Relevant bibliographies by topics / Computer education / Journal articles
To see the other types of publications on this topic, follow the link: Computer education.

Journal articles on the topic 'Computer education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Computer education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Dorfman, Raul. "Computers and computer education in Argentina." ACM SIGCUE Outlook 20, no. 2 (June 1989): 15–17. http://dx.doi.org/10.1145/382145.382958.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gall, James E. "Rethinking the Computer in Education." Journal of Educational Technology Systems 30, no. 4 (June 2002): 379–88. http://dx.doi.org/10.2190/hxu8-bdlf-f6wf-31pe.

Full text
Abstract:
The computer has had a profound impact on our society, yet educators continue to struggle with its influence both inside and outside the classroom. This article recounts pivotal events in the development of the modern computer and its role in education. These events are described not only in terms of their technical importance, but also as influencing our very conception of the “computer.” The author suggests that rather than solely focusing on networked, personal computers, the future of educational technology may lie in the use of specialized, economical computing devices built around open software solutions.
APA, Harvard, Vancouver, ISO, and other styles
3

Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

Full text
Abstract:
Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.
APA, Harvard, Vancouver, ISO, and other styles
4

GURURAJ, VYMUTT J., PATRICIA FIELDS ROGERS, and JENNY K. PATRICK. "Computer Use in Pediatric Education." Pediatrics 83, no. 3 (March 1, 1989): 425–28. http://dx.doi.org/10.1542/peds.83.3.425.

Full text
Abstract:
During the past two decades, there has been an increasing awareness among educators of the potential use of the computer in medical education. Its use in research studies and in creating such educational instruments as unit lessons, patient simulations, lecture aides and testing and evaluation materials has been discussed in the literature. The computer thus has been noted to be a beneficial educational tool. Much has been written predicting the inevitable and continued expansion of the computer in medical education as well as the implications of its future use for medical students, residents, and faculty To date, however, there is little documentation regarding the actual use of computers in pediatric education.
APA, Harvard, Vancouver, ISO, and other styles
5

Emerson, Glen D., and Mary E. Malliaris. "Computer Education And Computer Related Professions Of The Future." Journal of Applied Business Research (JABR) 2, no. 2 (November 2, 2011): 27. http://dx.doi.org/10.19030/jabr.v2i2.6579.

Full text
Abstract:
The purpose of this paper is to examine current positions in literature with regards to computer education and future jobs related to computer usage.The expansion of the use of computers has made computer literacy as essential as the basic skills of reading, writing, and arithmetic. Morf related the rapid expansion in the use of computers as follows: Among the more widely accepted scenarios of the future at work are those based on the assumption that technology will continue to grow exponentially (1983, p. 24). Therefore, as technology grows, our educational programs must incorporate the new knowledge necessary to function in the world of the information age. As Hart stated: We must prepare now to respond to the new technologies that will shape our future (1983, p. 11).
APA, Harvard, Vancouver, ISO, and other styles
6

Sivaranjani, Ms S. "Technological Revolution in Computer Aided Education." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (January 31, 2022): 1727–30. http://dx.doi.org/10.22214/ijraset.2022.40136.

Full text
Abstract:
Abstract: Computer-assisted education is a critical component in increasing the efficacy and quality of the training system. Computer education is a part of the school and college curricula since it is essential for today's child or adult. The intention of this article is to emphasise the role of computers in education especially for people who are suffering from Autism Disorder.
APA, Harvard, Vancouver, ISO, and other styles
7

Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

Full text
Abstract:
Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
APA, Harvard, Vancouver, ISO, and other styles
8

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

Full text
Abstract:
Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Derek. "Computer integrated education." Computing & Control Engineering Journal 3, no. 1 (1992): 2. http://dx.doi.org/10.1049/cce:19920001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Eren, Saban. "Computer Aided Education." Journal of Teaching in International Business 3, no. 4 (December 15, 1992): 45–57. http://dx.doi.org/10.1300/j066v03n04_03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Lowe, Janis. "Computer-Based Education." Journal of Research on Technology in Education 34, no. 2 (December 2001): 163–71. http://dx.doi.org/10.1080/15391523.2001.10782343.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Lister, Raymond. "Computer Science Education." Computer Science Education 18, no. 2 (June 2008): 65–66. http://dx.doi.org/10.1080/08993400802172449.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Daetwyler, Ch. "Computer-Supported Education." Yearbook of Medical Informatics 12, no. 01 (August 2003): 579–82. http://dx.doi.org/10.1055/s-0038-1638157.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Clements, A. "Computer architecture education." Microprocessors and Microsystems 23, no. 5 (October 1999): 255–56. http://dx.doi.org/10.1016/s0141-9331(99)00020-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Cingi, Can Cemal. "Computer Aided Education." Procedia - Social and Behavioral Sciences 103 (November 2013): 220–29. http://dx.doi.org/10.1016/j.sbspro.2013.10.329.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Clements, A. "Computer architecture education." IEEE Micro 20, no. 3 (May 2000): 10–12. http://dx.doi.org/10.1109/mm.2000.846304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Yasinsac, A., R. F. Erbacher, D. G. Marks, M. M. Pollitt, and P. M. Sommer. "Computer forensics education." IEEE Security & Privacy 1, no. 4 (July 2003): 15–23. http://dx.doi.org/10.1109/msecp.2003.1219052.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 984–94. http://dx.doi.org/10.1177/027046768700700396.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 984–94. http://dx.doi.org/10.1177/0270467687007005-674.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Wolf, Marilyn. "Computer Engineering Education." Computer 55, no. 12 (December 2022): 27–37. http://dx.doi.org/10.1109/mc.2022.3205936.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Gonzalez, Roxana, Patricia O’Brien-Barry, Reginaldo Ancheta, Rennuel Razal, and Mary Ellen Clyne. "Peer Education Versus Computer-Based Education." Journal for Nurses in Professional Development 33, no. 4 (2017): E1—E5. http://dx.doi.org/10.1097/nnd.0000000000000371.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

HAMPLOVÁ, Michaela, and Jiří DOSTÁL. "USE OF COMPUTERS AND COMPUTER GAMES IN PRESCHOOL EDUCATION." Journal of Technology and Information 4, no. 2 (August 1, 2012): 28–36. http://dx.doi.org/10.5507/jtie.2012.029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Huelsman, L. P. "Personal computers in electrical and computer engineering: education survey." IEEE Transactions on Education 34, no. 2 (May 1991): 175–78. http://dx.doi.org/10.1109/13.81597.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.

Full text
Abstract:
Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in education and knowledge dissemination through computers. Most of them think that teachers have mastered basic computer knowledge, but give priority to teachers who know how to work with a computer, as well as to younger teachers. Students believe that many barriers occur during the use of computers, among which the most important is the inaccessibility of technical equipment. All barriers can be overcome through useful and practical computer seminars.
APA, Harvard, Vancouver, ISO, and other styles
26

Marcoulides, George A. "The Relationship between Computer Anxiety and Computer Achievement." Journal of Educational Computing Research 4, no. 2 (May 1988): 151–58. http://dx.doi.org/10.2190/j5n4-24hk-567v-at6e.

Full text
Abstract:
Computers are rapidly being introduced into virtually every work setting. The ability to use computers, therefore, has become a crucial component in the educational process. Computer anxiety, however, may influence student abilities to master computer skills and consequently affect the degree to which computers can effectively be utilized. This study investigates the possible effects of computer anxiety on student achievement in computer skills. The results suggest that computer anxiety is an important predictor of computer achievement. Educational systems that seek to prepare students in the field of computer applications must, therefore, become particularly concerned with creating less stressful environments.
APA, Harvard, Vancouver, ISO, and other styles
27

Matviienko, Lesia H., and Olena H. Krasota. "ELEMENTS OF COMPUTER LEXICOGRAPHY IN AGRICULTURAL MANAGERS EDUCATION." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 211–18. http://dx.doi.org/10.32342/2523-4463-2021-2-22-20.

Full text
Abstract:
The development of all spheres of public life is associated with the optimization of information processes (collection, storage, processing, transmission of information), so modern society is called information. Modern information and communication technologies play an important role in teaching a foreign language in non-philological higher education institutions. The organization of education using electronic tools allows significant deepening the professional knowledge and optimizing the educational process for students. Modern lexicography has significantly expanded and strengthened its tools with computer technology for creating and using dictionaries. Special programs (databases, computer files, word processing programs) let us automatically generate dictionary entries, store dictionary information and process it. The purpose of the study is to reveal the specifics of computer lexicography use for training managers in a modern agricultural university. To achieve this goal, a set of methods was used: theoretical: comparison and generalization (study of the degree of scientific development of the term “computer lexicography”), analysis, synthesis and generalization of psychological, pedagogical and methodological literature, theoretical forecasting and modeling of computer lexicography to determine scientific bases of the researched problem; empirical: diagnostic methods (interviews, interviews with teachers, questionnaires, analysis of products of professional activity of teachers, which provide philological disciplines in teaching the agricultural managers). The analysis of the problem showed its insufficient representation in modern scientific works. The article characterizes the role of disciplines of the philological cycle in the professional training of higher education students majoring in “Management”; the term “computer lexicography” is defined and its typology is singled out; the conditions for the introduction of computer lexicography in the educational process of agricultural universities are determined; analyzed software for the introduction of elements of computer lexicography in training the marketing specialists in agricultural universities; the positive and negative aspects of the use of computer lexicography as a component of education are revealed. The article for the first time revealed the specifics of the use of computer lexicography in teaching the philological disciplines for the specialty “Management” at the universities in the agricultural sector. The variety of trends in the introduction of computer lexicography at all stages of teaching the discipline is obvious, and, in particular, the variety of approaches to the creation of electronic dictionaries of different types. The obtained results allow deepening the knowledge of future specialists in the field of management, expanding the interests of higher education seekers, simplifying the work of students with special terminology, systematizing the acquired knowledge, improving the quality of philological disciplines through the introduction of information and communication technologies.
APA, Harvard, Vancouver, ISO, and other styles
28

Sathyamurthy, N. "Let There be Computers and Virtual Computer Networks!" Resonance 25, no. 10 (October 2020): 1463–66. http://dx.doi.org/10.1007/s12045-020-1063-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

Full text
Abstract:
Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.
APA, Harvard, Vancouver, ISO, and other styles
30

Rugelj, Jože. "Serious computer games in computer science education." EAI Endorsed Transactions on Game-Based Learning 2, no. 6 (November 5, 2015): 150613. http://dx.doi.org/10.4108/eai.5-11-2015.150613.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Hatzigianni, Maria, and Kay Margetts. "‘I am very good at computers’: young children's computer use and their computer self-esteem." European Early Childhood Education Research Journal 20, no. 1 (March 2012): 3–20. http://dx.doi.org/10.1080/1350293x.2012.650008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Richard Polis, A. "One Point of View: Computer Training for Elementary School Teachers and Elementary School Computer Specialists." Arithmetic Teacher 32, no. 8 (April 1985): 2–3. http://dx.doi.org/10.5951/at.32.8.0002.

Full text
Abstract:
Many mathematics educators and specialists believe that computer education at the undergraduate level should be concentrated in the mathematics and mathematics/education courses. However, the content in these courses is already crowded, and the prospective elementary school teacher still needs more mathematics than is currently taught. To add the necessary knowledge of computers to this overcrowded curriculum is unwise for two reasons. First, it could dilute rather than enhance the mathematics training, and, second, computers should be applied to all disciplines. I believe that a general education in the use of the computer needs to be introduced first and that applications should then be integrated across the curriculum. This approach will allow and encourage teachers to use the computer as a tool in each of the elementary chool subjects. This article recommends a program of computer education at the undergraduate level for elementary school teacher and elementary school computer specialists.
APA, Harvard, Vancouver, ISO, and other styles
33

Yasin, Mahmoud M., and Ronald F. Green. "Global Information Systems: A Joint Venture between Business and Education." Journal of Information Technology 6, no. 2 (June 1991): 80–85. http://dx.doi.org/10.1177/026839629100600204.

Full text
Abstract:
The expanding role of computers and information processing in today's global business environment makes it imperative that business students receive the appropriate computer education. This article evaluates the role of business schools in preparing students to meet the challenges of the global information age. Business and academic perspectives on computers and information processing and their influence on computer education in the business school are presented. The authors conclude that the general lack of enforceable standards in computer business education is a global concern, affecting businesses, educational institutions, and computer hardware and software vendors alike. Recommendations for the globalization of computer education in business schools are provided.
APA, Harvard, Vancouver, ISO, and other styles
34

Sullivan, Patricia. "What Computer Experience to Expect of Technical Writing Students Entering a Computer Classroom: The Case of Purdue Students." Journal of Technical Writing and Communication 19, no. 1 (January 1989): 53–68. http://dx.doi.org/10.2190/fexh-hpl3-p8tk-18gw.

Full text
Abstract:
Computers in technical writing classes are growing in popularity because professionals increasingly use computers for writing reports and because the computer can aid in producing more visually sophisticated documents. Yet, we do not know what computer experience students bring with them to the computer classroom, a lack of knowledge that makes the task of integrating the computers into the classroom more cumbersome. This article presents the results of a survey of Purdue University students' knowledge of, use of, and attitudes toward computers as they enter the technical writing class. It contrasts the technical students with upper division humanities students and draws conclusions about the documentation requirements and the appropriate computer use goals for the Purdue students surveyed. Finally, suggestions are made about how to use a survey of this type.
APA, Harvard, Vancouver, ISO, and other styles
35

Wood, Eileen, Teena Willoughby, and Jacqueline Specht. "What's Happening with Computer Technology in Early Childhood Education Settings?" Journal of Educational Computing Research 18, no. 3 (April 1998): 237–43. http://dx.doi.org/10.2190/rr6w-ejll-rblf-mrj9.

Full text
Abstract:
The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.
APA, Harvard, Vancouver, ISO, and other styles
36

MYOJIN, Chiyo, and Tomoo SUZUKI. "Computer Assisted English Education." Journal of JSEE 47, no. 3 (1999): 24–27. http://dx.doi.org/10.4307/jsee.47.3_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Ellis, Lynda B. M. "Computer-Based Patient Education." Primary Care: Clinics in Office Practice 12, no. 3 (September 1985): 547–55. http://dx.doi.org/10.1016/s0095-4543(21)00330-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Mayer, Richard E. "Computer Games in Education." Annual Review of Psychology 70, no. 1 (January 4, 2019): 531–49. http://dx.doi.org/10.1146/annurev-psych-010418-102744.

Full text
Abstract:
Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are ( a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; ( b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and ( c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.
APA, Harvard, Vancouver, ISO, and other styles
39

Adamek, Milan, Miroslav Matysek, and Michaela Barinova. "Computer networks in education." MATEC Web of Conferences 125 (2017): 02058. http://dx.doi.org/10.1051/matecconf/201712502058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Iskander, M. F. "Computer-based electromagnetic education." IEEE Transactions on Microwave Theory and Techniques 41, no. 6 (1993): 920–31. http://dx.doi.org/10.1109/22.238505.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Cohen, Jacques. "Updating computer science education." Communications of the ACM 48, no. 6 (June 2005): 29–31. http://dx.doi.org/10.1145/1064830.1064853.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Knight, John C., Jane C. Prey, and Wm A. Wulf. "Undergraduate computer science education." ACM SIGCSE Bulletin 26, no. 1 (March 12, 1994): 155–59. http://dx.doi.org/10.1145/191033.191093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Sukhov, Anton. "COMPUTER GAMES AND EDUCATION." IJAEDU- International E-Journal of Advances in Education 1, no. 3 (2015): 248. http://dx.doi.org/10.18768/ijaedu.79254.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

McCauley, Renée A. "Computer science education links." ACM SIGCSE Bulletin 29, no. 4 (December 1997): 19–20. http://dx.doi.org/10.1145/271125.271144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Billings, Karen. "Evaluating Computer Education Programs." SIG Bulletin 2, no. 3 (January 1986): 29–32. http://dx.doi.org/10.1080/07478046.1986.11008146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Lewin, Douglas. "Computer-aided design education." Electronics and Power 33, no. 4 (1987): 255. http://dx.doi.org/10.1049/ep.1987.0166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Maddux, Cleborne D. "Computer Networking in Education:." Computers in the Schools 6, no. 1-2 (December 14, 1989): 37–43. http://dx.doi.org/10.1300/j025v06n01_04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

McFadden, Anna C., George E. Marsh, and Barrie Jo Price. "Computer Testing in Education." Computers in the Schools 18, no. 2-3 (October 2001): 43–60. http://dx.doi.org/10.1300/j025v18n02_04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Mitchell, Bonnie. "Computer graphics education directory." ACM SIGGRAPH Computer Graphics 30, no. 3 (August 1996): 57–79. http://dx.doi.org/10.1145/232301.232347.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Jewett, Brian S., F. Christopher Holsinger, Ronald B. Kuppersmith, and John E. Buenting. "COMPUTER-BASED PHYSICIAN EDUCATION." Otolaryngologic Clinics of North America 31, no. 2 (April 1998): 301–7. http://dx.doi.org/10.1016/s0030-6665(05)70049-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Computer education' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography