( en | de | ru )

 

Disambiguation of "Anastopoulou, Stamatina"

Author of the publication

copydeleteadd this publication to your clipboard
An evaluation of multimodal interactions with technology while learning science concepts.

, , and . Br. J. Educ. Technol., 42 (2): 266-290 (2011)

Please choose a person to relate this publication to

To differ between persons with the same name, the academic degree and the title of an important publication will be displayed. You can also use the button next to the name to display some publications already assigned to the person.

Stamatina Grammenopoulou

 

Other publications of authors with the same name

What do students at distance universities think about AI?, and . L@S, page 45:1-45:4. ACM, (2019)Using advanced technologies to connect schools to science museums., , , and . WMTE, page 169-170. IEEE Computer Society, (2006)Issues in scaffolding collaborative inquiry science learning., and . CSCL (2), page 34-36. International Society of the Learning Sciences, (2009)978-1-4092-8598-4.Transformative approaches in distance online education: aligning evidence to influence the design of teaching at scale., , and . L@S, page 51:1-51:4. ACM, (2018)Assessing the Wearability of Wearable Computers., , , , , , and . ISWC, page 75-82. IEEE Computer Society, (2006)Learning design Rashomon I-supporting the design of one lesson through different approaches, , , , , , , , , and 1 other author(s). Research in Learning Technology, (2013)Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings, , , , , and . International Journal of Science Education, 34 (2): 251-273 (2012)An evaluation of multimodal interactions with technology while learning science concepts., , and . Br. J. Educ. Technol., 42 (2): 266-290 (2011)Visualizing the Invisible: The CONNECT Approach for Teaching Science., , , , , , , and . ICALT, page 1084-1086. IEEE Computer Society, (2006)nQuire: Technological Support for Personal Inquiry Learning, , , , , , , , , and . IEEE Transactions on Learning Technologies, 5 (2): 157-169 (2012)