Alexander Mikroyannidis

Alexander Mikroyannidis highlights AI innovations at INTED 2026

| Alexander Mikroyannidis
Alexander Mikroyannidis highlights AI innovations at INTED 2026

KMi’s Senior Research Fellow Dr Alexander Mikroyannidis presented his latest research at the 20th International Technology, Education and Development Conference (INTED 2026), held on 2-4 March 2026 in Valencia, Spain. He presented the paper “Learning with Responsible AI: Perceptions and Experiences of Learners in Online Professional Education” co-authored with Joseph Kwarteng, Aisling Third, John Domingue, and David Tarrant. This paper investigates how learners engage with an AI chatbot implemented using the SAGE-RAI (Smart Assessment and Guided Education with Responsible AI) framework in a professional online course. This work offers practical guidance for designing AI-enhanced tools for education that are transparent, curriculum-aligned and supportive of ethical practice, underscoring the importance of governance frameworks and professional development in responsible AI integration.

Additionally, Alexander presented the paper “Mind-Size Bites, Macro Impact: A Research-Based Framework for Experiential Learning in Online Microlearning Targeting Mental Health Counsellors” co-authored with Stefanos Armakolas. This paper explores how online microlearning can be designed to support experiential education and enhance learner engagement in professional practice programmes. The study, which involved 112 postgraduate students, found that features such as personalisation, interactivity and modular microlearning activities were strongly associated with increased motivation, comprehension and self-regulated learning. Based on these results, the authors propose a research-based framework for inclusive and interactive microlearning that instructors can adopt when designing short-form digital learning experiences.

INTED is one of Europe’s largest annual gatherings of educators, researchers and technology specialists. The 2026 edition marked the 20th anniversary of INTED and brought together more than 700 delegates from around the world to discuss innovations in teaching, learning and educational technology. The event featured a rich programme of oral and poster sessions, interactive workshops, keynote talks and networking opportunities.

The full papers are available through ORO:

Mikroyannidis, Alexander; Kwarteng, Joseph; Third, Aisling; Domingue, John and Tarrant, David (2026). Learning with Responsible AI: Perceptions and Experiences of Learners in Online Professional Education. In: 20th International Technology, Education and Development Conference (INTED 2026), 2-4 Mar 2026, Valencia, Spain.

Mikroyannidis, Alexander and Armakolas, Stefanos (2026). Mind-Size Bites, Macro Impact: A Research-Based Framework for Experiential Learning in Online Microlearning Targeting Mental Health Counsellors. In: 20th International Technology, Education and Development Conference (INTED 2026), 2-4 Mar 2026, Valencia, Spain.

PhD Awarded for Groundbreaking Research on Game-Based Cyber Security Training

| Alexander Mikroyannidis
PhD Awarded for Groundbreaking Research on Game-Based Cyber Security Training

George Wolf-Jackson has successfully completed his PhD, marking a significant contribution to research on cyber security awareness and behaviour change in the workplace. His doctoral research, supervised by Prof Chitra Balakrishna (School of Computing and Communications) and Dr Alexander Mikroyannidis (Knowledge Media Institute), addresses one of the most persistent challenges in cyber security: the human factors behind security breaches.

Titled “The Impact of Game-Based Learning Methods on Cyber Security Behaviour of Adults in a Work-based Setting”, the PhD examines why traditional cyber security awareness programmes have largely failed to reduce breaches caused by human error. Despite the fact that such errors account for a substantial proportion of cyber incidents, often costing organisations millions per breach, many existing training initiatives remain superficial, focusing on completion rates rather than meaningful changes in behaviour.

George’s research critically analyses these shortcomings and explores how game-based learning approaches can offer a more engaging and effective alternative. Focusing on adults in professional contexts, the study investigates whether game-based cyber security training can lead to sustained behaviour change and measurable improvements in organisational cyber security outcomes, including reductions in the number and severity of incidents.

This work culminates in a large-scale mixed-methods study comparing two game-based training methods against a control condition, providing evidence of their impact on long-term cyber security behaviour. The findings are synthesised into a practical framework for designing and implementing effective game-based cyber security training in the workplace, further refined through targeted interviews with cyber security training providers.

Supervisors Prof Chitra Balakrishna and Dr Alexander Mikroyannidis praised the work for its methodological rigour and real-world relevance, highlighting its potential to influence both research and practice in cyber security education. With its strong focus on behaviour change, assessment, and organisational impact, this work offers timely insights for employers, training providers, and policymakers seeking to address the human dimensions of cyber security more effectively.

The full text of this PhD thesis is now available in Open Research Online.