Shaping the Future of Learning: Insights from Professor Avgoustos Tsinakos
During his visit to Tallinn University, Professor Avgoustos Tsinakos from the Democritus University of Thrace shared insights into his long-standing work in technology-enhanced learning, artificial intelligence, and immersive technologies. With decades of experience in European research and innovation projects, his work has significantly contributed to the development of digital learning environments across education levels.
Below, Avgoustos Tsinakos reflects on his research journey, current trends, and the future of learning technologies.
Your work focuses on technology-enhanced learning and digital innovation in education – what initially motivated you to specialize in this field, and how has it evolved over the years?
My research journey began in 1992–1993, focusing on the use of artificial intelligence and cognitive science to improve what were then called Intelligent Tutoring Systems. I started my PhD in 1997, where I explored the use of AI for personalised learning via the internet, with a focus on asynchronous learning. This led me to deepen my expertise further, and during that time I also completed two additional Master’s degrees in distance education alongside my PhD.
Between 2003 and 2009, my focus shifted to mobile learning, which I saw as a more flexible and suitable approach for adult education. As virtual and augmented reality technologies evolved&²Ô²ú²õ±è;– especially after 2011, alongside the rapid spread of smartphones and mobile devices&²Ô²ú²õ±è;– I began focusing more on the combination of AI and AR, and later VR (around 2016), as an effective approach to technology-enhanced learning. One of the key outcomes of this work was ARTutor, which remains the only academic EU platform for creating AR educational experiences and is currently available in 10 languages.
In 2020, I established the first European MSc in Immersive Technologies and Game Design, which continues to run successfully.
Today, our work focuses on integrating AI as a core component of AR and VR applications, both through web-based solutions and wearable technologies.
In your lecture, you address emerging trends in digital learning with XR/AR&²Ô²ú²õ±è;– what do you see as the most impactful developments shaping education today?
Augmented reality has been, by far, the most inclusive technology, as it can be easily adopted without the need for additional or expensive equipment.
In recent years, virtual reality has also become more accessible, particularly through WebGL approaches, making it possible to deliver immersive experiences even in large-scale educational settings using 2D immersion.
Looking ahead, I believe the real game changer will be the use of AI-powered personal agents integrated with AR&²Ô²ú²õ±è;– supporting both learning and everyday activities.
From your perspective, what are the biggest challenges educators face when integrating new technologies (such as AR/XR) into teaching, and how can they be addressed effectively?
The use of AR and XR technologies requires a fundamentally different educational approach.
One of the most common pitfalls is that educators try to apply traditional teaching frameworks in VR or AR environments. However, these technologies demand different pedagogical models. If this shift is not properly understood, learners can become frustrated&²Ô²ú²õ±è;– either due to technical challenges or because of inappropriate teaching methods.
For those interested in this field, I would recommend exploring the work of Dr Chryssa Lazzou, who has conducted excellent research in this area and was awarded second prize by UNESCO.
During your visit to Tallinn University, what insights are you hoping to exchange with colleagues at the School of Digital Technologies, and where do you see potential for future cooperation?
Given our long-standing collaboration of more than eight years, we have a strong foundation for exchanging best practices, ideas, and planning new research activities. Colleagues at Tallinn University are open-minded and highly skilled researchers who are constantly seeking innovation, which makes this collaboration particularly valuable.
How does the SHERPA4SELFIE project support educators and institutions in reflecting on and improving their digital practices?
The SHERPA4SELFIE project, which we coordinated, was recognised as one of the most promising Forward-Looking Projects in Europe. It was among the first initiatives where the EU acknowledged the value of AI agents in school training.
It was an honour to collaborate with Professor Mart Laanpere and his team, as well as colleagues from the University of Jyväskylä, in developing an AI agent to support schools in adopting the SELFIE tool.
To my knowledge, this approach is now being further developed by Dr Kampylis and his team in Brussels, with the aim of making it a standard component of SELFIE.
It was a challenging but highly rewarding project with significant impact.
Based on your experience in various EU research projects, what have been the most valuable insights gained through collaboration with international partners, including the team at the School of Digital Technologies?
I would highlight a few key points:
- Technologies and devices have become more affordable and accessible for educators.
- There is a significant difference between using AR/XR in research settings, small groups, and large-scale training&²Ô²ú²õ±è;– each requires different approaches aligned with specific learning objectives.
- Teachers need targeted, practical training on how to use these technologies effectively, rather than general guidance.
- Both teachers and learners need to remain open-minded and flexible in adopting new technologies that will emerge in the near future.