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All Journal Journal of Hypermedia & Technology-Enhanced Learning
Emmanouil D. Milakis
Department of Education Sciences, European University Cyprus, Engomi
Computer Science & IT Education Electrical & Electronics Engineering Engineering Social Sciences Other

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Digital Educational Technologies in Gifted STEAM Education: A Qualitative Case Study of Teachers’ Perceptions and Practices in a Mixed-Ability Learning Context Emmanouil D. Milakis; Constantina Corazon Argyrakou; Eleni Chantzouli
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 2 (2026): Learning Innovation
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.235

Abstract

This qualitative case study examines how teachers perceive and implement digital educational technologies in Gifted STEAM Education within a mixed-ability learning context involving gifted and non-gifted students. The study was situated in an annual professional development program on Gifted STEAM Education and involved six purposively selected teachers with experience in STEM/STEAM Education and/or Gifted Education. Data were collected through semi-structured interviews, mini focus groups, overt participant and non-participant observations, field notes, and textual documents, and were analysed using thematic analysis. The findings show that teachers viewed digital technologies not as neutral technical resources, but as pedagogical mediators that could shape inquiry, differentiation, participation, and creative production. Meaningful technology integration required explicit digital skill objectives, structured guidance, and formative monitoring. Digital tools supported Gifted STEAM learning when they were connected to interdisciplinary inquiry, design activities, multimedia production, creative expression, and differentiated forms of participation. Equity was understood as a multidimensional concern involving device access, meaningful participation, differentiated support, role distribution, ethical use, data protection, and equivalent non-digital pathways. Implementation, however, was constrained by inadequate infrastructure, outdated equipment, software incompatibility, unstable internet access, time pressure, unequal access, and institutional ambiguity. The study contributes to the literature by clarifying how digital technologies can support inclusive differentiation, interdisciplinary integration, and ethical digital practice in Gifted STEAM Education. The findings should be interpreted in light of the small sample, the specific professional development context, the non-formal educational setting, and the limited transferability of a single qualitative case study.
Enhancing Financial Literacy in Young Adults: An Android-Based Personal Finance Management Tool Riswandha Imawan; Wahyu Permana Putra; Rabee Alqahtani; Emmanouil D. Milakis; Mykhailo Dumchykov
Journal of Hypermedia & Technology-Enhanced Learning Vol. 3 No. 1 (2025): Digital Revolution
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.166

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This study details the design, development, and evaluation of an Android-based personal finance management application tailored for young adults in higher education. Addressing unique financial challenges such as limited experience and fluctuating income, the application incorporates features like income tracking, expense monitoring, budgeting, and financial goal setting. Developed using the Waterfall model, the application includes secure login systems, intuitive transaction management, customizable goals, budget projections, and automated notifications to encourage financial discipline. Usability evaluations using a 5-point Likert scale with 50 users revealed an overall satisfaction score of 4.6/5, rated 'Excellent.' Users praised the intuitive design, accurate tracking, and motivational reminders, while also suggesting additional customization and deeper financial analysis for future updates. This study demonstrates the potential of targeted digital tools to foster financial literacy and resilience, offering evidence that personalized technology can significantly improve financial behaviors in young adults. Future research will explore enhanced customization and AI-driven features to further refine the application’s impact.
Hands-On STEAM Programming: Microteaching with Micro:bit for Enhanced Learning Margarita Rafti; Emmanouil D. Milakis; Constantina Corazon Argyrakou; Dimitra G. Vangeli; Maria Christina Katsarou
Journal of Hypermedia & Technology-Enhanced Learning Vol. 3 No. 2 (2025): Synergy Sphere
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.172

Abstract

This study explores the application of microteaching as an effective pedagogical strategy for teaching sequencing structures in programming through STEAM (Science, Technology, Engineering, Arts, and Mathematics) activities. Leveraging the Micro:bit platform, the research integrates hands-on learning with transdisciplinary problem-solving to enhance conceptual understanding among elementary students. The study involved a structured action research methodology, engaging two sixth-grade students in constructing and programming a Christmas tree model using LEDs and the Micro:bit environment. The findings highlight the significant role of microteaching in fostering engagement and comprehension, as students transitioned from foundational programming knowledge in Scratch to more advanced applications involving hardware. Despite challenges such as time constraints and difficulties in knowledge transfer, the approach demonstrated measurable improvements in students’ understanding of sequencing. These results underscore the potential of combining microteaching and STEAM methodologies to make abstract programming concepts accessible, engaging, and practical for young learners. Recommendations for future implementations include enhanced scaffolding, iterative learning opportunities, and extended session durations to address identified challenges and optimize outcomes.
Co-Authors Constantina Corazon Argyrakou Dimitra G. Vangeli Eleni Chantzouli Margarita Rafti Maria Christina Katsarou Mykhailo Dumchykov Rabee Alqahtani Riswandha Imawan Wahyu Permana Putra