Socio-Cognitive Awareness of Inmates through an Encrypted Innovative Educational Platform


  • Hera Antonopoulou
  • Athanasios Giannoulis
  • Leonidas Theodorakopoulos
  • Constantinos Halkiopoulos


socio-cognitive awareness; gamification; cognition; inmates; Distance-Learning Education; encrypted platform; pandemic


This research examines the educational challenges encountered by second-chance school students in the correctional facility during the pandemic. The opportunity to utilise a specialised digital interconnection facility with the eLearning Platform deprived offenders of the right to equal access to education. Using open-source software, a unique encrypted platform that enables distance learning, while preventing access to any other portion of the internet, besides the learning process, has been created. The findings of the review highlight the possibility of educating and training socially excluded individuals, such as prison inmates, through innovative learning techniques. Innovative education and learning techniques, such as Gamification, enhance inmates' attitudes in their cognitive and emotional dimensions. The innovative and secure platform enables inmates attending alternative schools, to assert their inherent right to information and lifelong learning. This study proposes a gamified perspective for educational access and lifelong learning. In conclusion, it was determined that the implementation of innovative learning methods with Gamification in distance learning education via the suggested encrypted platform, is a motivating lever for student-inmates, thereby boosting key skills, such as emotional, social, socio-cognitive awareness, leadership, and digital skills.


Alam, A. (2020). Possibilities of Online Education during Covid-19.

Antonopoulou, H., Halkiopoulos, C., Barlou, O., Beligiannis, G. (2019). Transition from Educational Leadership to e-Leadership: A Data Analysis Report from TEI of Western Greece. International Journal of Learning, Teaching and Educational Research, 18(9), pp. 238-255.

Antonopoulou, H., Halkiopoulos, C., Barlou, O., Beligiannis, G. (2020). Leadership Types and Digital Leadership in Higher Education: Behavioural Data Analysis from University of Patras in Greece. International Journal of Learning, Teaching and Educational Research, 19(4), 110-129.

Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., & Katsimpelis, A. (2022). Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education. International Journal of Learning, Teaching and Educational Research, 21(5), 367–400.

Antonopoulou, H., Katsibelis, A., Halkiopoulos, C. (2021a). Cognitive Parameters Detection via Gamification in Online Primary Education During Covid-19. 15th Annual International Technology, Education and Development Conference (INTED2021), 8-10 March, Valencia, Spain. INTED2021 Proceedings, pp. 9625-9632.

Antonopoulou, Hera, Constantinos Halkiopoulos, Olympia Barlou, and Grigorios N. Beligiannis. (2021b). “Associations Between Traditional and Digital Leadership in Academic Environment: During the COVID-19 Pandemic.” Emerging Science Journal, 5(4), 405–428.

Bao, W. (2020). ‘COVID-19 and online teaching in higher education: A case study of Perking University. Human Behaviour and Emerging Technologies.

Barreiro-Gen M., & Novo-Corti I. (2015). Collaborative learning in environments with restricted access to the internet: Policies to bridge the divide and exclusion in prisons through the development of the skills of inmates. Computers in Human Behaviour, 51, 1172–1176.

Chien, C. F., Liao, C. J., & Walters, B. G. (2015). Developing an instrument for the growth of college students’ e-tutoring competencies. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015—World Conference on Educational Media and Technology (pp. 911-915). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

Chipere, N. (2017). A framework for developing sustainable e-learning programs. Open Learn. J. Open Distance-Learn.

Conway, G. (2018). Prospects and problems for European legal cooperation concerning prisoners. European Journal of Probation, Issue No. 2.

Costelloe, A., Warner, K. (2014). Prison Education across Europe: Policy, practice, politics. London Review of Education, 12(2), 175–183.

Coyle, A., (2009). A human rights approach to prison management: Handbook for prison staff. London: International Centre for Prison Studies.

Davis, L. M., Bozick, R., Steele, J. L., Saunders, J., & Miles, J. N. V. (2013). Evaluating the effectiveness of correctional education: A meta-analysis of programs that provide education to incarcerated adults. Santa Monica, CA: RAND Corporation.

Duguid, S. (2000). Can prisons work? The prisoner as object and subject in modern corrections. Toronto: University of Toronto Press. The term criminogenic refers to being conducive to criminal behaviour.

Ebner, C., Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. Frontiers in Education.

European Commission (2017). Education and training monitor report 2017. Greece. (?n Greek).

Farley, H. S., & Doyle, J. (2014). Using digital technologies to implement distance education for incarcerated students: a case study from an Australian regional university PLEIADES, Portable Learning Environments for Incarcerated Distance Education Students. Open Praxis, 6(4), 357–363. (ISSN 2304-070X).

Finney, C., Stergiopoulos, E., Hensel, J., Bonato, S., & Dewa, C. S. (2013). Organisational stressors associated with job stress and burn-out in correctional officers: a systematic review. BMC Public Health, 13(1), 1-13.

Forster, W. (1990). The higher education of prisoners. In: S. Duguid (ed.), Yearbook of correctional education 1990 (pp. 3–43). Burnaby, BC: Institute for the Humanities, Simon Fraser University.

Garrison, D.R.E (2017). E-learning in the 21st. Century: A Community of Inquiry Framework for Research and Practice,3rd ed.; Routledge: New York, NY, USA, 2017; ISBN 978-1-138-953550.

Gegenfurtner, A., Zitt, A. and Ebner, C. (2020). ‘Evaluating webinar-based training: a mixed methods study on trainee reactions toward digital web conferencing’, International Journal of Training and Development.

Giannoulis, A., Theodorakopoulos, L., Antonopoulou, H. (2022). Learning in Second- Chance Schools During COVID-19 Case Study: Legal Framework and Distance Learning Platforms in Greek Prisons. European Journal of Training and Development Studies, 9(1), 13-19.

Gkintoni, E., Boutsinas, B., Kourkoutas, E. (2022c). Developmental Trauma and Neurocognition in Young Adults. 14th Annual International Conference on Education and New Learning Technologies, 4th – 6th July, Mallorca, Spain.

Gkintoni, E., Dimakos, I. (2022b). An Overview of Cognitive Neuro-science in Education. 14th Annual International Conference on Education and New Learning Technologies, 4th – 6th July, Mallorca, Spain.

Gkintoni, E., Halkiopoulos, C., & Antonopoulou, H. (2022a). Neuro-leadership as an Asset in Educational Settings: An Overview. Emerging Science Journal, 6(4), 893–904.

Gkintoni, E., Halkiopoulos, C., Antonopoulou, H., Petropoulos, N. (2021a). Gamification of Neuropsychological Tools as a Multi-sensory Approach of Cognition in Learning and Educational Process. Stroop’s Paradigm. Technium Applied Sciences and Technology.

Gkintoni, E., Meintani, P.M., Dimakos, I. (2021b). Neurocognitive and Emotional Parameters in Learning and Education Process. 14th Annual International Conference of Education, Research and Innovation, 8th- 10th November, Seville, Spain.

Herbert, J., Gaudiano, B., Forman, E. (2013). The Importance of Theory in Cognitive Behavior Therapy: A Perspective of Contextual Behavioral Science, Behavior Therapy, 44(4), 580-591.

Hopkins, S. (2015). Ghosts in the machine: Incarcerated students and the digital university. Australian Universities’ Review, 57(2), 46–53.

Innovation Quarterly Issue 3. (September 2016).

Justice Data Lab Re-offending Analysis. (2013). Prisoners Education Trust Unaccredited courses funded through the BIS Grant. United Kingdom.

Kehm B. M. (2015). The Challenge of Lifelong Learning for Higher Education. International Higher Education, 22.

Mahaju, S., & Atkinson, T. (2017) ‘Evaluation of Firefox Browser Forensics Tools’ (April 2017).

Montenegro, Desiree Ann. (2021). ‘Reaching At-Risk Student Populations During a Pandemic: The Impacts of Covid-19 on Prison Education’ Frontiers in Communication Volume 8 (22 March 2021).

Munoz, V. (2009). The Right to education of persons in detention, Report of the special rapporteur on the right to education.

Ojo, O. A., & Adu, E. O. (2018). The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38(2), S1.

Parson, M., Langenback, M. (1993). The reasons inmates indicate they participate in prison education programs: Another look at Boshier’s PEPS. Journal of Correctional Education, 44, 38–1.

Pike, A. (2014). Prison-based transformative learning and its role in life after release. (Thesis for Doctor of Philosophy, Open University). Milton Keynes, UK.

Tan, M. (2015). NSW prisons prepare for smoking ban with Victorian riot fresh in the memory. The Guardian.

Tewksbury, R., Stengel, K. M. (2006). Assessing correctional education programs: The students’ perspective. Journal of Correctional Education, 57, 13–5.

Torlone F., & Vryonides M. (2016). Innovative learning models for prisoners. Università degli Studi di Firenze.

Vera Institute of Justice. (2019, January). Investing in Futures Economic and Fiscal Benefits of Postsecondary Education in Prison. Fact Sheet.