About
I am a Professor of Learning Technologies and Social Justice at the Open University UK and Associate Director of the Institute of Educational Technology (IET), where I lead the Quality Enhancement and Innovation team. I specialize in the co-design and rigorous evaluation of learning technologies that actively promote educational opportunity and social justice. This includes developing impactful tools like learning analytics dashboards for teachers and students, community citizen science programmes, and online game and video applications. I employ rigorous, mixed-methods research (including learning analytics, interviews, surveys, participatory workshops, and RCTs) to co-design and deploy technologies that meet end-user needs and deliver demonstrable positive social impact.
I am the academic lead of nQuire, a major community and citizen science platform developed in partnership with the OU/BBC, which supports the engagement of the public with scientific studies in ways that promote their learning and development and nQuire for students, a teaching and learning platform aiming to develop students' research skills through the implementation of design thinking projects. I am currently leading the design and evaluation of the Peace of Mind project, a significant Peaceplus-funded initiative. In this capacity, I am leading the co-production and delivery of a vital mental health and wellbeing programme targeting 25,000 youth (ages 9–25) across Ireland/Northern Ireland, directly contributing to peace and prosperity in the region. Furthermore, I secured funding from Horizon Europe and Innovate UK (2022-2025) for the ExtenDT2 project. This work pioneers sustainable models of formal education by integrating innovative pedagogies, specifically design thinking, with cutting-edge digital technologies such as Augmented Reality, AI, Virtual Robotics, and 3D printing.
I am currently co-leading the design and evaluation of the Student-Facing Dashboard, a sophisticated learning analytics tool that integrates descriptive, predictive, and prescriptive elements and has been proven to positively impact student performance. This work is a direct evolution of my earlier involvement in the Early Alert Indicators project.That initiative pioneered the use of predictive learning analytics to identify struggling students, enabling early teacher intervention, and defined the standards for teacher-facing analytics across the entire university.
As Associate Director of the Institute of Educational Technology, I manage the design and delivery of activities related to two 'challenges' - set by the university's Pro-Vice-Chancellors - that aim to improve teaching, learning and assessment across the Open University: a) design and evaluation of online courses using generative artificial intelligence (GenAI) and the design of an AI digital assistant to support students, and b) design and evaluation of technological and pedagogical interventions to support students at risk of failing when joining the university. As part of the first challenge, two institutional GenAI systems have been designed and piloted with students and staff respectively: an AI digital assistant that scaffolds learning while students engage with online teaching material and an AI writing assistant for developing online courses, used by course teams to produce teaching material.
Completed projects - externally funded
I was a co-I on the Erasmus+ funded project "Accelerating the transition towards Edu 4.0 in HEIs - TEACH4EDU4" (2020-2023) that examined the teaching and learning of computer science university courses. I held funding from the National Science Foundation, Wellcome, and ESRC to improve the design of online citizen science platforms (Zooniverse and iNaturalist) and make science learning more accessible and productive to young people (LEARN Cit Sci) (completed in 2022). I was a co-I on MAPPS, a Nuffield funded project that examined through a systematic review the value of maths apps to learning and showcased the importance of good quality feedback and levelling in supporting app learning outcomes (completed in 2022). I was the PI of the project "Democratising research through Citizen Science: A mental health pilot", which was co-funded by the Mental Health Foundation and the Open University and explored ways we can engage young people who face mental health issues with scientific research (completed 2021). I was the PI of the UKRI funded project EduCS: EDUcating Citizens and organisations in Citizen Science methodologies, that delivered a series of participatory workshops for developing citizen science capacity in organisations not normally involved in citizen science, including academic and non academic organisations such as the Royal Meteorological Society and the BBC Weather.
Completed projects - internally funded
I held internal funding from the eSTEeM centre, at the Open University for a number of projects: (i) as a PI to identify effective ways feedback could be provided to university students when remotely interacting with a virtual microscope - feedback was in the form of written material and synchronous on demand guidance by a teacher, (ii) as a co-I to improve the accuracy of predictive analytics of at risk students, by identifying and explaining errors in student predictions, and (iii) as a PI, I produced evidence-based recommendations as to how to improve the design of activities that make use of the virtual microscope in undergraduate courses, examining both the teachers' and the students' perspectives.
Memberships
I am a fellow of the British Academy as I received a mid-career fellowship that produced evidence-based guidelines for the design of mobile applications for young children (m_Evaluate). I was an elected member of the International society for Artificial Intelligence in EDucation (IAIED) – co-leading the public engagement stream of work (2020-2023).
Teaching
I single authored the free OpenLearn course "Children’s experiences with digital technologies" which aims to help parents and teachers with choosing and using digital technologies such as mobile apps with children. I was the Chair of the Master course: Technology-enhanced learning: Practices and debates (H800) for three years.
Awards
UNESCO ICT in Education Prize 2nd place (International competition with 73 entries) (Predictive learning analytics and OU Analyse) (2021)
Data IQ Award 2nd place. Category: Green data for citizen science (Citizen science and nQuire) (2021)
The Guardian Research Impact Award (Citizen science and nQuire) (2020)
Data IQ Award Best use of data by a not-for-profit organisation (OU Analyse) (2020)
Excellence in Enhancing Teaching and Learning 2020 by The Open University Recognition of Excellence in Teaching team (predictive analytics) (2020)
The Times Higher Education Finalist in Digital Innovation of the year (OU Analyse) (2019)
Outstanding Impact on Teaching, Curriculum and Students 2019 by the OU Research Excellence Awards (Predictive analytics) (2019)
Marie Sklodowska-Curie Action, Seal of Excellence (2018)
The Open University Inaugural Engaging Research Award by the RCUK Public Engagement with Research Catalyst ‘An open research university’ (2014)
Qualifications
I am a Senior Fellow of the Higher Education Academy (SFHEA) and a Honorary Associate of UCL. I received my Ph.D. degree in Digital Games and Psychology from University College London (UCL) Institute of Education with very minor amendments (4 weeks), a MSc in Education, Technology, and Society, University of Bristol, UK (with Distinction) and a BA (Hons) in Primary Education, University of Cyprus.
PhD/EdD supervision
I am currently supervising a number of PhD and EdD students.
External consultancy
I am consulting on the online design and delivery of university programmes (undegraduate and masters programmes). I am an advisory board member on projects using learning analytics to support students' learning.
Biography
Dr. Christothea Herodotou is a Professor of Learning Technologies and Social Justice and the Associate Director of the Institute of Educational Technology (IET) at the Open University UK, responsible for Quality Enhancement and Innovation strategy.
Her research specializes in the co-design and evidence-based evaluation of advanced learning technologies—including learning analytics dashboards, mobile game applications, and community citizen science programmes—explicitly developed to maximize educational opportunity and social justice. She directs the nQuire platform and its derivative (nQuire for students), fostering scientific literacy and research skills through design thinking and public engagement. She is the co-lead for the Student-Facing dashboard, a learning analytics tool that integrates descriptive, predictive, and prescriptive elements and has been proven to positively impact student performance. This work is a direct evolution of her earlier involvement in the Early Alert Indicators project, that pioneered the use of predictive learning analytics to identify struggling students and defined the standards for teacher-facing analytics across the entire university.
She is currently leading the design and evaluation of the Peace of Mind project, a significant Peaceplus-funded initiative. In this capacity, she is leading the co-production and delivery of a mental health and wellbeing programme targeting 25,000 youth (aged 9–25) across Ireland/Northern Ireland, directly contributing to peace and prosperity in the region. She has also won funding from Horizon Europe to devise sustainable models of formal education that are based on co-production, design thinking and digital technologies (See the ExtenDT2 project).
In the past, she has held funding from major funding bodies including the National Science Foundation, ESRC and Wellcome to improve the design of online citizen science platforms and make science learning more accessible and productive to young people; UKRI and the Mental Health Foundation for developing community and citizen science capacity in large organisations and underserved communities; Nuffield foundation, British Academy and BERA for examining and improving the design of educational mobile applications for children.
With over 140 peer-reviewed scholarly outputs, Prof. Herodotou is a recognized contributor to her field. She holds a Ph.D. in Digital Games and Psychology from UCL and a MSc (with Distinction) from the University of Bristol. She is a Senior Fellow of the Higher Education Academy (SFHEA) and has received multiple awards, including distinction from UNESCO and The Guardian.
Publications
2025
2024
2023
2022
2021
2020
2019
2018
2017
2016
2015
2014
2012
2011
2009
Media appearances
Can maths apps add value to learning?
Nuffield funded project
Nuffield foundation | 6th October 2025
Escape with the sounds of nature – Forest 404
An exciting national experiment reopens today, aiming to shed light on how listening to nature could impact wellbeing
Open University homepage | 8th April 2020
Japan preschools using tablets to prep tots for digital age
Some studies show positive outcomes among young children using mobile devices to improve their literacy, science or math skills, but there’s little research comparing tablet-assisted learning to more conventional teaching approaches, according to a review of 19 studies by Christothea Herodotou, a lecturer at The Open University in the United Kingdom. Herodotou said it’s unclear which features might help or hinder learning.
Associated Press | 26th September 2018
Most downloaded article in recent BJET history
Congratulations! Your article was one of our top downloaded articles in recent publication history!
Wiley, BJET | 24th May 2018
nQuire shortlisted for the Guardian University Awards
nQuire has been shortlisted in the Research impact category.
OU Life | 19th March 2020
OU platform hosts investigation into fake facts about COVID-19
An investigation which tests how likely people are to believe COVID-19 related news stories, has been launched on the OU’s nQuire platform
Open unievrsity homepage | 5th May 2020
Awards
BERA BJET Fellowship
British Educational Research Association
British Academy Mid-career fellowship
British Academy
Digital Innovation of the year 2019 (shortlisted)
By The Times Higher Education (THE) for OU Analyse
OU Recognition of Excellence in Teaching (RET) Awards (Winner)
The Student-Facing Dashboard
Recognition for excellence in teaching 2020
Awarded by the Open University for engaging teachers with predictive learning analytics
Research Award for Outstanding impact on teaching, learning and curriculum
Awarded by the Open University for using predictive learning analytics to support learning
Research Impact Guardian Award
for engaging citizens with science via nQuire
The Open University Inaugural Engaging Research Award
RCUK Public Engagement with Research Catalyst ‘An open research university’
UNESCO ICT in Education Prize 2nd place
Predictive learning analytics
Projects
Research programmes
Expertise
Research students
-
NM
Nicola McDowell
-
ES
Eric Stiner
-
AW
Amanda Wilford
-
KW
Kendal Wright
Professional memberships
- Member of the British Educational Research Association
- Senior Fellow of the Higher Education Academy