Publications
2024
EXPLORING THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN MENTAL HEALTH EDUCATION FOR CHINESE CHILDREN: A QUALITATIVE STUDY FROM THE PERSPECTIVE OF SCHOOLS
Xi, Y., Paracha, S., Limniou, M., & Fulmer, R. (2024). EXPLORING THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN MENTAL HEALTH EDUCATION FOR CHINESE CHILDREN: A QUALITATIVE STUDY FROM THE PERSPECTIVE OF SCHOOLS. In EDULEARN Proceedings Vol. 1 (pp. 3516-3522). IATED. doi:10.21125/edulearn.2024.0914
Motives and causes behind Cyber Dating Abuse perpetration: A systematic Review.
Ritchie, R., Limniou, M., & Gordts, S. (2024, July 1). Motives and causes behind Cyber Dating Abuse perpetration: A systematic Review.. In BPS Cyberpsychology section annual conference. Liverpool, UK.
Sustainable humanenvironment interactions from scientific, technological, and psychological perspectives
Tien-Chi, H., Limniou, M., & Tai-Kuei, Y. (Eds.) (2024). Sustainable humanenvironment interactions from scientific, technological, and psychological perspectives (Vol. 15). Frontiers Media S.A..
Editorial: Sustainable human- environment interactions from scientific, technological, and psychological perspectives.
Huang, T. -C., Yu, T. -K., & Limniou, M. (2024). Editorial: Sustainable human- environment interactions from scientific, technological, and psychological perspectives.. Frontiers in psychology, 15, 1436051. doi:10.3389/fpsyg.2024.1436051
Exploring the metacognition of self-directed informal learning on social media platforms: taking time and social interactions into consideration
Lu, H., Limniou, M., & Zhang, X. (n.d.). Exploring the metacognition of self-directed informal learning on social media platforms: taking time and social interactions into consideration. Education and Information Technologies. doi:10.1007/s10639-024-13026-x
The Use of Instagram and TikTok in Relation to Problematic Use and Well-Being
Hendrikse, C., & Limniou, M. (n.d.). The Use of Instagram and TikTok in Relation to Problematic Use and Well-Being. Journal of Technology in Behavioral Science. doi:10.1007/s41347-024-00399-6
role of learning-related emotions, emotion regulation and technology acceptance in learner engagement with online professional development
Lin, X., Yu, J. J., Wang, Q., Limniou, M., Huijser, H., Yu, J. J., & Gu, H. (n.d.). role of learning-related emotions, emotion regulation and technology acceptance in learner engagement with online professional development. Australasian Journal of Educational Technology. doi:10.14742/ajet.9060
2023
A Longitudinal Examination of Student Approaches to Learning and Metacognition
Hands, C., & Limniou, M. (n.d.). A Longitudinal Examination of Student Approaches to Learning and Metacognition. Journal of Higher Education Theory and Practice, 23(19). doi:10.33423/jhetp.v23i19.6677
Why Science Qualifications Should be a Prerequisite for Psychology Degree Programs – A Case Study Analysis From a UK University
Hands, C., & Limniou, M. (2023). Why Science Qualifications Should be a Prerequisite for Psychology Degree Programs – A Case Study Analysis From a UK University. In Innovations in Higher Education Teaching and Learning (pp. 127-147). Emerald Publishing Limited. doi:10.1108/s2055-364120230000051008
Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation
Hands, C., & Limniou, M. (2023). Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation. BEHAVIORAL SCIENCES, 13(4). doi:10.3390/bs13040301
Evaluation of using Blended Synchronous Teaching and Learning (BSTL) via Kahoot/Padlet platforms (student and lecturers view)
Alsharif, M., Limniou, M., & Forsythe, A. (2023). Evaluation of using Blended Synchronous Teaching and Learning (BSTL) via Kahoot/Padlet platforms (student and lecturers view). In Progress in Education (Vol. 74, pp. 39-64).
How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?
How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption? (2023). Journal of Higher Education Theory and Practice, 23(2). doi:10.33423/jhetp.v23i2.5824
Editorial: Virtual learning environments in educational institutions
Huang, T. -C., Limniou, M., & Wu, W. -C. V. (2023). Editorial: Virtual learning environments in educational institutions. FRONTIERS IN VIRTUAL REALITY, 4. doi:10.3389/frvir.2023.1138660
2022
Educational Technology's Influence in Higher Education Teaching and Learning
Limniou, M. (Ed.) (2022). Educational Technology's Influence in Higher Education Teaching and Learning (Vol. 1). Education Sciences. Retrieved from https://doi.org/10.3390/books978-3-0365-6114-1
Student Engagement, Learning Environments and the COVID-19 Pandemic: A Comparison between Psychology and Engineering Undergraduate Students in the UK
Limniou, M., Sedghi, N., Kumari, D., & Drousiotis, E. (2022). Student Engagement, Learning Environments and the COVID-19 Pandemic: A Comparison between Psychology and Engineering Undergraduate Students in the UK. EDUCATION SCIENCES, 12(10). doi:10.3390/educsci12100671
Meaning making: how universities can boost the uptake of edtech among faculty
Li, N., Xiaojun, Z., & Limniou, M. (2022). Meaning making: how universities can boost the uptake of edtech among faculty. Retrieved from https://www.timeshighereducation.com/
Differences between Facebook and Instagram Usage in Regard to Problematic Use and Well-Being
Limniou, M., Ascroft, Y., & McLean, S. (2022). Differences between Facebook and Instagram Usage in Regard to Problematic Use and Well-Being.. Journal of technology in behavioral science, 7(2), 141-150. doi:10.1007/s41347-021-00229-z
Meaning-making in virtual learning environment enabled educational innovations: a 13-year longitudinal case study
Li, N., Zhang, X., Limniou, M., & Xi, Y. (2022). Meaning-making in virtual learning environment enabled educational innovations: a 13-year longitudinal case study. INTERACTIVE LEARNING ENVIRONMENTS. doi:10.1080/10494820.2022.2081582
Disrupting the Disruption: A Digital Learning HeXie Ecology Model
Li, N., Huijser, H., Xi, Y., Limniou, M., Zhang, X., & Kek, M. Y. C. A. (2022). Disrupting the Disruption: A Digital Learning HeXie Ecology Model. Education Sciences, 12(2), 63. doi:10.3390/educsci12020063
2021
How does national culture affect the adoption of learning technology?
Li, N., Xiaojun, Z., & Limniou, M. (2021). How does national culture affect the adoption of learning technology?. Retrieved from https://www.timeshighereducation.com/
The dynamic balance of technology adoption and educational transition: a case study in higher education
Li, N., Zhang, X., & Limniou, M. (2021). The dynamic balance of technology adoption and educational transition: a case study in higher education. In British Educational Research Association (BERA) Conference 2021.
A country’s national culture affects virtual learning environment adoption in higher education: a systematic review (2001–2020)
Li, N., Zhang, X., & Limniou, M. (2021). A country’s national culture affects virtual learning environment adoption in higher education: a systematic review (2001–2020). Interactive Learning Environments. doi:10.1080/10494820.2021.1967408
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
Limniou, M., Varga-Atkins, T., Hands, C., & Elshamaa, M. (n.d.). Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic. Education Sciences, 11(7), 361. doi:10.3390/educsci11070361
Knowledge Construction Through Blogs
Limniou, M. (2021). Knowledge Construction Through Blogs. In Designing Courses with Digital Technologies (pp. 20-25). Routledge. doi:10.4324/9781003144175-5
An Educational Software for Supporting Students' Learning of IR Spectral Interpretation
Limniou, M., Papadopoulos, N., Gavril, D., Touni, A., & Chatziapostolidou, M. (2021). An Educational Software for Supporting Students' Learning of IR Spectral Interpretation. In PROBLEMS AND PROBLEM SOLVING IN CHEMISTRY EDUCATION (Vol. 7, pp. 340-360). Retrieved from https://www.webofscience.com/
Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK
Varga-Atkins, T., Limniou, M., Hands, C., Durrani, Z., & Duret, D. (2021). Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK. In Challenges and Opportunities of Online Learning (pp. 221-271).
The Effect of Digital Device Usage on Student Academic Performance: A Case Study
Limniou, M. (n.d.). The Effect of Digital Device Usage on Student Academic Performance: A Case Study. Education Sciences, 11(3), 121. doi:10.3390/educsci11030121
Is Fitspiration the Healthy Internet Trend It Claims to Be? A British Students’ Case Study
Limniou, M., Mahoney, C., & Knox, M. (n.d.). Is Fitspiration the Healthy Internet Trend It Claims to Be? A British Students’ Case Study. International Journal of Environmental Research and Public Health, 18(4), 1837. doi:10.3390/ijerph18041837
Chapter 14. An Educational Software for Supporting Students’ Learning of IR Spectral Interpretation
Limniou, M., Papadopoulos, N., Gavril, D., Touni, A., & Chatziapostolidou, M. (2021). Chapter 14. An Educational Software for Supporting Students’ Learning of IR Spectral Interpretation. In Advances in Chemistry Education Series (pp. 340-360). Royal Society of Chemistry. doi:10.1039/9781839163586-00340
Enhancing the engagement of large cohorts using live interactive polling and feedback
Sedghi, N., Limniou, M., Al-Nuiamy, W., Sandall, I., Al Ataby, A., & Duret, D. (2021). Enhancing the engagement of large cohorts using live interactive polling and feedback. Developing Academic Practice, 2021(January), 31-50. doi:10.3828/dap.2021.6
2020
A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD
Limniou, M., Durrani, Z., Hands, C., Duret, D., & Varga-Atkins, T. (2020). A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD. In ICERI Proceedings Vol. 1 (pp. 706-713). IATED. doi:10.21125/iceri.2020.0217
Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning
Limniou, M., Duret, D., & Hands, C. (2020). Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning. Higher Education Pedagogies, 5(1), 132-147. doi:10.1080/23752696.2020.1797522
Device and social media usage in a lecture theatre in a Saudi Arabia University: Students’ views
Alsharif, M., & Limniou, M. (2020). Device and social media usage in a lecture theatre in a Saudi Arabia University: Students’ views. In Proceedings of the 7th European Conference on Social Media, ECSM 2020 (pp. 351-360). doi:10.34190/ESM.20.025
2019
A critique of blended learning: Examples from an undergraduate psychology program
Limniou, M., & Hands, C. (2019). A critique of blended learning: Examples from an undergraduate psychology program. In 18th European Conference on e-Learning (ECEL 19). Copenhagen, Demark.
Use of devices in a lecture theatre, student behaviours and learning variables: An interdisciplinary study
Limniou, M., Duret, D., Treharne, R. E., & Hands, C. A. (2019, July 4). Use of devices in a lecture theatre, student behaviours and learning variables: An interdisciplinary study. In University of Liverpool Annual Learning and Teaching Conference. Liverpool.
Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus
Limniou, M., Mansfield, R., & Petichakis, C. (2019). Students’ Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus. Creative Education, 10(04), 796-813. doi:10.4236/ce.2019.104059
(Game-Based) Student Response Systems Engage Students with Research-Teaching Nexus Activities and Support Their Skills Development
Limniou, M., & Mansfield, R. (2019). (Game-Based) Student Response Systems Engage Students with Research-Teaching Nexus Activities and Support Their Skills Development. Creative Education, 10(01), 36-47. doi:10.4236/ce.2019.101003
2018
Metacognitive changes across a degree
Hands, C., & Limniou, M. (2018). Metacognitive changes across a degree. In University of Liverpool Annual Learning and Teaching Conference. Liverpool.
Traditional learning approach versus gamification: an example from psychology
Limniou, M., & Mansfield, R. (2018). Traditional learning approach versus gamification: an example from psychology. In 4TH INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'18) (pp. 133-141). doi:10.4995/HEAd18.2018.7912
Updating the Motivated Strategies of Learning Questionnaire (MSLQ) for students in a digital age (DSML).
Hands, C., & Limniou, M. (2018). Updating the Motivated Strategies of Learning Questionnaire (MSLQ) for students in a digital age (DSML).. In Higher Education Academy Surveys Conference 2018: Insight for Enhancement. Leeds, UK.
Traditional and flipped classroom approaches delivered by two different teachers: the student perspective
Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. EDUCATION AND INFORMATION TECHNOLOGIES, 23(2), 797-817. doi:10.1007/s10639-017-9636-8
Research-connected curriculum: an evaluation process for a traditional psychology programme at a research-intensive university
Limniou, M., & Mansfield, R. (2018). Research-connected curriculum: an evaluation process for a traditional psychology programme at a research-intensive university. In The 3rd Pedagogic Research Conference. Liverpool.
What can the tracking logs of a VLE tell us about student behaviours and their effects on course outcomes?
Hands, C., Limniou, M., & Lyons, M. (2018). What can the tracking logs of a VLE tell us about student behaviours and their effects on course outcomes?. In The 3rd Pedagogic Research Conference. Liverpool.
2017
Using the 'blend' effectively: Examining the value of providing online resources to students
Hands, C., Limniou, M., & Lyons, M. (2017). Using the 'blend' effectively: Examining the value of providing online resources to students. In Association for Learning Technology. Liverpool.
How much do subject specific A-level results contribute to first-year studies?
Hands, C., Limniou, M., & Lyons, M. (2017). How much do subject specific A-level results contribute to first-year studies?. In 14th University of Liverpool Learning and Teaching Conference. Liverpool, UK.
The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort
Lyons, M., Limniou, M., Schermbrucker, I., Hands, C., & Downes, J. J. (2017). The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort. PSYCHOLOGY LEARNING AND TEACHING-PLAT, 16(1), 36-46. doi:10.1177/1475725716680460
Online tests in the learning process: Strategy, examples, grades and challenges
Limniou, M., Tucci, S., Hands, C., & Downes, J. J. (2017). Online tests in the learning process: Strategy, examples, grades and challenges. In Focus on Educational Research: Practices, Challenges and Perspectives (pp. 1-23).
2016
Intersubjectivity and Teaching: Analysing constraint in online and face-to-face engagement through the cybernetic lens of Ross Ashby
Johnson, M. W., Taylor, D., & Limniou, M. (2016, December 7). Intersubjectivity and Teaching: Analysing constraint in online and face-to-face engagement through the cybernetic lens of Ross Ashby. In Society for Research in Higher Education. Celtic Manor, Newport.
Design a VLE Template: Students’ and Teachers’ Preferences on Engagement and Assessment
Limniou, M., downes., tsivilis., & Whitelock-Wainwright, A. (2016). Design a VLE Template: Students’ and Teachers’ Preferences on Engagement and Assessment. In Dale Bowen (Ed.), Student Learning: Assessment, Perceptions and Strategies (pp. 1-40). New York: NOVA Science Publishers.
Learning Analytics: An Overview
Whitelock-Wainwright, A., Limniou, M., & Downes, J. J. (2016). Learning Analytics: An Overview. In University of Liverpool Annual Learning and Teaching Conference 2016. Liverpool.
Technology as a tool to enable students outside of the lecture halls
Limniou, M. (2016, March 22). Technology as a tool to enable students outside of the lecture halls. Next generation learning spaces.
Design a VLE template: Students’ and teachers’ preferences on engagement and assessment
Limniou, M., Downes, J. J., Tsivilis, D., & Whitelock-Wainwright, A. (2016). Design a VLE template: Students’ and teachers’ preferences on engagement and assessment. In Student Learning: Assessment, Perceptions and Strategies (pp. 1-40).
2015
Increasing Research Students' Engagement through Virtual Communities
Limniou, M., Holdcroft, C., & Holmes, P. S. (2016). Increasing Research Students' Engagement through Virtual Communities. In Web Design and Development (pp. 1173-1198). IGI Global. doi:10.4018/978-1-4666-8619-9.ch053
Datasets reflecting students' and teachers' views on the use of learning technology in a UK university
Limniou, M., Downes, J. J., & Maskell, S. (2015). Datasets reflecting students' and teachers' views on the use of learning technology in a UK university. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(5), 1081-1091. doi:10.1111/bjet.12332
Traditional versus flipped teaching: An example from Psychology
Limniou, M., Lyons, M., & Schermbrucker, I. (2015). Traditional versus flipped teaching: An example from Psychology. In In 12th University of Liverpool Learning and Teaching Conference.. Liverpool.
Increasing Research Students' Engagement through Virtual Communities
Limniou, M., Holdcroft, C., & Holmes, P. S. (n.d.). Increasing Research Students' Engagement through Virtual Communities. In Curriculum Design and Classroom Management (pp. 407-431). IGI Global. doi:10.4018/978-1-4666-8246-7.ch024
Comparison of the Traditional With a Flipped Classroom Approach in a Psychology Module
Limniou, M., Lyons, M., & Schermbrucker, I. (2015). Comparison of the Traditional With a Flipped Classroom Approach in a Psychology Module. In PROCEEDINGS OF THE 14TH EUROPEAN CONFERENCE ON R-LEARNING (ECEL 2015) (pp. 313-321). Retrieved from https://www.webofscience.com/
2014
Increasing Research Students' Engagement through Virtual Communities
Limniou, M., Holdcroft, C., & Holmes, P. S. (2015). Increasing Research Students' Engagement through Virtual Communities. In STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS (pp. 50-75). doi:10.4018/978-1-4666-6461-6.ch003
The role of feedback in e-assessments for engineering education
Limniou, M., & Smith, M. (2014). The role of feedback in e-assessments for engineering education. Education and Information Technologies, 19(1), 209-225. doi:10.1007/s10639-012-9200-5
2012
From present to virtual classroom: A review of the influence of ICT on education
Limniou, M. (2012). From present to virtual classroom: A review of the influence of ICT on education. In Computers in Education (Vol. 1, pp. 93-119). New York: Nova Science Publishers, Inc.
2011
Teaching strategies and procedures in chemical education based on blended learning
Limniou, M., & Papadopoulos, N. (2011). Teaching strategies and procedures in chemical education based on blended learning. In Teaching Strategies (pp. 81-112).
2010
Teachers’ and students’ perspectives on teaching and learning through virtual learning environments
Limniou, M., & Smith, M. (2010). Teachers’ and students’ perspectives on teaching and learning through virtual learning environments. European Journal of Engineering Education, 35(6), 645-653. doi:10.1080/03043797.2010.505279
COMPUTER-ASSISTED TEACHING ON SCIENCE EDUCATION: A STUDENT AND TEACHER PERSPECTIVE
Limniou, M., Burton, N. A., & Whitehead, J. C. (2010). COMPUTER-ASSISTED TEACHING ON SCIENCE EDUCATION: A STUDENT AND TEACHER PERSPECTIVE. In COMPUTER-ASSISTED TEACHING: NEW DEVELOPMENTS (pp. 1-36). Retrieved from https://www.webofscience.com/
Online general pre-laboratory training course for facilitating first year chemical laboratory use
Limniou, M., & Whitehead, C. (2010). Online general pre-laboratory training course for facilitating first year chemical laboratory use. Cypriot Journal of Educational Sciences, 5(1), 39-55.
2009
The role of simulations and real-time applications in collaborative learning
Limniou, M., Papadopoulos, N., & Kozaris, I. (2009). The role of simulations and real-time applications in collaborative learning. In Collaborative Learning: Methodology, Types of Interactions and Techniques (pp. 225-255).
Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT
Limniou, M., Papadopoulos, N., & Whitehead, C. (2009). Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT. COMPUTERS & EDUCATION, 52(1), 45-52. doi:10.1016/j.compedu.2008.06.006
2008
Full immersive virtual environment CAVE™ in chemistry education
Limniou, M., Roberts, D., & Papadopoulos, N. (2008). Full immersive virtual environment CAVE™ in chemistry education. COMPUTERS & EDUCATION, 51(2), 584-593. doi:10.1016/j.compedu.2007.06.014
2007
An integrated lecture, virtual instrumentation lab approach to teaching UV-Vis spectroscopy
Limniou, M., Papadopoulos, N., & Roberts, D. (2007). An integrated lecture, virtual instrumentation lab approach to teaching UV-Vis spectroscopy. Education and Information Technologies, 12(4), 229-244. doi:10.1007/s10639-007-9040-x
The integration of a viscosity simulator in a chemistry laboratory
Limniou, M., Papadopoulos, N., Giannakoudakis, A., Roberts, D., & Otto, O. (2007). The integration of a viscosity simulator in a chemistry laboratory. CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 8(2), 220-231. Retrieved from https://www.webofscience.com/
2003
pH Titration Simulator
Papadopoulos, N., & Limniou, M. (2003). pH Titration Simulator. Journal of Chemical Education, 80(6), 709. doi:10.1021/ed080p709.2
Simulated Experiments for Laboratory Training
Limniou, M., & Papadopoulos, N. (2003). Simulated Experiments for Laboratory Training. In A. Lagana (Ed.), Virtual Reality, Web and Grid Technologies for e-learning in Chemistry (pp. 14-25). Perugia: Morlacchi Editore.
2002
How to Use Visual Basic to Interface Scientific Instruments to a Personal Computer
Papadopoulos, N., & Limniou, M. (2002). How to Use Visual Basic to Interface Scientific Instruments to a Personal Computer. The Chemical Educator, 7(5), 288-291. doi:10.1007/s00897020591a
2001
A computer-controlled bipolar pulse conductivity apparatus
Papadopoulos, N., & Limniou, M. (2001). A computer-controlled bipolar pulse conductivity apparatus. JOURNAL OF CHEMICAL EDUCATION, 78(2), 245-246. doi:10.1021/ed078p245
Spec UV-Vis: An ultraviolet-visible spectrophotometer simulation
Papadopoulos, N., Limniou, M., Koklamanis, G., Tsarouxas, A., Roilidis, M., & Bigger, S. W. (2001). Spec UV-Vis: An ultraviolet-visible spectrophotometer simulation. JOURNAL OF CHEMICAL EDUCATION, 78(11), 1560. doi:10.1021/ed078p1560
1999
Viscosity Measurement: A Virtual Experiment-Abstract of Issues 9907W
Lemos, M. A. N. D. A., Lemos, F., Freire, F. G., Papadopoulos, N., Pitta, A. T., Markopoulos, N., & Limniou, M. (1999). Viscosity Measurement: A Virtual Experiment-Abstract of Issues 9907W. Journal of Chemical Education, 76(11), 1600. doi:10.1021/ed076p1600
Viscosity Measurement: A Virtual Experiment
Papadopoulos, N., Pitta, A. T., Marlcopoulos, N., Limniou, M., Lemos, M. A. N. D. A., Lemos, F., & Freire, F. G. (1999). Viscosity Measurement: A Virtual Experiment. Journal of Chemical Education, 76(11), 1600. doi:10.1021/ed076p1600