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Many European countries reported a decline in the number of students who choose STEM subjects as their future career. This is due many to the fact that STEM subjects are perceived as being difficult and boring. This paper presents findings of a case study that made use of an educational game (called Loop) to teach the loop statement in a Software Development module. The game was deployed as part of the NEWTON project large scale Programming pilot run at National College of Ireland (NCI) as part of Higher Diploma in Computing-a level 8 conversion degree, during the academic year 2018/2019. 34 mature students (over 23 years old) that already hold a third level educational degree took part in the study. Pre-and post-game assessments and post-game questionnaire were employed while the Loop game was used as part of the lab sessions. Research findings indicate that majority of the students achieved improved knowledge performance in Java programming language coding of the loop statement. The positive assessment outcomes are discussed together with students' feedback in terms of game design and game usability provided in the questionnaire.

Metacognitive training reflects knowledge, consideration and control over decision-making and task performance evident in any social and learning context. Interest in understanding the best account of effective (win-win) negotiation emerges in different social and cultural interactions worldwide. The research presented in this paper explores an extended study of metacognitive training system during negotiation using an embodied conversational agent. It elaborates on the findings from the usability evaluation employing 40 adult learners pre- and postinteraction with the system, reporting on the usability and metacognitive, individual- and community-level related attributes. Empirical evidence indicates (a) higher levels of self-efficacy, individual readiness to change and civic action after user-system experience, (b) significant and positive direct associations between self-efficacy, self-regulation, interpersonal and problem-solving skills, individual readiness to change, mastery goal orientation and civic action pre- and postinteraction and (c) gender differences in the perceptions of system usability performance according to country of origin. Theoretical and practical implications in tandem with future research avenues are discussed in light of embodied conversational agent metacognitive training in negotiation.

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Purpose – The current financial crisis in Greece has redefined the way organizations operate resulting in a dramatic increase in mergers and acquisitions (M&As). The purpose of this paper is twofold: first to explore, within the M&A context, the main effects of job-related stressors and perceived organizational support (POS) on merger survivors’ ill-health and second to examine the indirect links between these and commitment. Design/methodology/approach – Data were obtained from 140 employees of two merged financial institutions in Greece post-combination. Findings – The results indicated significant direct relationships between work-related stressors and POS and ill-health. As regards the indirect relationships, only the mediation link between organizational support, ill-health and commitment was supported. Practical implications – Implications, limitations and further research issues are discussed in light of the M&A context. Originality/value – The intention is to extend current stress and M&A literature findings (e.g. Cartwright and Cooper, 1993; Cartwright et al., 2007), and further investigate the relationship between stressors and ill-health within a turbulent context, since little is known about the behavioral reactions arising as an outcome of M&As in a Greek setting. Thus, the unique contribution of this study is to examine this relationship in a double crisis context: the organizational crisis following the M&A and the financial crisis currently facing Greece, since the area of M&As in Greece has so far received little scholarly attention (Bellou, 2007, 2008).

In loving memory of my parents, doctor Georgios Makris and teacher Georgia Tsiotou-Makri

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