Dr. Nikolaos Pellas

Dr. Nikolaos Pellas serves as an Adjunct Assistant Professor in the Department of Education, School of Philosophy and Education at the Aristotle University of Thessaloniki (Greece). His research interests lie in the design, development, and implementation of interactive environments in communication and education using AI and VR/AR technologies. He is also internationally recognized, ranking among the top 2% of global scientists in the field of "Education" (see Ioannidis JPA 2022-2024).

RESEARCH INTERESTS

Educational technology, Cyber-psychology, Learning environments, e-learning, Virtual Worlds

Email address: nikolaospellas@gmail.com 

Website: http://www.researchgate.net/profile/Nikolaos_Pellas  

Google Scholar citations: https://scholar.google.gr/citations?user=2IQNzhkAAAAJ&hl=el  

Δημοσιευμένη εργογραφία

Δημοσίευση βιβλίου

Πέλλας, N. (2011). Εξ αποστάσεως μάθησης ενήλικων χρηστών στον εικονικό κόσμο του Second Life. Athens: Bookstars.  ISBN: 978-960-6815-62-1 (323 σελίδες).

Πανεπιστημιακές σημειώσεις

Πέλλας, N. (2015). Σχεδιασμός και ανάλυση μοντέλων για την δημιουργία παιχνιδιών σοβαρού σκοπού σε διαδραστικά περιβάλλοντα (110 σελίδες).  

Δημοσιευμένο έργο σε διεθνή επιστημονικά περιοδικά 

1. Pellas, N. & Kazanidis, I. (2012). Re-thinking a cognitive presence framework for the utilization and transferability of the Jigsaw technique in open source virtual worlds. Bulletin of the Technical Committee on Learning Technology, 14(3), 24-27 (Εκδοτικός οίκος: ΙΕΕΕ).

2. Pellas, N. & Kazanidis, I. (2013). Harnessing and evaluating OpenSim for the implementation of an inquiry-based collaborative learning (IC[B]L) script in Computer Science: Preliminary findings from a case study in Higher Education. International Journal of Virtual Communities and Social Networking, 5(4), 1-24. DOI: 10.4018/ijvcsn.2013100101 (Εκδοτικός οίκος: IGI Global).

3. Pellas, N. (2014). What makes adult students to participate in online collaborative settings through Second Life? Students’ views and perspectives based on adults’ participation theories. International Journal of Digital Literacy and Digital Competence, 5(1), 23-47. DOI: 10.4018/ijdldc.2014010103 (Εκδοτικός οίκος: IGI Global).

4. Pellas, N. (2014). Exploring interrelationships among high school students’ engagement factors in introductory programming courses via a 3D multi-user serious game created in Open Sim.  Journal of Universal Computer Science (J.UCS). Special Issue: Immersive Education: What does the future hold? 20(12), 1608-1628. DOI: 10.3217/jucs-020-12-1608.

5. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(1), 157-170. DOI: 10.1016/j.chb.2014.02.048 (Εκδοτικός οίκος: Elsevier).

6. Pellas, N. (2014). The development of a virtual learning platform for teaching concurrent programming languages in the secondary education: The use of OpenSim and Scratch4OS. Journal of e-Learning and Knowledge Society, 10(1), 129-143. DOI: 10.20368/1971-8829/876 (Εκδοτικός οίκος: Italian e-Learning Association).

7. Pellas, N. (2014). A theoretical cybernetic macro-script to articulate the organizational complexity of cyber entities’ collaborative interactions in virtual worlds. International Journal of Learning and Change, 7(3/4), 156-180 DOI: 10.1504/IJLC.2014.063126 (Εκδοτικός οίκος: Inderscience Publishers).

8. Pellas, N. & Kazanidis, I. (2014). The impact of computer self-efficacy, situational interest and academic self-concept in virtual communities of inquiry during the distance learning procedures through Second Life. World Wide Web: Internet and Web Information Systems (WWW), 17(4), 695-722. DOI: 10.1007/s11280-013-0266-9 (Εκδοτικός οίκος: Springer).

9. Pellas, N. & Kazanidis, I. (2014). Engaging students in blended and online collaborative courses at university level through Second Life: Comparative perspectives and instructional affordances. New Review of Hypermedia and Multimedia Journal, 20(2), 123-144. DOI: 10.1080/13614568.2013.856958 (Εκδοτικός οίκος: Taylor & Francis).

10. Pellas, N. & Kazanidis, I. (2014). Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses. Computers in Human Behavior, 40(2), 31-43. DOI: 10.1016/j.chb.2014.07.047 (Εκδοτικός οίκος: Elsevier).

11. Pellas, N. & Kazanidis, I. (2015). On the value of Second Life for students’ engagement in blended and online courses: A comparative study from the Higher Education in Greece. Education and Information Technologies, 20(3), 445-466. DOI: 10.1007/s10639-013-9294-4 (Εκδοτικός οίκος: Springer).

12. Pellas, N. (2015). A cybernetic framework to articulate the organizational complexity of users’ interactions with the Jigsaw technique in an OpenSim standalone server. International Journal of Innovation and Learning, 17(3), 326–358. DOI: 10.1504/IJIL.2015.068466 (Εκδοτικός οίκος: Inderscience Publishers).

13. Pellas, N. & Boumpa, A. (2017). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using OpenSim and Sloodle. Education and Information Technologies, 22(3), 939-964. DOI: 10.1007/s10639-016-9465-1 (Εκδοτικός οίκος: Springer).

14. Pellas, N. & Boumpa, A. (2016). OpenSim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research, 54(3), 407-440. DOI: 10.1177/0735633115615589 (Εκδοτικός οίκος: SAGE).

15. Pellas, N. & Peroutseas, E. (2016). Gaming in Second Life via Scratch4SL: Engaging high school students in programming courses. Journal of Educational Computing Research. 54(1), 108-143. DOI: 10.1177/0735633115612785 (Εκδοτικός οίκος: SAGE).  

16. Pellas, N. (2016). An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses. Interactive Learning Environments, 25(3), 343-360. DOI: 10.1080/10494820.2015.1127819 (Εκδοτικός οίκος: Taylor & Francis).

17. Pellas, N. (2016). Bolstering the quality and integrity of online collaborative courses at university-level with the conjunction of Sloodle and OpenSimulator. Education and Information Technologies, 21(5), 1007–1032. DOI 10.1007/s10639-014-9365-1 (Εκδοτικός οίκος: Springer).

18. Pellas, N. & Peroutseas, E. (2017). Leveraging Scratch4SL and Second Life for programming courses in secondary education: Findings from a case study. New Review of Hypermedia and Multimedia Journal, 23(1), 51-79. DOI: 10.1080/13614568.2016.1152314 (Εκδοτικός οίκος: Taylor & Francis).

19. Pellas, N., Konstantinou, N., Kazanidis, I. & Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235-2279. DOI: 10.1007/s10639-016-9537-2 (Εκδοτικός οίκος: Springer).

20. Kazanidis, I., Pellas, N., Fotaris, P. & Tsinakos, A. (2018). Facebook and Moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the Community of Inquiry (CoI) model. Special issue: “Following user pathways: Cross platform & mixed methods analysis in social media studies”, International Journal of Human-Computer Interaction, 34(10), 932-942. DOI: 10.1080/10447318.2018.1471574 (Εκδοτικός οίκος: Taylor & Francis).

21. Pellas, N. (2018). Is the flipped classroom model for all? Correspondence analysis from trainee instructional media designers. Education & Information Technologies, 23(2), 757–775. DOI: 10.1007/s10639-017-9634-x (Εκδοτικός οίκος: Springer).

22. Pellas, N. & Vosinakis, S. (2018). The effect of computer simulation games on learning introductory programming: A comparative study on high school students' learning performance by assessing computational problem-solving strategies. Education and Information Technologies, 23(6), 2423–2452. DOI: 10.1007/s10639-018-9724-4 (Εκδοτικός οίκος: Springer).

23. Pellas, N., Fotaris, P., Kazanidis, I. & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Special issue: “Virtual and Augmented reality for enhanced experience in education and learning”, Virtual Reality, 23(4), 329–346. DOI: 10.1007/s10055-018-0347-2 (Εκδοτικός οίκος: Springer).

24. Kazanidis, I., Pellas, N., Fotaris, P. & Tsinakos, A. (2019). Can the flipped classroom model improve academic performance and training satisfaction in Higher Education instructional media design courses? British Journal of Educational Technology, 50(4), 2014-2027. DOI: 10.1111/bjet.12694 (Εκδοτικός οίκος: Wiley).

25. Kazanidis, I. & Pellas, N. (2019). Developing and assessing Augmented Reality applications for Mathematics with trainee instructional media designers: An exploratory study on user experience. Special Issue: “Immersive Learning Technologies: Research and Future Directions?” Journal of Universal Computer Science (J.UCS), 25(5), 489-514. DOI: 10.3217/jucs-025-05-0489.

26. Pellas, N., Kazanidis, I. & Palaigeorgiou, G. (2020). A systematic literature review of Mixed Reality environments in K-12 education. Education and Information Technologies, 25(4), 2481–2520. DOI: 10.1007/s10639-019-10076-4 (Εκδοτικός οίκος: Springer).  

27. Pellas, N. & Mystakidis, S. (2020). A systematic review of research about game-based learning in virtual worlds. Special Issue: “Exploring Immersive Technologies in Learning”. Journal of Universal Computer Science (J.UCS), 26(8), 1017-1042. DOI: 10.3897/jucs.2020.054.

28. Pellas, N., Dengel, A. & Christopoulos, A. (2020). A scoping review of immersive Virtual Reality in STEM education. IEEE Transactions on Learning Technologies, 13(4), 748 – 761. DOI: 10.1109/TLT.2020.3019405 (Εκδοτικός οίκος: ΙΕΕΕ).

29. Christopoulos, A., Pellas, N. & Laakso, M.J. (2020). A learning analytics theoretical framework for STEM education Virtual Reality applications. Special issue: “New Research and Trends in Higher Education”. Education Sciences, 10, 317. DOI: 10.3390/educsci10110317 (Εκδοτικός οίκος: MDPI).     

30. Pellas, N., Mystakidis, S. & Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher education: A systematic review of last decade scientific literature. Virtual Reality, 25(3), 835–861. DOI: 10.1007/s10055-020-00489-9 (Εκδοτικός οίκος: Springer).

31. Kazanidis, I., Pellas, N. & Christopoulos, A. (2021). A learning analytics conceptual framework for Augmented Reality-supported educational case studies. Special issue “Theoretical and pedagogical perspectives in Augmented Reality”. Multimodal Technologies and Interaction, 5(3), 9. DOI: 10.3390/mti5030009 (Εκδοτικός οίκος: MDPI).

32. Pellas, N., Mystakidis, S. & Christopoulos, A. (2021). A systematic literature review on the user experience design for game-based interventions via 3D virtual worlds in K-12 education. Special issue “Innovations in Game-based Learning”. Multimodal Technologies and Interaction, 5(6), 28. DOI: 10.3390/mti5060028 (Εκδοτικός οίκος: MDPI).

33. Christopoulos, A., Mystakidis, S. Pellas, N. & Laakso, M. (2021). ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers, 10(8), 92. DOI: 10.3390/computers10080092 (Εκδοτικός οίκος: MDPI).

34. Mystakidis, S. Christopoulos, A. & Pellas, N. (2022). A systematic mapping review of Augmented Reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883–1927. DOI: 10.1007/s10639-021-10682-1 (Εκδοτικός οίκος: Springer).

35. Christopoulos, A., Pellas, N., Kurczaba, J. & Mecredie, R. (2022). The effects of augmented reality-supported instruction in medical tertiary-level education. British Journal of Educational Technology, 53(2), 307-325. DOI: 10.1111/bjet.13167 (Εκδοτικός οίκος: Wiley).  

36.           Pellas, N. & Christopoulos, A. (2022). Effects of machinima on communication skills in students with developmental dyslexia. Special issue: “Learning and Teaching in a Virtual World”. Education Sciences, 12(10), 684. DOI: 10.3390/educsci12100684 (Εκδοτικός οίκος: MDPI).

37.           Christopoulos, A., Pellas, N., Qushem, U. & Laakso, M. (2023). Comparing the effectiveness of video and stereoscopic 360o virtual reality-supported instruction in high school biology courses. British Journal of Educational Technology, 54(4), 987–1005. DOI: 10.1111/bjet.13306. (Εκδοτικός οίκος: Wiley).

38.            Pellas, N. & Tzafilkou, A. (2023). The influence of absorption and need for cognition on students’ learning outcomes in educational robot-supported projects. Special issue: “Computational Thinking, Programming and Robotics in Educational Contexts”. Education Sciences, 13(4), 379. DOI: 10.3390/educsci13040379 (Εκδοτικός οίκος: MDPI).

39.            Pellas, N. (2023). Exploring relationships among students’ computational thinking skills, emotions, and cognitive load using simulation games in primary education. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12819 (Εκδοτικός οίκος: Wiley).

40. Pellas, N. (2023). Assessing computational thinking, motivation and grit of undergraduate students using educational robots. Journal of Educational Computing Research. DOI: 10.1177/07356331231210946 (Εκδοτικός οίκος: Sage).

41. Pellas, N. (2023). The influence of sociodemographic factors on students' attitudes toward AI-generated video content creation. Smart Learning Environments, 10(1), 57. DOI: 10.1186/s40561-023-00276-4 (Εκδοτικός οίκος: Springer Nature).

42. Pellas, N. (2023). The effects of generative AI platforms on undergraduates' narrative intelligence and writing self-efficacy. Special Issue “Trustworthy Artificial Intelligence in Education.” Education Sciences, 13(11), 1155. DOI: 10.3390/educsci13111155. (Εκδοτικός οίκος: MDPI).

43. Pellas, N. (2024). Effects of simulation games on students’ computational thinking and game experience for programming courses in primary school. Computers in the Schools, 41(1), 23-50. DOI: 10.1080/07380569.2023.2206825 (Εκδοτικός οίκος: Taylor & Francis).

44. Malegiannaki, A., Garefalaki, E, Pellas, N & Kosmidis, M. (2024). Virtual reality assessment of attention deficits in traumatic brain injury: Effectiveness and ecological validity. Special Issue: "3D User Interfaces and Virtual Reality." Multimodal Technologies and Interaction, 8(1), 3. DOI: 10.3390/mti8010003. (Εκδοτικός οίκος: MDPI).

45. Pellas, N. (2024). Exploring learning outcomes and psycho-emotional experiences of undergraduate students in digital literacy training and support using web-based assessment platforms. Journal of Research on Technology in Education. DOI: 10.1080/15391523.2024.2323451 (Εκδοτικός οίκος: Taylor & Francis).

46. Kazanidis, I. &. Pellas, N. (2024). Harnessing generative Artificial Intelligence for digital literacy innovation: A comparative study between early childhood education and computer science undergraduates. AI, 5(3), 1427-1445. DOI: 10.3390/ai5030068 (Εκδοτικός οίκος: MDPI).

47. Pellas, N. (2024). Effects of Kahoot! on K-12 students' mathematics achievement and multi-screen addiction. Special issue “Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning”. Multimodal Technologies and Interaction, 8(9), 81. DOI:  10.3390/mti8090081 (Εκδοτικός οίκος: MDPI).

48. Pellas, N. (2024). Enhancing computational thinking, spatial reasoning, and executive function skills: The impact of tangible programming tools in early childhood and across different learner stages. Journal of Educational Computing Research. DOI: 10.1177/07356331241292767. (Εκδοτικός οίκος: SAGE).

49. Pellas, N. (2024). Comparing quality and autonomous learning of teacher professional development programs in MOOCs and LMS. Education and Information Technologies. DOI: https://doi.org/10.1007/s10639-024-13154-4 (Εκδοτικός οίκος: Springer).

50. Pellas, N. (2025). The role of students’ higher-order thinking skills in the relationship between academic achievements and machine learning using generative AI chatbots. Research and Practice in Technology Enhanced Learning. The Asia-Pacific Society for Computers in Education (APSCE). DOI: https://doi.org/10.58459/rptel.2025.20036  

51. Pellas, N. (2025). The impact of AI-generated instructional videos on problem-based learning in science teacher education. Education Sciences, 15(1), 102. (Εκδοτικός οίκος: MDPI). DOI: https://doi.org/10.3390/educsci15010102 (Εκδοτικός οίκος: MDPI).

Δημοσιευμένο έργο σε ελληνικά επιστημονικά περιοδικά

Pellas, N. (2011). Μεθοδολογικό πλαίσιο αποτίμησης της παιδαγωγικής αξίας του Second Life με την αρωγή του μοντέλου της Κυβερνητικής, e-Περιοδικό Επιστήμης & Τεχνολογίας,  7(1), 65-85.

Δημοσιευμένο έργο σε διεθνή επιστημονικά συνέδρια  

1. Pellas, N. (2010). Using CVEs (Collaborative Virtual Environments) in K-12 Education. Virtual Worlds – Best Practices in Education, 1st International Conference in Second Life.

1. Pellas, N. & Kazanidis, I. (2012). Utilizing and evaluating the virtual world of Second Life for collaborative activities: A primary case study. In C. Karagiannidis, P. Politis & I. Karasavvidis (eds.), Proceedings of the 8th Pan-Hellenic Conference with International Participation «ICT in Education». University of Thessaly, Volos, Greece.

2. Pellas, N., Peroutseas, E. & Kazanidis, I. (2013). Virtual communities of inquiry (VCoI) for learning basic algorithmic structures with Open Simulator & Scratch4(OS): A case study from the Secondary Education in Greece. In K. Diamantaras, G. Evangelidis, Y. Manolopoulos, C. Georgiadis, P. Kefalas, D. Stamatis (Eds.), Balkan Conference in Informatics, BCI '13 (pp. 187-194). Thessaloniki, Greece: ACM Press.

5. Pellas, N. & Kazanidis, I. (2012). Investigation of adult users’ profiles and perceptions in multi-user virtual environments. In C. Karagiannidis, P. Politis & I. Karasavvidis (eds.), Proceedings of the 8th Pan-Hellenic Conference with International Participation «ICT in Education». University of Thessaly, Volos, Greece, 28-30 September 2012.

6. Pellas, N., Kazanidis, I. Konstantinou, N. & Georgiou, G. (2014). Utilizing a serious game via Open Sim standalone server and Scratch4OS for introductory programming courses in Secondary education: Their effect on student engagement. The 14th IEEE International Conference on Advanced Learning Technologies - ICALT2014 Advanced Technologies for Supporting Open Access to Formal and Informal Learning. DOI: https://doi.org/10.1109/ICALT.2014.203.  

7. Pellas, N. & Vosinakis, S. (2017). How can a simulation game support the development of computational problem-solving strategies? IEEE Global Engineering Education Conference (EDUCON 2017) (pp. 1124-1131). Athens: Greece.  DOI: https://doi.org/10.1109/EDUCON.2017.7942991. 

8. Pellas, N. & Vosinakis, S. (2017). Learning to think and practice computationally via a 3D simulation game. In: Auer M., Tsiatsos T. (eds) Interactive Mobile Communication Technologies and Learning. IMCL 2017. Advances in Intelligent Systems and Computing (pp 550-562). Springer: Thessaloniki. DOI: https://doi.org/10.1007/978-3-319-75175-7_54. 

7. Christopoulos, A. & Pellas, N. (2020). Theoretical foundations of Virtual and Augmented reality-supported learning analytics. In the 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020, 15-17 July). IEEE: Piraeus, Greece. DOI: 10.1109/IISA50023.2020.9284410.

Δημοσιευμένο έργο σε εγκυκλοπαίδειες 

1. Pellas, N. (2015). Open source virtual worlds for e-learning. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-5888-2.ch742. 

2. Pellas, N. (2015). Virtual Communities of Inquiry. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-5888-2.ch745.

3. Pellas, N. (2015). Conceptual foundations for interactive learning activities with the conjunction of Scratch4OS and Open Sim: Two examples to foster users’ motivation for learning basic algorithmic commands.  In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-5888-2.ch469. 

Δημοσιευμένο έργο σε κεφάλαια βιβλίων

1. Pellas, N. (2013). Towards a beneficial formalization of cyber entities’ interactions during the e-learning process in the virtual world of “Second Life”. In P. Renna (Ed.), Production and Manufacturing System Management: Coordination approaches and multi-site Planning (pp. 278-314). Hershey, PA: Engineering Science Reference.  DOI: https://doi.org/10.4018/978-1-4666-2098-8.ch014. 

2. Pellas, N. (2013). A conceptual “cybernetic” methodology for organizing and managing the e-learning process through [D-] CIVEs: The case of “Second Life”. In P. Renna (Ed.), Production and Manufacturing System Management: Coordination approaches and multi-site Planning (pp. 278-314). Hershey, PA: Engineering Science Reference. DOI: https://doi.org/10.4018/978-1-4666-2098-8.ch013. 

3. Pellas, N. (2013). Towards a theoretical “cybernetic” framework: Discovering the pedagogical value of the virtual world “Second Life”. In K. Burgga & N. Zaman (Eds.), Software Development techniques for constructive information systems design (pp. 128-182). Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-3679-8.ch008. 

4. Pellas, N. (2013). An innovative “cybernetic” organization improvement plan through participatory action research in persistent “open source” virtual worlds. In T. Issa, P. Isaias, & P. Kommers (Eds.), Information Systems and technology for organization in a Networked society (pp. 107-129). Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-7230-7.ch049. 

5. Pellas, N. & Kazanidis, I. (2013). A qualitative research approach for the investigation and evaluation of adult users’ participation factors through collaborative e-learning activities in the virtual world of “Second Life”. In V. Wang (Ed.), Handbook of Research Teaching and Learning in K-20 Education (pp. 475-500). Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-4249-2.ch028. 

6. Pellas, N. & Kazanidis, I. (2013). E-learning quality through Second Life: Exploiting, investigating and evaluating the efficiency parameters of collaborative activities in Higher Education. In V. Bryan & V. Wang (Ed.), Technology Use and Research Approaches for Community Education and Professional Development (pp. 250-273). Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-2955-4.ch015.  

7. Pellas, N. (2013). Theoretical foundations of a CSCL script in persistent virtual worlds according to the Contemporary Learning Theories and Models. In N. Efraim (Ed.), Collaborative Processes and Decision Making in Organizations (pp. 72-107). Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-8619-9.ch072.    

8. Pellas, N. (2014). Unravelling a progressive inquiry script in persistent virtual worlds: Theoretical foundations and decision processes for constructing a socio-cultural learning framework.  In Z. Jin, Exploring Implicit Cognition: Learning, Memory, and Social-Cognitive Processes. Hershey, PA: IGI Global. DOI: https://doi.org/10.4018/978-1-4666-8619-9.ch029. 

Δημοσιευμένο έργο σε ελληνικά επιστημονικά συνέδρια 

1. Πέλλας, Ν. (2010). Η συμβολή του Εποικοδομητισμού μέσω ηλεκτρονικών παιχνιδιών στην πρωτοβάθμια εκπαίδευση. 2ο Πανελλήνιο Εκπαιδευτικό Συνέδριο (pp. 772-786). Νάουσα, Ελλάδα.

2. Πέλλας, Ν (2010). Η αξιοποίηση των πολυχρηστικών εικονικών περιβαλλόντων στην Πρωτοβάθμια εκπαίδευση. 2ο Πανελλήνιο Εκπαιδευτικό Συνέδριο (pp. 301-307). Νάουσα, Ελλάδα. 

3. Πέλλας, Ν, Κωνσταντίνου, N. & Γεωργίου, Γ. (2014). Αξιοποίηση και αξιολόγηση του πολυχρηστικού εικονικού περιβάλλοντος ανοικτού κώδικα OpenSim σε διασύνδεση με το Scratch4OS για τη μάθηση προγραμματιστικών δομών ακολουθίας: Μια μελέτη περίπτωση. «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και Επικοινωνιών στη διδακτική πράξη» - 3ο Πανελλήνιο Εκπαιδευτικό Συνέδριο (σσ. 296-309). Βέροια, Ελλάδα.

4. Πέλλας, Ν. & Καζανίδης, Ι. (2012). Διερεύνηση των προφίλ και των αντιλήψεων των ενήλικων χρηστών σε πολυχρηστικά εικονικά περιβάλλοντα. Στο Χ. Καραγιαννίδης, Π. Πολίτης & Η. Καρασαββίδης (επιμ.), Πρακτικά Εργασιών 8ου Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή «Τεχνολογίες της Πληροφορίας & Επικοινωνίας στην Εκπαίδευση», Πανεπιστήμιο Θεσσαλίας. 

5. Κωνσταντίνου, N., Πέλλας, Ν. & Γεωργίου, Γ. (2014). Εικονικοί κόσμοι και οπτικός προγραμματισμός: Αντιλήψεις επιμορφούμενων καθηγητών Πληροφορικής για την προστιθέμενη αξία του περιβάλλοντος Open Sim. «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και Επικοινωνιών στη διδακτική πράξη» - 3ο Πανελλήνιο Εκπαιδευτικό Συνέδριο (σσ. 347-361). Βέροια, Ελλάδα.

6. Πέλλας, Ν & Περουτσέας, Ε. (2014). Διαδραστικές εφαρμογές σε πολυχρηστικούς εικονικούς κόσμους «ανοικτού» κώδικα & Scratch4OS: Εννοιολογικές αποσαφηνίσεις και προτάσεις αξιοποίησης καινοτόμων περιβαλλόντων για την οικοδόμηση βασικών προγραμματιστικών εννοιών. Πρακτικά Εργασιών 7ου Πανελλήνιου Συνεδρίου των Εκπαιδευτικών για τις ΤΠΕ «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη. Σύρος.

7. Πέλλας, Ν & Περουτσέας, Ε. (2014). Αναζήτηση συσχετισμών των δεικτών παρουσίας εκπαιδευόμενων χρηστών σε εικονικές κοινότητες διερεύνησης για την μάθηση βασικών αλγοριθμικών δομών μέσω της διασύνδεσης των περιβαλλόντων Open Simulator και Scratch4OS: Μια πιλοτική μελέτη περίπτωσης. Πρακτικά Εργασιών 7ου Πανελλήνιου Συνεδρίου των Εκπαιδευτικών για τις ΤΠΕ «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη. Σύρος.