student voice in the design of a chemistry module aiming to increase students’ learning and motivation. In Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (eds.), Science teachers’ continuous professional development in Europe: Case studies from the PROFILES project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), 94-102.

Georgiou, Y. & Kyza, E. A. (2014, July).  The “Trace Readers”: A case study exploring the effects of presence on students’ learning and game-based performance. Paper presented at the 19th Conference of the Junior Researchers of EARLI (European Association for Research on Learning and Instruction).

Georgiou, Y. & Kyza, E. A. (2014, June).  Are you in or are you out? Investigating the factors affecting students’ immersion in a location-based AR game for IBSE. Poster presented at the 11th International Conference of the Learning Sciences (ICLS2014).

Kyza, E. A. (2013). Use of networked technologies to foster student collaboration and reflection. In C. Mouza & N. C. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning SciencesPerspective. Springer.

Kyza, E. A. (2013). The role of new technologies in teaching and learning science. [In Greek.] In L. Avraamidou & M. Evagorou (Eds.) Current Trends in Science Teaching in K6.

Kyza, E. A., Georgiou, Y., Hadjichambi, D. & Hadjichambis, A. (2013). Teacher Framing, Classroom Collaboration Scripts, and Help‐Seeking and Help‐Giving Behaviors. In N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale. Proceedings of the 10th International Conference of Computer Supported Collaborative Learning. Madison, WI: International Society of the Learning Sciences (ISLS), 2013. [Long paper.]

Pavlou, A. & Kyza, E. A. (2013). An investigation of two methods for the technological mediation of collaborative peer feedback in higher education. In Lecture Notes in Computer Science, Springer Verlag. [Proceedings of EC‐TEL2013 Scaling up Learning for Sustained Impact. September 17‐21, 2013, Paphos, Cyprus.]

Schulte, T., Georgiou, Y., Kyza, E.A., Bolte, C. (2013). Students’ and teachers’ perceptions of school based scientific literacy priorities and practice: A cross‐cultural comparison between Cyprus and Germany. In: C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), “E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning”, Part 8: “Scientific Literacy and Socio-scientific Issues” (co-ed. J. Dillon & A. Redfors), European Science Education Research Association, Nicosia, Cyprus, ISBN: 978-9963-700-77-6, pp. 132-140.

Kyza, E. A. & Georgiou, I. (2013, August). Operationalizing teachers’ psychological ownership of reform curricula. Paper presented at the EARLI 2013 15th Biennial Meeting, August 27‐31, 2013, Munich, Germany.

Georgiou, Y. & Kyza, E. A., (2013, September). Science teachers’ ownership of the inquiry‐based approach: An elusive idea or a concrete construct? Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Hadjichambis, A., Georgiou, Y., Hadjichambi, D., Kyza, E. A., Mappouras, D. (2013, September). Effectiveness of an inquiry‐based biology module on human reproduction: Investigating 7th graders’ learning gains and motivation. Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Kyza, E. A., Georgiou, Y., Hadjichambis, A. & Hadjichambi, D. (2013, September). Collaboration scripts to scaffold inquiry‐based learning: An investigation of guidance level, students’ help‐seeking and teacher’s help‐giving activities. Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Lympouridou, C. & Kyza, E. A., (2013, September). Teachers as designers of problem‐solving and socio scientific related learning environments for IBSE: An active learning environment for professional development Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Schulte, T., Georgiou, Y., Kyza, E.A., Bolte, C. (2013, September). Students’ and teachers’ perceptions of school based scientific literacy priorities and practice: A cross‐cultural comparison between Cyprus and Germany. Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Sevastidou, A., Constantinou, C.P., Kyza, E. A., (2013, September). Teachers’ scaffolding strategies in computer supported, inquiry‐oriented science classrooms. Paper presented at the 10th International Conference of the European Science Education Research Association (ESERA2013) Biannual Conference.

Georgiou, Y., Kyza, E. A., & Ioannou, A. (2012). Creating and sustaining online communities of practice for science teachers’ professional development: Overcoming the barriers. In J. V. Aalst, K. Thompson, M. J. Jacobson & Reimann, P. (Eds.), The future of learning. Proceedings of the 10th International Conference of the Learning Sciences (pp. 533-534). Sydney, Australia. [Poster.]

Georgiou, I., Paraskeva‐Hadjichambi, D., Hadjichambis, A., Demetriou, D., Kazakou, P., Christou, P., Mappouras, D. G. (2012, September). Designing for inquiry: Comparing two scaffolded inquiry‐based approaches in biology education. Paper presented at the International Council for Educational media 62nd Annual Conference, University of Nicosia, Cyprus.

Kyza, E. A. (2012, September). Symposium Introduction: What we learn when we engage in design, revisited. Symposium organized at the International Council for Educational media 62nd Annual Conference, University of Nicosia, Cyprus.

Lympouridou, C. & Kyza, E.A. (2012, September). Merging scientific inquiry, problem‐solving and decision making: Challenges for teachers as curriculum designers. Paper presented at the International Council for Educational media 62nd Annual Conference, University of Nicosia, Cyprus.

Sevastidou, A., Kyza, E.A., & Constantinou, C.P. (2012, September). Teachers designing inquiry‐based learning environments: a way to realize theory through the use of tools and features on the STOCHASMOS platform. Paper presented at the International Council for Educational media 62nd Annual Conference, University of Nicosia, Cyprus.

Herodotou, C., Kyza, E. A., Nicolaidou, I., Hadjichambis, A., Kafouris, D., & Terzian, F. (2011). The Development and Validation of the GMOAS, an Instrument Measuring Secondary School Students’ Attitudes Towards Genetically Modified Organisms. International Journal of Science Education, Part B, 1 17. doi:10.1080/09500693.2011.637580

Nicolaidou, I., Kyza, E. A., Terzian, F., Hadjichambis, A., & Kafouris, D. (2011). A framework for scaffolding students’ assessment of the credibility of evidence. Journal of Research in ScienceTeaching, 48(7), 711‐744. doi:10.1002/tea.20420

Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011). Sixth graders’ conceptual understanding of iotic and abiotic factors during a disturbance in an ecosystem. International Journal of Science Education, 1‐37. doi:10.1080/09500693.2010.550951

Kyza, E. A., Michael, G., & Constantinou, C. P. (2011). The design and investigation of a web based synchronous and asynchronous peer feedback mechanism. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, University of Hong Kong, Hong Kong, China, (July 4‐8, 2011). [Short paper.]

Hadjichambis, A. Ch., Kyza, E. A., Nicolaidou, I., Terzian, F., Kafouris, D. (2011, September). Factors influencing secondary students’ attitudes towards biotechnology: a review of the literature. Paper presented at the 9th International Conference of the European Science Education Research Association (ESERA2011) Biannual Conference.

Herodotou, C, Nicolaidou, I., Kyza, E. A., Chadjihambis, A., Terzian, F., & Kafouris, D. (2011, September). A multimodal, web‐based inquiry learning environment on Biotechnology and Genetically Modified Organisms (GMOs). Proceedings of EARLI 2011 14th Biennial Meeting, August 30‐September 3, 2011, Exeter, U.K.

Kyza, E. A., Michael, G., & Constantinou, C. P. (2011, September) Investigating web‐based peer feedback in collaborative, inquiry‐based learning. EARLI SIG20 “Computer Supported Inquiry Learning” Invited Symposium, European Association for Research on Learning and Instruction Biennial Conference, Exeter, U.K. August 30‐September 3, 2011.

Kyza, E. A. & Nicolaidou, I. (2011, September). Participatory Design for Effective Web‐based Learning Environments. Paper presented at the EARLI 2011 14th  Biennial Meeting, August 30‐September 3, 2011, Exeter, U.K. as part of the Symposium titled “Bridging the Different Worlds of Teachers and Students in the Same Learning Environment”.

Nicolaidou, I., Kyza, E. A., Terzian, F., Hadjichambis, A., & Kafouris, D. (2010). Scaffolding students in evaluating the credibility of evidence using a reflective web‐based inquiry environment on Biotechnology. Proceedings of ICLS2010: Learning in the Disciplines Conference, Chicago, IL, USA, June 29‐July 2, 2010. [Long paper.]

Michael, G., Papadouris, N., Kyza, E. A., & Constantinou, C. P. (2010). Developing and evaluating a web‐based learning environment for helping 6th grade students appreciate subjectivity and uncertainty in science. Proceedings of ICLS2010: Learning in the Disciplines Conference, Chicago, IL, USA, June 29‐July 2, 2010 [Poster].

Nicolaidou, I., Kyza, E. A., Michael, G., Constantinou, C.P., Kolias, V., Asher, I., Tabak, I., Redfords, A., & Oldershaw, C. (2010, November). Participatory Design to Support Students’ Web‐based Inquiry of Complex, Socio‐scientific Problems. Paper presented at the 9th European Conference on E‐Learning (ECEL). Universituto Superior de Engenharia de Porto, Porto, Portugal, 4th-5th November 2010.

Kyza, E. (2010, October). Killing Time: A case study into the needs, use, and perceptions of Facebook by Cypriot adolescents. Presented at the Internet Research 11.0 Conference Sustainability, Participation, Action, Gothenburg, Sweden, October 2010.

Kyza, E. A., Nicolaidou, I., Terzian, F., Hadjichambis, A., & Kafouris, D. (2010, June). CoReflect Symposium titled “The Educative and Scalable Functions of Authoring Tools to Support Inquiry‐based Science Learning”. Symposium organized at the ICLS2010: Learning in the Disciplines Conference, Chicago, IL, USA, June 29‐July 2, 2010.

Kyza, E. A. (2009). Middle‐School Students’ Reasoning About Alternative Hypotheses in a Scaffolded, Software‐Based Inquiry Investigation. Cognition and Instruction, 27(4), 277‐311. doi:10.1080/07370000903221718

Kyza, E. A., Erduran, S., & Tiberghien, A. (2009). Technology Enhanced Science Learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes, L. Montandon (Eds.). TechnologyEnhanced Learning: Contributions of Kaleidoscope Network. (pp. 121‐134). Dordrecht: Springer.

Spanoudis, G. & Kyza, E.A. (2009). Integrating knowledge of cognitive system and e‐learning applications. In C., Mourlas, N., Tsianos, & P. Germanakos (Eds.), Cognitive and Emotional Processes in Web‐based Education: Integrating Human Factors and Personalization, Advances in Web‐Based Learning Book Series. (pp.72‐85). Hershey, PA: IGI Global Publishing.

Milioni, D. L. & Kyza, E.A. (2009). How do we study the blogosphere? Research and methods of assessing the impact of blogging on the public sphere. Proceedings of the International Conference “New Media and Information: Convergences and Divergences”, May 6‐9, Athens, Greece.

Michael, G., Constantinou, C. P., & Kyza, E. A. (2009, October). The web‐based platform STOCHASMOS as a medium for engaging teachers in an educational quality improvement process. Innovative Learning Environments Conference, Nicosia, Cyprus.

Michael, G., Papadouris, N., Kyza, E. A., & Constantinou, C. P. (2009, September). An attempt to introduce the uncertain and subjective nature of scientific claims in sixth grade: Report of preliminary results on students’ initial ideas on subjectivity. Paper presented at the European Science Education Research Association (ESERA) International Conference, Istanbul, Turkey.

Kyza, E. A. (2009, September). Inquiry, Collaboration, and Reflection: The CoReflect project. Paper presented at the PARSEL International Conference, March 1‐4, 2009, Berlin Germany.

Kyza, E. A. & Nicolaidou, I. (2009, August). Researchers and practitioners as co‐designers of a learning environment in Biotechnology. Paper presented at the EARLI 2009 13th Biennial Meeting, August 25‐ 29, 2009, Amsterdam, The Netherlands.

Michael, G., Papadouris, N., Constantinou, C. P., & Kyza, E. (2009, July). Sixth graders’ initial ideas and difficulties about the subjectivity of scientific claims. Paper presented at the 5th Panhellenic History, Philosophy, and Science Teaching Conference, University of Cyprus, Nicosia, Cyprus. (Greek title: Αρχικές ιδέες και δυσκολίες μαθητών Στ’ τάξης δημοτικού σχολείου σε σχέση με την υποκειμενική φύση των επιστημονικών ισχυρισμών. Πέμπτο συνέδριο Ιστορίας, Φιλοσοφίας και Διδακτικής των Φυσικών Επιστημών, Πανεπιστήμιο Κύπρου, Λευκωσία.)

Kyza, E. A. & Constantinou, C. P. (2008). A design‐based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry‐based science education. In Zumbach, J.; Schwartz, N.; Seufert, T.; Kester, L. (Eds.) “Beyond Knowledge: the Legacy of Competence Meaningful Computer‐based Learning Environments”. (pp.173‐181). Springer.

Kyza, E. A. (2008). Promises, Challenges, and Realities of a Design‐based Approach to e‐Portfolios. Proceedings of the 7th European Conference on E‐Learning (ECEL 2008), Grecian Bay Hotel, Ayia Napa, Cyprus, 6‐7 November 2008.

Kyza, E. A. & Constantinou, C. P. (2007). Web‐based platforms for learning in science education. In CIT in Primary Science: A Handbook for Teachers, Cyprus Ministry of Education and Culture, Nicosia, 2007. [In Greek.]

Kyza, E. A., Michael, G., & Constantinou, C. P. (2007). The rationale, design, and implementation of a web‐based inquiry learning environment. In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8th International Conference on Computer‐based learning in Science. Crete, Greece.

Ioannou, A. S., Constantinou, C. P., Papadouris, N., & Kyza, E. A. (2007). Development and assessment of web based curriculum materials for decision‐making about socio‐scientific issues: the example of trace chemicals in drinking water. In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8th International Conference on Computer‐based learning in Science. Crete, Greece

Kyza, E. A. & Constantinou, C. P. (2007, September). Teachers as designers of inquiry‐based interactive learning environments. Paper presented at the EARLI 2007, 12th Biennial Meeting, August 28‐September 1, 2007, Budapest, Hungary.

Kyza, E. A., Michael, G., & Constantinou, C. P. (2007, August). Patterns of reflection in middle school students’ collaborative investigation of a scientific problem. Paper presented at the European Science Education Research Association (ESERA) International Conference, Malmoe Sweden.