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1
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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Owen, Sarah L. "Student perceptions of the efficacy of SmartMusic practice software." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603971.
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<p> SmartMusic is an interactive, practice software program that allows music teachers to assess students effectively in music classrooms. Many educators and music education researchers question whether SmartMusic lives up to the claims of motivating students to practice more and improving students’ ability to self-assess their playing. </p><p> Music education researcher Rodney Gurley concluded that SmartMusic increased motivation to practice in middle-school aged students. In addition, he found that students in all assessed age groups (middle and high school) believed SmartMusic helped them to self-assess and correct their playing while they practiced. This quantitative study replicates Gurley’s results, describes middle-school instrumental students’ attitudes towards the motivational factors of confidence, accuracy, and efficacy of their practicing when using SmartMusic, and shows that students believe SmartMusic can help them practice more accurately and effectively.</p>
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Marriott, Andrew. "A software based mentor system." Curtin University of Technology, Faculty of Engineering, Science and Computing, Dept. of Computing, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21518.
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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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Rich, Warren Charles. "Design attributes of educational computer software for optimising girls' participation in educational game playing." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1023.
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Recent research on girls in science education in Australian primary schools indicates a participation rate lower than that of boys. This inequality could lead subsequently to reduced opportunities for girls entering the workforce in their adult years. Many studies have attempted to reveal why this situation has arisen and a variety of strategies for increasing girls' participation has been suggested. A relatively new strategy that does not appear frequently in the research literature is the use of educational computer game software. An important question arises: does the game software used in primary school science education reflect design attributes favoured by boys and, if so, do these attributes actively discourage girls' participation by making them feel uncomfortable or stressed? My case study was designed to identify design features of computer games that girls prefer so that these features can be included in educational computer game software designed for science education, as well as the other Key Learning Areas. Through interviews, surveys and observations my interpretive study obtained the opinions and views of over 200 children in two suburban Australian primary schools in which I work as a teacher-librarian. In this role I purchase educational computer games and organize special classes for students to play them. From my analysis of the data I make recommendations that reflect girls' preferred design attributes for educational computer games. I also generate a checklist of criteria from my interpretations that may result in the purchase of software that could not only enhance girls' participation and success in primary school science, the curriculum area of greatest personal interest to me, but also in other Key Learning Areas of primary education.\
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Marks, Lori J. "SoftTouch Software Make-an-Take Workshop." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3711.
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Quinlan, James E. "Profiles of software utilization by university mathematics faculty." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180441531.
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Bell, Charles William. "Effectiveness of educational computer software with hearing impaired students." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25345.
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This study addresses the effectiveness of educational microcomputer software with hearing impaired students. A review of the literature revealed a large void in the empirical research on this topic and also indicated that a lack of suitable and appropriate software, was a major hurdle to the successful use of CAI with hearing impaired students.
This study investigated the effectiveness of a specific educational microcomputer program (MECC : Trapezoids and Triangles Areas) with a group of hearing impaired students. The 18 students were randomly divided into two groups. One group viewed the tutorial portion of the software and then worked with the practise section. While the other group worked only with the practise section of the software. This was done to measure and compare the effectiveness of both portions of the program. The students were carefully observed as they interacted with the computer. Problems they encountered with the software, their achievement during exposure to the software and on pre and post tests, were all recorded by the experimenter. These data were used to measure the changes that took place due to microcomputer application, to evaluate the effectiveness of this software, to make recommendations regarding the characteristics required to improve this software, and to set "guidelines" for the development of future educationally effective software for the hearing impaired. The results revealed the need for software that contains a measured and controlled level of syntax, more advanced diagnostic and remedial capabilities, and a simplified more thorough presentation of the information.
This study demonstrated the need for more research related to identification of the important factors and teaching strategies which make software more educationally effective for use with hearing impaired students.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Boland, Robert John, and n/a. "Problems associated with the process of educational software design." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060608.144929.
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The problems associated w i t h the process of educational
software design are complex and need to be considered from a
number of different perspectives. In this study a number of
factors are identified as contributing to difficulties
generally experienced by software designers. It is
suggested, however, that the factor which underlies all
others is ineffective or inefficient communication. As the
design of Educational Software Systems is a complex, multidisciplined
process, the communication of primary interest
is that between between experts from different disciplines.
To help focus on such problems and processes most discussion
is in terms of two representative experts: a Teacher or
Educator, and a Computer Programmer or Systems Analyst.
In the first chapter the complexity of the task of
categorising and evaluating information about educational
software is discussed. A need is recognised for some form of
conceptual construct which would allow direction and
progress in software design to be determined. The concept of
a continuum between the "eComputer as Tool"e and the "eComputer
as Tutor"e is introduced as a logical basis for such a
construct.
In this and several other chapters the focus is on the
design of Intelligent Educational Software, while not
intending to imply that this is its only useful or
desirable form. If, however, the design of Intelligent
Educational Software is better understood, the designing of
less complex forms of software should become much easier,
and will make possible the teaching of Educational Software
Design as a topic for formal study.
The second chapter addresses the problem of interpersonal
communication between experts in different disciplines who
have no common technical language. The design of educational
software is made more difficult by the fact that teachers
find it difficult to describe "ewhat they do"e when they
teach. The concept of a language of accommodation is
introduced and discussed.
The general problem of software acquisition, design
management, and evaluation is addressed in chapter Three.
The interaction between the roles of Educator and System
Analyst is considered in relation to the types of software
available today. It is suggested that collaborative design
between experts from different fields can be described and
analysed as a set of complex learning behaviours. The
process of design is recognised as a learning process which,
if better understood, can be improved and taught.
Chapter four considers the problem of human/machine
interaction. An operational model, or designer's check list,
to aid in the design of a Student/Machine software interface
is discussed on the assumption that the student, the
computer, and the software interface, can be considered as
three independent, but interacting systems. By way of
illustration a model is developed which could be used to
design software for use in adult education.
Chapter Five is in two parts, each part dealing with
essentially the same concept - the transmission of knowledge
about the process of educational software design. Two major
strategies are considered. Firstly, the concept of a
Microfactor is introduced as a way in which practitioners in
the field of educational software design might communicate
about solutions to certain problems.
The chapter then proposes and discusses a unit of study for
teachers on the topic of Educational Software Design in
which practitioners communicate with beginners. The main
focus of this unit, to be called "eEducational Software
Design"e, is on (1) Need for problem solving skills in
educational Software Design; (2) Need for communication
skills to facilitate collaboration between experts; (3) Need
for a schema which will assist in the structuring of
knowledge about educational software design. It is modelled
on an existing unit in a BA(TAFE/ADULT) course which has
been running for several years. A detailed description of
this prototype unit and its design is given in appendix A
and B.
To conclude the study, Chapter Six considers some of the
possible attitudinal barriers which can severely restrict
the use of educational software. Even the most expertly
designed software will be of no benefit if it is not used.
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Porter, Brandon W. (Brandon William) 1974. "Educational fusion : an instructional, web-based, software development platform." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50393.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.<br>Includes bibliographical references (p. 96-98).<br>by Brandon W. Porter.<br>B.S.<br>M.Eng.
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Aslan, Serdar. "Digital Educational Games: Methodologies for Development and Software Quality." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73368.
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Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and software quality evaluation and should not be performed in an ad hoc manner. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY).
GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle.
IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the form of an acyclic graph for the measurement and evaluation of digital educational game software quality.
We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge we have gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone, and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The two methodologies provide a quality-centered structured approach for development of digital educational games and are essential for accomplishing demanding goals of game-based learning.
Moreover, classifications provided in the literature are inadequate for the game designers, engineers and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games.<br>Ph. D.
20
Rich, Warren Charles. "Design attributes of educational computer software for optimising girls' participation in educational game playing." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16035.
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Recent research on girls in science education in Australian primary schools indicates a participation rate lower than that of boys. This inequality could lead subsequently to reduced opportunities for girls entering the workforce in their adult years. Many studies have attempted to reveal why this situation has arisen and a variety of strategies for increasing girls' participation has been suggested. A relatively new strategy that does not appear frequently in the research literature is the use of educational computer game software. An important question arises: does the game software used in primary school science education reflect design attributes favoured by boys and, if so, do these attributes actively discourage girls' participation by making them feel uncomfortable or stressed? My case study was designed to identify design features of computer games that girls prefer so that these features can be included in educational computer game software designed for science education, as well as the other Key Learning Areas. Through interviews, surveys and observations my interpretive study obtained the opinions and views of over 200 children in two suburban Australian primary schools in which I work as a teacher-librarian. In this role I purchase educational computer games and organize special classes for students to play them. From my analysis of the data I make recommendations that reflect girls' preferred design attributes for educational computer games. I also generate a checklist of criteria from my interpretations that may result in the purchase of software that could not only enhance girls' participation and success in primary school science, the curriculum area of greatest personal interest to me, but also in other Key Learning Areas of primary education.\
21
Beyers, Ronald Noel. "Selecting educational computer software and evaluating its use, with special reference to biology education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003649.
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In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.
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Zielieke, Jane. "Maximizing student software engineer productivity in hybrid commercial-educational environments." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004zieliekej.pdf.
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Collin, Charlotte, Therese Olsson, and Sofie Persson. "Collaboration Between Children : working with the educational software Quest Atlantis." Thesis, Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3581.
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Will the different levels of knowledge contribute to a collaborative learning? This thesis is based on a tuition experiment with children in small groups, working with the educational software Quest Atlantis at Kensington Park Elementary school in Miami. During this research we have found some similarities and new concepts within Damon’s and Phelps’s three peer learning concepts (1989). Through our investigation of how children collaborate and learn from each other, we discovered that anyone could be a contributor to the collaboration. Through our transcription we defined and measured patterns of collaboration between the pupils, which we used to identify how the pupils collaborated. Out of this we constructed two new concepts, Temporary Expert and Concealed Contributor, which affects the collaboration in different ways.<br>Den här uppsatsen är baserad på experimentell undervisning med barn i små grupper som arbetar med det utbildande mjukvaruprogrammet Quest Atlantis. Undervisningen hölls på Kensington Park Elementary school i Miami, Fl –USA. Under vår undersökning har vi hittat likheter, men även nya koncept inom Damon’s och Phelp’s tre ”peer learning” koncept (1989). Genom vår undersökning om hur barn samarbetar och lär av varandra, upptäckte vi att alla tillförde något till samarbetet. I vår transkribering kunde vi definiera och mäta olika typer av samarbetsmönster mellan eleverna. Med hjälp av dessa samarbetsmönster kunde vi sedan identifiera hur eleverna samarbetade. Utifrån detta konstruerade vi två nya koncept, ”Temporary Expert” och ”Concealed Contributor”, vilka båda påverkar samarbetet.<br>Charlotte Collin 0706-376548 Therese Olsson 0736-292110 Sofie Persson 0733-505105
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Holst, Shirley J. "The influence of the interface on learning with educational software." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285633.
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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.
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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
27
Hansen, Michelle. "Helping Children with Autism Learn with Mathematics Software." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/3.
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Autism spectrum disorders (ASDs) are conditions where a person may exhibit developmental disabilities, significant social, communication and behavioral challenges, and process information differently than people without ASD. The Federal Government guidelines mandate inclusion of all students into the public school facilities. All school age children in the United States are afforded the same opportunities for public education.
The goal of this investigation was to evaluate the effectiveness of Computer-Aided Instruction (CAI) as a treatment for teaching mathematics to a group of autistic pupils in an elementary school environment. The public later elementary school is located in Kalamazoo, Michigan and had a student enrollment of 488 in grades 3-5 for the 2011-2012 school year (MDE; http://michigan.gov/mde, February 12, 2014). Questionnaires were used to gather feedback from teachers and itinerant staff, including social workers, psychologists and speech and language therapists. Data were gathered using tests developed by teachers and designed to meet state guidelines. Data analysis involved comparing the test scores of ASD pupils taught by CAI to those for pupils taught using conventional teacher-led instruction.
The computer-based treatment (TeachTown® software) was compared to the traditional treatment of teacher-led instruction using data from pre- and post-testing as well as observation, and was shown to improve both pupil attentiveness (time on task) as well as math test scores. As schools, educators, staff and parents continue to wrestle with the adverse effects of increased numbers of diagnosed ASD pupils and decreased dollars dedicated to their human teachers, an option seems to lie in the use of CAI software and the focusing of resources in matching pupils to computers. It is recommended that school administration evaluate the cost of CAI and training as an option to monies appropriated to adding more teachers and teacher human aides. It is also recommended that more research be conducted to evaluate the use of CAI software with ASD pupils of larger population size and different socio-economic environments.
28
Nirode, Wayne. "An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345566376.
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Marks, Lori J. "Getting Started with IntelliTools: OverlayMaker and IntelliPics Software." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3705.
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Hinostroza, Juan Enrique. "Teachers' concepts and beliefs about educational software : a case study of teachers within a software development process." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022658/.
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Most present day educational software has been designed for use as a cognitive tool, aimed at fostering students' learning outcomes and without considering the teaching framework in which it will be used. A literature review demonstrated that there is a lack of evidence about teachers' concepts and beliefs concerning educational software. In order to address this issue a case study was designed in which teachers would need to think deeply and purposefully about the characteristics and features of software. The case chosen was a process of educational software development, in which two teachers, a software engineer, a psychologist and a graphic designer, were committed to develop a piece of software during a seven month period. In each session the teachers expressed ideas and conceptions about software and were continuously reflecting on its nature. The sessions were video-recorded and the tapes transcribed, these data were analysed using both qualitative and quantitative techniques using systemic networks to organise and give a structure to the categories of analysis. Based on the discussion of the findings, the main implications of this study are represented as a model of understanding of educational software that considers teachers' actual concepts and beliefs about computers and software. This model, firstly, shows, that these teachers conceived of the computer as a resource that could replace them in the role of managing students' rehearsal of materials, and, secondly, presents the characteristics of the educational software that these teachers designed and shows the dimensions of their teaching strategies (classroom atmosphere, pedagogy, and learning conceptions) that were embedded in these characteristics (human-computer interface, browsing, and interaction with the software respectively). This model demonstrates significant links between the study of Pedagogy and the study of Information Technology in Education and has implications for the relationship between these two areas of research and consequently for teacher training.
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Shvadlenko, Irina. "Evaluation of Environmental Education Software “Protecting Your Environment”." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108407292.
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Osaku, Erica Fernanda. "Desenvolvimento de um software didático para o apoio ao aprendizado de ventilação mecânica." Centro Federal de Educação Tecnológica do Paraná, 2005. http://repositorio.utfpr.edu.br/jspui/handle/1/110.
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O trabalho tem como objetivo desenvolver um software educacional para Fisioterapia, fornecendo suporte ao aprendizado dos alunos em relação à ventilação mecânica. O tema ventilação mecânica é ministrado durante todo o sexto período da graduação, porém a abordagem é superficial e o contato com o aparelho de ventilação mecânica normalmente acaba não acontecendo. Também a dificuldade em levar para as salas de aula um aparelho e o pouco tempo dos alunos durante o estágio curricular nas Unidades de Terapia Intensiva, motivaram o desenvolvimento do programa. O programa possui textos, figuras, animações curtas, questionários e principalmente casos clínicos com um simulador de ventilação mecânica. O processo de aquisição do conhecimento foi realizado através de análises de textos e entrevista com especialista Fisioterapeuta. Na representação do conhecimento foram utilizadas as regras de produção e frames. Como metodologia de desenvolvimento foram utilizados os diagramas de casos de uso, diagramas de fluxo de dados e diagramas de transição de estados. Para o desenvolvimento e implementação do programa foi utilizado o software de animação Macromedia Flash MX 2004. Para avaliar a usabilidade do programa foram realizadas duas análises qualitativas: uma com acadêmicos do curso de Fisioterapia e outra com Fisioterapeutas que trabalham em hospitais. Avaliando os resultados obtidos com os acadêmicos e Fisioterapeutas, observa-se que o SEVeM cumpriu o objetivo proposto e teve boa aceitação pelos usuários. Através da abordagem inovadora o software modificou o cotidiano dos alunos. Certamente o software pode dar apoio ao aprendizado de ventilação mecânica, desmistificando o aparelho e tornando o aprendizado do assunto mais interessante. As informações obtidas através das análises qualitativas indicaram a aprovação da informática na Fisioterapia. Os computadores quando utilizado com os softwares educacionais, tornam-se um artefato mediador eficaz para a melhora do processo ensino/aprendizagem.<br>This work aims at developing instructional software in the area of Physical Therapy, more specifically in mechanical ventilation. Mechanical ventilation is a subject that students have during the sixth period of the undergraduate course. However, the approach is usually superficial and the students do not have close contact with the ventilator. Also, it is difficult to take a ventilator to the classroom so as to show it to the students, students spend little time during the curricular stage in the Intensive Care Unity. All these factors motivated the development of this software, that comprises texts, figures, short animations, quiz list and, most importantly, clinical cases together with a mechanical ventilation simulator. Knowledge acquisition process was done using text analysis and interviews with an expert. Frames and production rules were used to represent knowledge. The methodology of development included case diagram, data flow diagram and state diagram. The software was completely developed using Macromedia Flash MX 2004. To evaluate the accessibility of the program, two qualitative analyses were done: with undergraduate students and with Physical Therapists work in hospital. The analysis of results indicates that SEVeM accomplished the proposed objective and had good acceptance among users. By using an innovative approach, this software has taken a different view to the students and we believe that it can give support to learning mechanical ventilation in the course, demystifying the equipment and making the subject more attractive. A conclusion can be done from this work in the sense that the use of informatics in Physical Therapy is quite positive, and the computer with educational software is an effective mediator of the teaching/learning process.
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Parkar, Mubeen A. "WebCLASSE a web-based software solution to support CLASSE assessment /." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.eduopenurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438935.
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Marks, Lori J., M. L. McMurray, M. Keesy, and T. Wilcox. "Creating Errorless Spelling and Sequencing Activities with IntelliTools Software." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3554.
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Marks, Lori J. "Addressing IEP Goals and Objectives Through Switch Accessible Software." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3714.
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Nakiboglu, Gunes. "Development Of An Educational Cfd Software For Two Dimensional Incompressible Flows." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12608562/index.pdf.
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The main purpose of this research is to develop a Computational Fluid Dynamics (CFD) software
to be used as an educational tool in teaching introductory level fluid mechanics and CFD
courses. The software developed for this purpose is called Virtual Flow Lab. It has a graphical
user interface (GUI) that enables basic pre-processing, solver parameter and boundary
condition setting and post-processing steps of a typical CFD simulation. The pressure-based
solver is capable of solving incompressible, laminar, steady or time-dependent problems on
two-dimensional Cartesian grids using the SIMPLE algorithm and its variants. Blocked-cell
technique is implemented to extend the types of the problems that can be studied on a Cartesian
grid. A parametric study is conducted using a number of benchmark problems in order to
test the accuracy and efficiency of the solver and successful results are achieved.
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Wyatt, Timothy Robert. "Development and evaluation of an educational software tool for geotechnical engineering." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/20225.
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Hossain, Sarmin. "Fuzzy cognitive map modelling the adoption of educational software in schools." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/5381.
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This thesis focuses on modelling factors in the adoption of educational software in schools based on the perceptions of key stakeholders. Findings indicate educational software adoption in UK secondary schools is unsatisfactory. Given the potential of educational software to affect the learning process; the government's emphasis on developing software content for learning purposes and the concern that scarce resources in schools are wasted on software that is inappropriately used or not used at all, there is a need to ensure the successful take-up of educational software. This study aims to provide schools the means to facilitate better management of resources and achieve greater utilisation of educational software. The study in recognising the importance of stakeholders in any technological adoption considers modelling educational software adoption in schools, based on key stakeholders' perceptions. Fuzzy cognitive maps (FCMs), considered extensions of cognitive maps used for modelling complex chains of casual relationships, are used as a modelling approach in this study. A mixed methods research approach is adopted. Participants, include students; a range of teachers; ICTCoordinators and ICT-Technicians, drawn from three UK secondary schools. The resulting FCM model offers a visual medium providing insight into the factors required in the take-up of educational software. Some factors identified include the availability and accessibility to IT facilities and equipment; the availability of educational software; software ability to satisfy learning requirements and to meet curriculum requirements. The model provides the means to identify factors which have a greater impact on educational software adoption, so scarce resources can be directed accordingly. As a holistic model it provides insight into the context of educational software adoption in schools. As a dynamic model it allows the opportunity to explore `what-if possibilities relating to policy and investment options. The model can act as a guide for planners, decision-makers and software developers.
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Schlingloff, Jochen 1975. "Development of interactive and real-time educational software for mechanical principles." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/84299.
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VENKATESH, UMA DEVI. "LITERATURE REVIEW ON BUSINESS INTELLIGENCE : BUSINESS INTELLIGENCE SOFTWARE FOR EDUCATIONAL INSTITUTIONS." Thesis, Högskolan i Halmstad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33523.
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Amel, Abdyssalam Alhaag (Abdyssalam). "Model-Driven Software Architecture for the Management of Educational Resources Metadata." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=107708&source=NDLTD&language=en.
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<b>Purpose</b> – The purpose of the research is to enable dynamic customization of metadata that describe educational resources in digital repositories. <b>Design/methodology/approach</b> – Users need to describe educational resources in digital repositories according to the user-specific metadata set. Since users are mostly unskilled to customize the software application manually, our approach relies on the techniques of the model-driven software engineering, which should allow customization of the software application programmatically with no need to develop or order a new software application. In order to verify the proposed solution, we conducted an experiment which evaluated its characteristics. <b>Findings </b>–<b> </b>A software platform for managing educational resources described by dynamically extendable metadata is proposed. The platform enables creating data models which are programmatically transformed to the web application for the management of educational resources. In this way a user can create their own model of metadata that is relevant in a particular domain.<b>Research limitations / implications </b>– The solution has been verified by users with technical knowledge. We should still explore the appropriateness of the platform for domain experts with little technical knowledge who would define new metadata in their domain.<b>Practical implications </b><b>–</b><b> </b>The solution can be used for digital repositories that store diverse educational resources. Each resource could be described using metadata that relates to the domain the resource belongs to.<b>Originality/value</b> – Digital repositories standardly describe educational resources using some general metadata, which are more focused on the physical characteristics of resources rather than their semantics. The proposed solution introduces custom domain-specific semantics into the resources’ description, which improves their retrieval. <br>Cilj – Cilj disertacije je da se omogući dinamičko prilagođavanje metapodataka koji opisuju obrazovne resurse u digitalnim repozitorijumima.Metodologija - Postoji potreba da se u digitalnim repozitorijumima obrazovni resursi opišu putem skupa metapodataka koji je specifičan za određenog korisnika ili domen. Obzirom da korisnici ne mogu samostalno da ručno vrše izmenu softverske aplikacije, pristup predložen u ovoj disertaciji se zasniva na tehnikama modelom vođenog razvoja softvera, koji treba da omogući prilagođavanje softverske aplikacije programski, bez potrebe za razvojem ili naručivanjem nove aplikacije. Da bi se predloženo rešenje verifikovalo, sproveden je eksperiment koji evaluira njegove karakteristike.Rezultati - U disertaciji je predložena softverska platforma za upravljanje obrazovnim resursima opisanim dinamički proširivim skupom metapodataka. Platforma omogućuje kreiranje modela podataka koji se programski transformišu u veb aplikaciju za upravljanje obrazovnim resursima. Na ovaj način, korisnik može da kreira sopstveni model metapodataka koji je odgovarajući u određenom domenu.Ograničenja istraživanja/implikacije – Rešenje verifikovano od strane korisnicima sa određenim tehničkim znanjem. Potrebno je istražiti prikladnost platforme za domenske eksperte sa ograničenim tehničkim znanjem, koji treba da definišu nove skupove metapodataka u svom domenu.Praktične implikacije – Rešenje se može koristiti u digitalnim repozitorijuma koji skladište raznolike obrazovne resurse. Svaki resurs može biti opisan koristeći metapodatke iz domena kojem resurs pripada.Originalnost/vrednost - Digitalni repozitorijumi standardno opisuju obrazovne resurse koristeći neki generalni skup metapodataka, koji je više fokusiran na fizičke karakteristike resursa, umesto na njihovo značenje. Predloženo rešenje uvodi proizvoljnu domenski-zavisnu semantiku u opis resursa, čime se unapređuje njihovo dobavljanje.
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Chundur, Suguna. "Digital Literacy: Beyond the Rhetoric of Economic Empowerment." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459244106.
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Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.
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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing.
Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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Al-Hunaiyyan, Ahmed. "Design of multimedia software in relation to user's culture." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323438.
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Hoggarth, Giles R. "An integration of educational delivery systems with case tools." Thesis, Teesside University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300000.
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Marks, Lori J., and D. J. Montgomery. "Writing and Word Processing: An Overview of Software Features." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3560.
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Marks, Lori J. "Software Applications for the Blind: JAWS and Virtual Pencil." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3674.
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Marks, Lori J. "Focus on Software: Speaking Dynamically Pro and WYNN Reader." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3695.
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Spencer-Smith, Garth. "A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14754.
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Includes bibliographical references (leaves 164-179).<br>This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.
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Marks, Lori J., M. L. McMurray, and M. K. Young. "Effective Assistive Technology Devices & Software: Results From a Delphi Study." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/3546.
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