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Thematische Bibliographien / Educational software / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Educational software“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2024

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1

Features Submission, Haworth Continuing. „Educational Software-“. Cataloging & Classification Quarterly 6, Nr. 2 (03.12.1985): 15–34. http://dx.doi.org/10.1300/j104v06n02_02.

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2

Features Submission, Haworth Continuing. „Educational Software-“. Cataloging & Classification Quarterly 6, Nr. 2 (03.12.1985): 35–49. http://dx.doi.org/10.1300/j104v06n02_03.

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3

Hofmann, Rich. „Educational Software“. Journal of Learning Disabilities 18, Nr. 6 (Juni 1985): 358–60. http://dx.doi.org/10.1177/002221948501800609.

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4

Galimyanov, Anis F. „Educational Software Audit“. Revista San Gregorio 1, Nr. 32 (09.08.2019): 43. http://dx.doi.org/10.36097/rsan.v1i32.995.

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5

Features Submission, Haworth Continuing. „Educational Game Software“. Cataloging & Classification Quarterly 6, Nr. 2 (03.12.1985): 51–58. http://dx.doi.org/10.1300/j104v06n02_04.

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6

Lundberg, Peter. „Educational NMR Software“. Journal of Chemical Education 74, Nr. 12 (Dezember 1997): 1489. http://dx.doi.org/10.1021/ed074p1489.

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7

Riedling, E. „Educational software review“. Education and Computing 2, Nr. 1-2 (1986): 81–85. http://dx.doi.org/10.1016/s0167-9287(86)91028-9.

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8

Riedling, E. „Educational software review“. Computer Compacts 4, Nr. 5 (September 1986): 184. http://dx.doi.org/10.1016/0167-7136(86)90047-8.

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9

Bengtsson, Bengt. „Portability of Educational Software“. Journal of Research on Computing in Education 23, Nr. 2 (Dezember 1990): 160–72. http://dx.doi.org/10.1080/08886504.1990.10781953.

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10

Huber, J. T., und N. B. Giuse. „Educational Software Evaluation Process“. Journal of the American Medical Informatics Association 2, Nr. 5 (01.09.1995): 295–96. http://dx.doi.org/10.1136/jamia.1995.96073831.

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11

Hebenstreit, Jacques. „Megatrends in educational software“. Education and Computing 5, Nr. 1-2 (Januar 1989): 61–64. http://dx.doi.org/10.1016/s0167-9287(89)80012-3.

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12

&NA;, &NA;. „Educational Software for Nursing“. Orthopaedic Nursing 7, Nr. 3 (Mai 1988): 58. http://dx.doi.org/10.1097/00006416-198805000-00015.

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13

Roschelle, J., C. DiGiano, M. Koutlis, A. Repenning, J. Phillips, N. Jackiw und D. Suthers. „Developing educational software components“. Computer 32, Nr. 9 (1999): 50–58. http://dx.doi.org/10.1109/2.789751.

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14

Wheelhouse, David. „“Skills Bank” Educational Software“. Hospitality & Tourism Educator 6, Nr. 1 (Januar 1994): 83. http://dx.doi.org/10.1080/23298758.1994.10685557.

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15

Schleyer, Titus K. L., und Lynn A. Johnson. „Evaluation of Educational Software“. Journal of Dental Education 67, Nr. 11 (November 2003): 1221–28. http://dx.doi.org/10.1002/j.0022-0337.2003.67.11.tb03713.x.

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16

Álvarez-Girón, Manuela, und María Teresa Gómez-del-Castillo-Segurado. „Educational software and education for health“. Comunicar 10, Nr. 19 (01.10.2002): 179–83. http://dx.doi.org/10.3916/c19-2002-30.

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This paper reflects on interdisciplinary descriptive research -although by no means lacking in valuable judgement- which tries to analyse education in values and attitudes regarding health education, carried out through educational software geared towards En este trabajo se pretende reflexionar sobre cómo investigar interdisciplinarmente y de una manera descriptiva –aunque no por ello carente de juicios de valor– sobre la enseñanza de los valores y las actitudes en la educación para la salud, mediante el software educativo dirigido a alumnos de la enseñanza obligatoria y editados por empresas comerciales españolas en lengua castellana, teniendo en cuenta, tanto las referencias explícitas a esta temática transversal como las del currículum oculto.

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17

Hedley, Carolyn N. „WHAT'S NEW IN EDUCATIONAL SOFTWARE? PUBLIC DOMAIN SOFTWARE“. Journal of Reading, Writing, and Learning Disabilities International 4, Nr. 2 (Januar 1988): 147–50. http://dx.doi.org/10.1080/0748763880040209.

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18

Shurville, Simon, Thomas (Barry) O'Grady und Peter Mayall. „Educational and institutional flexibility of Australian educational software“. Campus-Wide Information Systems 25, Nr. 2 (28.03.2008): 74–84. http://dx.doi.org/10.1108/10650740810866576.

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19

Dalal, Nikunj P., Dwight A. Haworth, Michael A. Davis, David G. Fowler und Jon T. Randolph. „Educational Software—It isn't Always“. Journal of Educational Technology Systems 20, Nr. 3 (März 1992): 169–78. http://dx.doi.org/10.2190/a7w8-b4b5-0lud-70bp.

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It is commonly assumed that well-designed instructional software for problem-solving will be effective in promoting learning. Unfortunately, many computer-aided instructional systems have fallen short of this goal. This article describes a laboratory study to investigate this issue of effectiveness in the case of a problem-solving tool that was designed to assist students in solving non-linear optimization problems. It is shown that manual procedures resulted in greater learning than with the use of the computer-based tool. Implications of these experimental results are discussed, and it is concluded that empirical testing of instructional software is required before adoption for classroom use.

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20

O'Dwyer, Tom. „Educational software—a European perspective“. ACM SIGCSE Bulletin 30, Nr. 3 (September 1998): 10–13. http://dx.doi.org/10.1145/290320.282997.

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21

Stankovic, Zoran. „Teaching models applying educational software“. Godisnjak Pedagoskog fakulteta u Vranju 8, Nr. 2 (2017): 237–52. http://dx.doi.org/10.5937/gufv1702237s.

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22

Stowitschek, Carole E. „TESS: The Educational Software Selector“. Journal of Special Education Technology 8, Nr. 1 (Juni 1986): 71. http://dx.doi.org/10.1177/016264348600800112.

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23

Williams, Diana L., Randall Boone und Karla V. Kingsley. „Teacher Beliefs About Educational Software“. Journal of Research on Technology in Education 36, Nr. 3 (März 2004): 213–29. http://dx.doi.org/10.1080/15391523.2004.10782413.

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24

Olds, Henry. „Close Encounters With Educational Software“. Computers in the Schools 3, Nr. 2 (31.07.1986): 87–96. http://dx.doi.org/10.1300/j025v03n02_11.

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25

Kafai, Yasmin B., Megan L. Franke und Dan S. Battey. „Educational Software Reviews under Investigation“. Education, Communication & Information 2, Nr. 2-3 (Dezember 2002): 163–80. http://dx.doi.org/10.1080/1463631021000025349.

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26

Squires, David, und Jenny Preece. „Predicting quality in educational software:“. Interacting with Computers 11, Nr. 5 (Mai 1999): 467–83. http://dx.doi.org/10.1016/s0953-5438(98)00063-0.

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27

Jones, A., E. Scanlon, C. Tosunoglu, E. Morris, S. Ross, P. Butcher und J. Greenberg. „Contexts for evaluating educational software“. Interacting with Computers 11, Nr. 5 (Mai 1999): 499–516. http://dx.doi.org/10.1016/s0953-5438(98)00064-2.

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28

Kristjánsdóttir, Anna. „Educational software—On whose terms?“ Education and Computing 5, Nr. 1-2 (Januar 1989): 81–89. http://dx.doi.org/10.1016/s0167-9287(89)80015-9.

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29

Armstrong, Timothy C., und Russell F. Loane. „Educational software: A developer’s perspective“. TechTrends 39, Nr. 1 (Januar 1994): 20–22. http://dx.doi.org/10.1007/bf02763869.

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30

Lauterbach, Roland, und Karl Frey. „Educational software: Review and outlook“. Prospects 17, Nr. 3 (September 1987): 387–95. http://dx.doi.org/10.1007/bf02193615.

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31

Thomas, Ruth. „Durable, low-cost educational software“. Computers & Education 22, Nr. 1-2 (Januar 1994): 65–72. http://dx.doi.org/10.1016/0360-1315(94)90074-4.

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32

Crawford, Chase. „Evaluations of Educational Administration Software“. NASSP Bulletin 69, Nr. 484 (November 1985): 128–29. http://dx.doi.org/10.1177/019263658506948428.

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33

Smith, David, und Rosslyn Keep. „Children's opinions of educational software“. Educational Research 28, Nr. 2 (Juni 1986): 83–88. http://dx.doi.org/10.1080/0013188860280201.

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34

Tait, Bill. „Object Orientation in Educational Software“. Innovations in Education and Training International 34, Nr. 3 (August 1997): 167–73. http://dx.doi.org/10.1080/1355800970340302.

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35

Livson, Ben. „EduSET: educational software engineering tool“. Information and Software Technology 30, Nr. 4 (Mai 1988): 237–42. http://dx.doi.org/10.1016/0950-5849(88)90084-5.

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36

Glattfelder, A. H., X. Qiu, W. Schaufelberger und K. Reimann. „Educational Simulation Software in Oberon“. IFAC Proceedings Volumes 27, Nr. 9 (August 1994): 107–10. http://dx.doi.org/10.1016/s1474-6670(17)45906-4.

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37

Deblaere, Filip, Erik Demeulemeester und Willy Herroelen. „RESCON: Educational project scheduling software“. Computer Applications in Engineering Education 19, Nr. 2 (21.04.2011): 327–36. http://dx.doi.org/10.1002/cae.20314.

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38

Johnson, Lynn A., und Titus K. L. Schleyer. „Developing High-Quality Educational Software“. Journal of Dental Education 67, Nr. 11 (November 2003): 1209–20. http://dx.doi.org/10.1002/j.0022-0337.2003.67.11.tb03712.x.

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39

Gregoriou, George, Konstantinos Kirytopoulos und Christos Kiriklidis. „Project management educational software (ProMES)“. Computer Applications in Engineering Education 21, Nr. 1 (03.05.2010): 46–59. http://dx.doi.org/10.1002/cae.20450.

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40

Iglesias, Omar A., Carmen N. Paniagua und R�ul A. Pessacq. „Evaluation of university educational software“. Computer Applications in Engineering Education 5, Nr. 3 (1997): 181–88. http://dx.doi.org/10.1002/(sici)1099-0542(1997)5:3<181::aid-cae5>3.0.co;2-9.

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41

Tokzhigitova, A., und M. Tokzhigitova. „Analysis of gamified software tools and platforms“. Bulletin of the Karaganda University. Pedagogy series 102, Nr. 2 (29.06.2021): 98–104. http://dx.doi.org/10.31489/2021ped2/98-104.

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The article provides an analysis of gamified software tools, taking into account the need to clarify the concept of “gamification” in the educational process and the features and principles of this concept. All types of software tools with the ability to gamify learning are divided into groups: game platforms, educational quests, training management services, and game development sites. Within each group the most common platforms in the foreign and domestic educational environment are considered. In the modern educational environment there is an increased interest in the use of digital games to improve the quality of learning, which determines the relevance of the proposed research on the analysis of software tools with the possibility of gamifying the educational process within the requirements of the state, society and education. The use of digital tools during the coronovirus pandemic has become a daily necessity in the lives of students. Gamified software tools facilitate the achievement of educational goals, thanks to the clarity of gamification reflect the capabilities, type of thinking, logical abilities of an individual student. The article analyzes several game platforms and educational quests, on the basis of which the method of gamification of the learning process will be further improved. The research methodology requires the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of digital educational games of foreign and domestic authors recognized by the scientific community.

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42

Gurov, Valery V. „Creating a Hierarchical Model of Software Reliability for Educational Software“. Computer tools in education, Nr. 2 (27.06.2020): 66–79. http://dx.doi.org/10.32603/10.32603/2071-2340-2020-2-66-79.

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Currently, various types of educational software are widely introduced into the educati?onal process of all higher education institutions, from lecture support tools, practical and laboratory classes to assessing students’ knowledge. In addition to programs developed and distributed (for a fee or free of charge) by large companies, each University has a wi?despread practice when a number of such programs are written by relatively small teams of their own developers, who take into account the existing methods of teaching certain disciplines in this university and are able to respond quickly to constantly changing requi?rements for the educational process. In the latter case, developers face a two-fold task. On the one hand, they need to create the necessary product as quickly as possible, but on the other hand, it must meet the necessary quality requirements, including reliability. Various reliability models are used to evaluate this parameter. In particular, the Mills model can be used at the early stages of creating a software module. One of its di?sadvantages in this area is that in order to assess the reliability of the result given by this model, it is desirable to know the expected initial number of errors in the program. This value can be obtained using a simple intuitive software reliability model that does not require a complex log of monitoring the progress of testing and does not require complex calculations. The paper shows how it is possible to combine the use of these models into a single hierarchical model that can be effectively used in the subject area under consideration.

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43

Hedley, Carolyn N. „WHAT'S NEW IN SOFTWARE? EDUCATIONAL SOFTWARE IN THE PUBLIC DOMAIN“. Journal of Reading, Writing, and Learning Disabilities International 4, Nr. 3 (Januar 1988): 223–26. http://dx.doi.org/10.1080/0748763880040307.

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44

Navarro, Emily Oh, und André van der Hoek. „Software process modeling for an educational software engineering simulation game“. Software Process: Improvement and Practice 10, Nr. 3 (2005): 311–25. http://dx.doi.org/10.1002/spip.232.

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45

Mellors, R. „Educational Software, DLESE, and the Future“. Seismological Research Letters 77, Nr. 5 (01.09.2006): 582. http://dx.doi.org/10.1785/gssrl.77.5.582.

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46

Phương Thùy, Kiều. „Application of educational software in schools“. Journal of Science, Educational Science 61, Nr. 6B (2016): 200–210. http://dx.doi.org/10.18173/2354-1075.2016-0117.

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47

Joseph, Lynda S., und Allen F. Joseph. „Developing Educational Software for Publisher Vendors“. Nursing Clinics of North America 20, Nr. 3 (September 1985): 529–47. http://dx.doi.org/10.1016/s0029-6465(22)01897-7.

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48

Güney, Irfan, Gökhan Koçyiğit und Nevzat Onat. „Educational Software for Power System Analysis“. International Journal of Electrical Engineering & Education 51, Nr. 2 (April 2014): 134–45. http://dx.doi.org/10.7227/ijeee.51.2.5.

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49

Kennedy, Gerry. „Educational software for school and home“. Australian Journal of Learning Disabilities 7, Nr. 1 (März 2002): 46–47. http://dx.doi.org/10.1080/19404150209546692.

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50

Knol, Ivan A., und Maxim A. Popkov. „EDUCATIONAL SOFTWARE FOR ACQUIRING MATH SKILLS“. Interexpo GEO-Siberia 7, Nr. 1 (08.07.2020): 162–65. http://dx.doi.org/10.33764/2618-981x-2020-7-1-162-165.

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The article discusses the development of a software product for training students in Mathematics. The program proposes to use of a question-answer mode in the form of testing. A user with the "Learning" role is given the opportunity to select a category for training. The essence of the training is to develop a automatic response for a certain basic amount of knowledge. Based on the results of each training cycle, a file with the final reporting for the user with the role "Teacher" is generated.

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