Journal article · 2026From recurring problems in scientific publications to a heuristic framework for quality control of the research and writing process
KONSTANTINOS LAVIDAS — Mediterranean Journal of Education
The quality of a scientific publication depends not only on the clarity of the writing but also on the soundness of the decisions made at all stages of the research process. This paper examines recurring methodological, writing, ethical, and publication-related issues reported in the relevant literature and investigates how these can be transformed into a practical framework for quality control of the research and writing process in educational research. The study was conducted as an integrative review employing a conceptual and methodological synthesis of 14 purposively selected publications. Their findings were organized and compared according to common categories related to stages of the research and writing process and types of errors. The synthesis highlighted recurring problems related to the formulation of the research question, research design, data collection and analysis, presentation and interpretation of results, bibliographic citations, language, ethics, and the publication process. Based on these findings, a framework comprising nine dimensions and 66 self-assessment and peer-review questions was developed. The framework is proposed as a heuristic and reflective tool rather than as a universal evaluation system, to support the early identification of potential weaknesses and enhance research transparency and quality.
Journal article · 2026Digital Game-Based Learning in Early Childhood and Primary Mathematics Education: A Systematic Review
Stamatina Kolovou, Konstantinos Lavidas, Anastasia Misirli, Warren Kidd, Vassilis Komis, Panagiotis Gridos — Advances in Mobile Learning Educational Research
Digital Game-Based Learning (DGBL) has emerged as a promising approach for enhancing mathematics learning across educational contexts. Although previous reviews have examined the effectiveness of digital games in mathematics education, limited attention has been devoted specifically to early childhood and primary education. This systematic review synthesises empirical studies investigating the use of DGBL in mathematics education for children up to 12 years of age. Following PRISMA guidelines, studies published between 2006 and 2024 were identified through searches in Scopus, Web of Science, and Google Scholar. After applying predefined inclusion and exclusion criteria, 103 empirical studies were selected for analysis. The findings reveal a substantial increase in research activity after 2015, with Educational Technology journals being the primary publication venue. Quantitative research designs predominated, while tablets and personal computers were the most frequently used devices. Puzzle games represented the most common game genre. The majority of studies focused on Number and Operations, followed by Algebra, Geometry, and Measurement. Results indicate predominantly positive effects on students' mathematical achievement, particularly in Number and Operations and Geometry. Furthermore, digital games were associated with improvements in motivation, attitudes towards mathematics, and collaborative learning. The review highlights the educational potential of DGBL in mathematics and identifies directions for future research and practice.
Journal article · 2026Teacher Education Students’ Practices, Benefits, and Challenges in the Use of Generative AI Tools in Higher Education
Stavros Athanassopoulos, Aggeliki Tzavara, Spyridon Aravantinos, Konstantinos Lavidas, Vassilis Komis, Stamatios Papadakis — Education Sciences
Despite the growing adoption of generative artificial intelligence (GenAI) tools in higher education, limited research has examined how future educators perceive and use these technologies in their academic practices. This study investigates the practices, perceived benefits, and challenges associated with the use of GenAI tools—such as ChatGPT—among undergraduate students enrolled in programs that confer teaching qualifications. Using a mixed-methods design, data were collected from 314 students from the Early Childhood Education, Philosophy, and Philology departments. The findings indicate that the majority of students use GenAI tools primarily for academic purposes, most commonly for information searching, data analysis, study advice, and exam preparation. Students reported several perceived benefits, including rapid access to information, time efficiency, improved comprehension of complex concepts, enhanced study organization, and support with assignments and research-related tasks such as summarizing or translating academic texts. At the same time, participants expressed notable concerns, particularly regarding over-reliance on AI, reduced personal effort, risks to academic integrity, diminished critical thinking, and weakened research skills. Additional challenges included misinformation, reduced creativity, improper use of AI-generated content, skill underdevelopment, and potential technological dependence. The study concludes that teacher education programs should systematically integrate AI literacy and responsible-use training to prepare future educators to address the pedagogical and ethical implications of GenAI in educational settings.
Journal article · 2026Preschoolers’ errors in length measurement: a case study
S KOLOVOU, K LAVIDAS, A MISIRLI, V KOMIS, S PAPADAKIS — Mediterranean Journal of Education 6 (1)
Measurement is an important part of mathematics in preschool education, covering many essential concepts for young children. However, research in this area is still limited. When learning about concepts like length, children often make errors due to their thinking strategies. Understanding these errors is crucial for teachers to improve their teaching. This study focuses on the errors preschool children make when using both standard and nonstandard tools for direct and indirect measurement. The research involved 20 preschoolers and included a teaching intervention that combined traditional methods with four digital educational games. The results showed that children often made common errors, such as: leaving gaps between nonstandard units when measuring, placing rulers incorrectly, and misunderstanding the numeric intervals on rulers. These findings emphasize the need for teachers to address such errors to improve children’s understanding of measurement. The study offers valuable insights into children’s challenges when learning about measurement. It also provides practical recommendations for teachers and policymakers to create effective teaching strategies and interventions.
