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Relevant bibliographies by topics / Educational software

Academic literature on the topic 'Educational software'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Educational software"

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Features Submission, Haworth Continuing. "Educational Software-." Cataloging & Classification Quarterly 6, no. 2 (December 3, 1985): 15–34. http://dx.doi.org/10.1300/j104v06n02_02.

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Features Submission, Haworth Continuing. "Educational Software-." Cataloging & Classification Quarterly 6, no. 2 (December 3, 1985): 35–49. http://dx.doi.org/10.1300/j104v06n02_03.

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Hofmann, Rich. "Educational Software." Journal of Learning Disabilities 18, no. 6 (June 1985): 358–60. http://dx.doi.org/10.1177/002221948501800609.

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Galimyanov, Anis F. "Educational Software Audit." Revista San Gregorio 1, no. 32 (August 9, 2019): 43. http://dx.doi.org/10.36097/rsan.v1i32.995.

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Features Submission, Haworth Continuing. "Educational Game Software." Cataloging & Classification Quarterly 6, no. 2 (December 3, 1985): 51–58. http://dx.doi.org/10.1300/j104v06n02_04.

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Lundberg, Peter. "Educational NMR Software." Journal of Chemical Education 74, no. 12 (December 1997): 1489. http://dx.doi.org/10.1021/ed074p1489.

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Riedling, E. "Educational software review." Education and Computing 2, no. 1-2 (1986): 81–85. http://dx.doi.org/10.1016/s0167-9287(86)91028-9.

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Riedling, E. "Educational software review." Computer Compacts 4, no. 5 (September 1986): 184. http://dx.doi.org/10.1016/0167-7136(86)90047-8.

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Bengtsson, Bengt. "Portability of Educational Software." Journal of Research on Computing in Education 23, no. 2 (December 1990): 160–72. http://dx.doi.org/10.1080/08886504.1990.10781953.

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Huber, J. T., and N. B. Giuse. "Educational Software Evaluation Process." Journal of the American Medical Informatics Association 2, no. 5 (September 1, 1995): 295–96. http://dx.doi.org/10.1136/jamia.1995.96073831.

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Dissertations / Theses on the topic "Educational software"

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SHAUGHNESSY, MICHAEL RYAN. "EDUCATIONAL SOFTWARE EVALUATION: A CONTEXTUAL APPROACH." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021653053.

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Allen, Gary. "Software development methods for educational use." Thesis, University of Huddersfield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385922.

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Shaughnessy, Michael. "Educational software evaluation a contextual approach /." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1021653053.

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Rae, Janet Lillian. "Conceptualising effective educational software development working practices." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446111.

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Marks, Lori J., and M. L. McMurray. "Introduction to BoardMaker Software." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3541.

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Chappell, Kelly K. "Factors influencing girls' attitudes toward educational mathematics software /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7807.

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Midekso, Dida. "Advances in educational support for software design methods." Thesis, Teesside University, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290435.

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Beck, Michael Joseph. "Educational software that requires no training to use." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1182.

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The goal of this project is to create a piece of educational software that most anyone can use without prior instruction. The intended audience is secondary level students and up. The content of the software is in the form of a data bank on vertebrates and invertebrates of the Caribbean ocean.

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Exter, Marisa E. "The educational experiences of software designers working in education/instructional technology related fields." INDIANA UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3491471.

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Marriott, Andrew. "A software based mentor system." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/721.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’

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Books on the topic "Educational software"

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Unit, Great Britain Further Education Unit Courseware. Educational software scheme. (U.K.): FEU, 1987.

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Heimler, Charles H. Authoring educational software. Santa Cruz, Calif: Mitchell Pub., 1987.

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McLean, Robert S. Educational software conversion. [Toronto]: Department of Measurement, Evaluation, and Computer Applications, Ontario Institute for Studies in Education, 1985.

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Gibbs, Norman E. Software Engineering Education: The Educational Needs of the Software Community. New York, NY: Springer New York, 1987.

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1941-, Gibbs Norman E., Fairley R. E. 1937-, Carnegie-Mellon University. Software Engineering Institute., Wang Institute of Graduate Studies., and Software Engineering Education Workshop (1986 : Carnegie-Mellon University Software Engineering Institute), eds. Software engineering education: The educational needs of the software community. New York: Springer-Verlag, 1987.

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Turnbull, Graham. Validation of educational software. Glasgow: Scottish Council for Educational Technology, 1985.

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British Council. Book Promotion Department., ed. British educational software publishers. 2nd ed. London: The British Council, 1986.

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British Council. Book Promotion Department., ed. British educational software publishers. London: The British Council, 1985.

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Advisory Unit for Microtechnology in Education. British educational software publishers. Hatfield: Advisory Unit for Microtechnology in Education, 1990.

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MUSE, ed. Educational software reviews 2. Hull: MUSE, 1986.

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Book chapters on the topic "Educational software"

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Thomas, Barbara S. "Educational Software." In Nursing Informatics, 301–11. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-4160-5_32.

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Tchounikine, Pierre. "Educational Software Engineering." In Computer Science and Educational Software Design, 111–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20003-8_6.

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Sindre, Guttorm, Even-André Karlsson, and Tor Stålhane. "Software reuse in an educational perspective." In Software Engineering Education, 99–114. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55963-9_42.

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Alepis, Efthimios, and Maria Virvou. "Mobile Authoring in Educational Software." In Object-Oriented User Interfaces for Personalized Mobile Learning, 31–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53851-3_4.

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Nikolopoulou, Kleopatra. "Educational Software Use in Kindergarten." In Research on e-Learning and ICT in Education, 39–57. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6501-0_4.

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Kali, Yael, Nathan Bos, Marcia Linn, Jody Underwood, and Jim Hewitt. "Design Principles for Educational Software." In Computer Support for Collaborative Learning, 679–80. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315045467-171.

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Obukhov, Artem, Denis Dedov, Artem Sveshnikov, and Nadezhda Vekhteva. "Development of Navigation Systems in Educational Buildings of Higher Educational Institutions." In Software Engineering Perspectives in Systems, 185–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09070-7_16.

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Rao, Yongsheng, Ying Wang, Yu Zou, and Jingzhong Zhang. "The Sustainability of Digital Educational Resources." In Mathematical Software – ICMS 2014, 230–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44199-2_36.

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Tchounikine, Pierre. "A General Conceptualization for Educational Software." In Computer Science and Educational Software Design, 31–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20003-8_2.

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Hasman, A., J. Donkers, S. Roos, A. Muijtjens, R. T. Groothedde, S. Groothuis, G. de Moor, and R. Klar. "International Coordinated Development of Educational Software." In Medical Informatics Europe ’90, 435–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-51659-7_81.

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Conference papers on the topic "Educational software"

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Epurescu, Elena oliviana. "EDUCATIONAL SOFTWARE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-140.

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Getting used to the new technologies influences the intellectual forming in the following directions, like this: - Stimulating the interest towards the new - when a computer is operated, the interest and involvement is uninterrupted. The almost complete openness that computers offer eliminates the risk that the activity to become a routine. - Stimulating the imagination - usually, the contact with the computer world it is realized through games. The variety of the subjects approached by those stimulates the imagination of the players, all the more that this software is specially designed to develop one's fantasy, inventiveness, decision making skills and reflexes. - Developing logical thinking - The thinking wins in depth and speed. Knowing what to ask from the computer imposes a higher structuring of the thinking. - On the screen phenomena and processes can be simulated, especially the experiments that are hard to be replicated in real life. - The performance can be optimized by presenting on the computer a large variety of examples or associated models of a sequence. This leads to stimulating inventiveness, applicability, participation and anticipation of the one that learns. - The training of the young generation will be done in the spirit of self education. - Learning happens on a personal rhythm, without emotions or perturbations of the behaviors determined by the environmental factors. - The results and progresses made have an objective appreciation. The proposed objectives are referring to: identifying the opportunities in the market; creating an offer of products - educational software - according to the needs and requirements of the consumers; identifying the best resources of financing for activity development; using the balance sheet for informing, analyzing and forecasting the activities through calculating the main economical and financial indicators; At these, we add: communication, dedicated software use and applying the proper techniques skills.

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Xie, Tao, Nikolai Tillmann, and Jonathan de Halleux. "Educational software engineering: Where software engineering, education, and gaming meet." In 2013 3rd International Workshop on Games and Software Engineering - Engineering Computer Games to Enable Positive, Progressive Change (GAS). IEEE, 2013. http://dx.doi.org/10.1109/gas.2013.6632588.

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Puchianu, Crenguta, Anata flavia Ionescu, Daniela Caprioara, and Dorin mircea Popovici. "STATISTICAL SOFTWARE FOR EDUCATIONAL RESEARCHES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-116.

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The importance of scientific research in the educational sciences is supported by the pace of change in society. The objectives of this research are radiography, knowledge, understanding and interpreting specific processes and phenomena in the field of education. To achieve its goals, research must comply with certain standards and principles of scientific quality. This paper presents a software application useful in the design, deployment and exploitation of scientific researches. The objective of the system development has been the acquisition and/or enhancement of skills of the students from Bachelor and Master in Education Sciences in the design, organization, development and exploitation of scientific research. The software system consists of four modules: the first one provides the base structure of the research designs; the second module manages questionnaires and their validation (testing the distribution of item answers and the questionnaire fidelity); the third one deals with statistical processing (by applying many statistical computations and tests) and interpretation of data; the last module provides the base structure of a scientific paper that contains the results obtained in the course of scientific research. The system provides RTF and Microsoft Word documents which are opened at the request of the user to see the current structure of the research project. In addition, the system displays several charts (histograms and pies) of the data. The software system has been tested by the students and professors of the Psychology and Educational Sciences faculty. We claim that this system is an original software tool useful to teachers in the design and development process of quality education.

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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Girard, Sylvie, and Hilary Johnson. "Educational software for children." In the 21st International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1629826.1629868.

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van Dam, Andries, Sascha Becker, and Rosemary Michelle Simpson. "Next-generation educational software." In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281543.

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Maxim, Ioan. "FROM TEACHING TRIP TO EDUCATIONAL SOFTWARE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-108.

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Teaching trip, as organizational form of teaching, is situated at the border between formal and non-formal education. An adequate teaching scenario for a teaching trip can definitely place this activity in the field of formal education. In educational terms, non-formal educational trip shade make it an attractive, dynamic and consistent activity, strongly influenced by technical memo elements, which combines intuitive scientific argument, rigorously and systematically. The paper aims to implement in a unitary teaching scenario, attractive and spectacular elements specific to the educational trip with the ones of formal teaching, leading to a logical project of educational software, which constitutes a turning point in the designing learning programs. Teaching scenario for the learning program allow the student, intuitive initially, to approach scientific context of the lesson, afterwards using traditional teaching methods and procedures, as exposure, demonstration, explanation, it to be presented the lesson included Sciences, systematically and organized. Learning program creates a virtual scientific space and allows the student to explore and discover new content elements in a logical and intuitive context. Prospective manner places the student at the center of cognitive context, maintaining and feeding their interest to scientific content. The logical sequence of content elements generates a visual slide show in lesson scientific virtual space. This script element of didactic scenario is inspired by the trip didactic. The teacher, who intervenes with rigorous explanations backed with arguments as audio, video or text format, is the student guide in the virtual space of lesson. A rebound in similar contextual frame offers the possibility of implementation, in learning program, to sequential feedback and formative assessment. New manner of learning programs design, presented in the paper, allow sensible removal of student-centered instruction paradigm and near to the resource-based learning paradigm.

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Henrique Dias Valle, Pedro, Armando Maciel Toda, Ellen Francine Barbosa, and Jose Carlos Maldonado. "Educational games: A contribution to software testing education." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190470.

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O'Dwyer, Tom. "Educational software---a European perspective." In the 6th annual conference on the teaching of computing and the 3rd annual conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/282991.282997.

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Smith, Zachary. "Educational software process simulation trends." In the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184616.

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Reports on the topic "Educational software"

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Harrison, George C. A Comprehensive Software Engineering Educational Experience. Fort Belvoir, VA: Defense Technical Information Center, August 1993. http://dx.doi.org/10.21236/ada270583.

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Syrovatskyi, Oleksandr V., Serhiy O. Semerikov, Yevhenii O. Modlo, Yuliia V. Yechkalo, and Snizhana O. Zelinska. Augmented reality software design for educational purposes. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2895.

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In the process of researching the problem of training future informatics teachers to use augmented reality technologies in education, the tasks were solved: 1) a historical and technological analysis of the experience of using augmented reality tools for developing interactive teaching materials was performed; 2) the software for the design of augmented reality tools for educational purposes is characterized and the technological requirements for the optional course “Development of virtual and augmented reality software” are defined; 3) separate components of an educational and methodical complex for designing virtual and augmented reality systems for future informatics teachers have been developed. У процесі дослідження проблеми професійної підготовки майбутніх учителів інформатики до використання технологій доповненої реальності в освіті розв’язані завдання: 1) виконано історико-технологічний аналіз досвіду застосування засобів доповненої реальності для розробки інтерактивних навчальних матеріалів; 2) схарактеризовано програмне забезпечення для проектування засобів доповненої реальності навчального призначення та визначено технологічні вимоги для факультативу «Розробка програмних засобів віртуальної та доповненої реальності»; 3) розроблено окремі складові навчально-методичного комплексу із проектування систем віртуальної та доповненої реальності для майбутніх учителів інформатики.

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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.

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Galvis, Alvaro H., and Robert F. Tinker. Educational Software in the One-to-One Computing Programs. Inter-American Development Bank, November 2006. http://dx.doi.org/10.18235/0006705.

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Fedorenko, Elena H., Vladyslav Ye Velychko, Svitlana O. Omelchenko, and Vladimir I. Zaselskiy. Learning free software using cloud services. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3886.

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The article deals with the use of cloud technology services in the study of free software. Free software is a social phenomenon based on the philosophy of freedom and the right to intellectual creative activity. To date, a significant number of software products have been created that are licensed under free software and not used in educational activities. The conducted research revealed the factors promoting and hindering the use of free software in educational activities. Conducted questionnaires, analysis of open data, research of scientists made it possible to conclude on the expediency of using free software in educational activities. Cloud technology is not only a modern trend of effective use of information and communication technologies in professional activity, but also a proven tool for educational activities. To get acquainted with the free software, the use of cloud technologies has been helpful, which is the goal of our research.

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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.

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McGarrigle, Malachy. Watchpoints for Consideration When Utilising a VDI Network to Teach Archicad BIM Software Within an Educational Programme. Unitec ePress, October 2023. http://dx.doi.org/10.34074/ocds.099.

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This research identifies factors to be considered in the adoption of a virtual desktop infrastructure (VDI) accommodating the software needs of a tertiary institution. The study discusses the potential advantages and disadvantages of VDI, focusing specifically on the performance of the architectural software Archicad when used virtually. The findings will be relevant to similar programmes, such as Revit, and software used in other disciplines, especially where processing power is important. Aims discussed include reducing high-specification computers rarely used to capacity, assessing user experience, and feasibility of VDI remote access. Primarily a case study, this project centres around delivery of papers in the New Zealand Diploma of Architectural Technology programme at Unitec | Te Pūkenga that employ Archicad. Software efficiency and performance was monitored throughout teaching across numerous semesters. Incidents were logged and VDI operation tracked, especially during complex tasks such as image rendering. Load testing was also carried out to assess the implications of large user numbers simultaneously performing such complex tasks. Project findings indicate that Archicad performance depends on the design and specification of the virtual platform. Factors such as processing power, RAM allocation and ratio of users to virtual machines (VM)s proved crucial. Tasks executed by the software and how software itself uses hardware are other considerations. This research is important, as its findings could influence the information technology strategies of both academic institutions and industry in coming years. Virtual computing provides many benefits, and this project could provide the confidence for stakeholders to adopt new strategies using VDI instead of the traditional approach of computers with locally installed software applications.

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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.

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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.

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