Дисертації з теми "Educational interactive technology"
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Verhoeven, Yen. "The Grounded Theory of Interactive Spatial Learning from a Virtual World." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792634.
Повний текст джерелаThis dissertation presents a multidimensional learning theory called Interactive Spatial Learning (ISL). Using constructivist grounded theory methodology, ISL was abductively derived from a qualitative investigation into the forms of learning that emerged through the practices found at the Builder’s Brewery school in the 3D virtual world of Second Life. ISL was developed in response to the divergence that exists between two theoretical perspectives in online learning research; studies from a cognitive perspective define learning as changes in individual cognition while studies from a sociocultural perspective define learning as participation. The exclusive adoption of either learning perspective may lead to oversights in four important aspects of learning: (a) the temporal sequencing of independent and social regulatory learning processes, (b) contextual learning cues embedded within the virtual learning environment, (c) individual learner attributes, and (d) the development of socioemotional connections between learners. To address these oversights, this study utilized data collected from interviews, participant observations, chat logs, survey responses, and digital artifacts to extend our understandings of the learning that emerges from the coordinating mechanisms between the individual, social, and technological aspects of a virtual learning environment. Data collection and analysis incorporated the use of data sensitizing principles to develop the theoretical constructs of knowledge places, community-based Discourses, and technology mediation found in ISL. ISL posits that learning is the recontextualization of information to different modalities through interactions that occur in interactive spaces. Interactive spaces are where information and knowledge are generated and transformed. At a systemic level, ISL explains information flow across spaces and semi-permeable boundaries mediated by technology. At a mechanistic level, a sub-theory of ISL, called autonomous learning, looks at the emergent learning process and how people learn—the nature of which is spontaneous, self-directed, and independent. Autonomous learning trajectories describe the processes that individuals construct in order to learn. These trajectories consist of four different but interchangeable and repeatable components: learning cues/Cues, learning goals, resourcing, and recontextualization. This dissertation concludes by exploring the implications and connections that ISL has to instructional design, pedagogy, and theorizing in online spaces.
Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.
Повний текст джерелаMaster of Arts
Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.
Повний текст джерелаFedulov, Vitali. "Educational evaluation of an interactive multimedia learning platform : computerized educational platform in heat and power technology." Licentiate thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-396.
Повний текст джерелаRomeo, Michael Joseph. "BioMedTech Virtual Clinic: Building a Virtual Interactive Simulation for Educational Research." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1355177747.
Повний текст джерелаWatkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
Повний текст джерелаYeakey, Janelle. "Infusing technology and algebra grant proposal." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009yeakeyj.pdf.
Повний текст джерелаCook, Casey J. "EXPLORING THE USE OF INTERACTIVE MULTIMEDIA AS AN INSTRUCTIONAL RESOURCE IN MIDDLE SCHOOLS OF NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143487641.
Повний текст джерелаManzo, Vincent Joseph. "The Effects of Polyphonic Interactive Music Systems on Determining Harmonic Functions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164455.
Повний текст джерелаPh.D.
The ability to determine chords and progressions used in popular music is a valuable skill for musicians and part of musicianship. A music educator should be able to listen to the popular songs familiar to students and quickly and easily determine the chords and progressions being used in this music in order to convey information to the students about how the piece was composed and how it may be performed. Though some view this skill as being important, it is not assessed on teacher certification examinations, and the NASM (2010) accreditation mandate for addressing these particular skills in undergraduate and graduate ear-training (aural skills) courses is unclear at best. Musicians who have learned music informally may be more adept at this skill, likely out of the necessity to learn new music without the assistance of reading standard music notation. Mastery of this skill, however, could have more to do with the frequency that individuals perform with a polyphonic instrument as opposed to performers who play primarily monophonic instruments. When compared to musicians who have mastered a polyphonic instrument such as guitar or piano, musicians lacking experience performing on a polyphonic instrument may also lack an understanding of the concept of a three-note sonority functioning in a way specified by the key. In order to determine chords and chord progressions, experience performing harmony, hearing how it functions, and doing so with fluency is necessary. For players of monophonic instruments such as the trumpet or voice, the traditional approach for supplementing the lack of experience playing a polyphonic instrument is to give them piano lessons. However, without mastery of performance skills on this instrument, the fluency necessary to afford experiences in which the performer can be performing harmony while hearing how it functions can be difficult. One solution can be the implementation of interactive musical instruments and environments that provide a way of performing harmony with controls that are more accessible in terms of immediate use than traditional instruments. Technology-based musical instruments are easily obtainable to individuals via digital mediums and allow an immediacy by which an individual can compose and perform even without formal music training (Manzo, 2007; Pask, 2007; Wel, 2011). The present study observed the effects of activities involving polyphonic interactive music systems on participants' ability to determine chords and progressions. I observed the ways that post-test scores changed after using the software, and noted the extent to which subjects were able to determine chord progressions better or worse with the aid of this interactive software system versus a traditional polyphonic instrument. An increased ability to do so could yield important implications for individuals looking to easily perform chords for pedagogical reasons, such as practicing the determination of chords and chord progressions, but who lack mastery performing a polyphonic instrument; an interactive system could provide an alternative to traditional instruments. The open-source software developed and used for this study can be easily changed to allow musical events to be triggered using any sort of control mechanism including sensors, buttons, and more. This software, with its limited number of labeled controls, can be expanded to function as a prototype for future research. Visit www.vjmanzo.com/dissertation for more information.
Temple University--Theses
Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.
Повний текст джерелаThe purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.
DeVaney, Jonah E. "tidyTouch: An Interactive Visualization Tool for Data Science Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/529.
Повний текст джерелаOkundaye, Moriamo. "Measuring Community College Math Students Self-Report of Learning Engagement when Interactive Whiteboards Are Used in Classroom Teaching." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685901.
Повний текст джерелаTechnology is becoming an important tool in the field of education, especially in post-secondary studies. Higher education in the 21st century age of technology is impacted greatly by instructional technology. The problem addressed in this study was the integration of technology as a teaching tool in community college math classrooms is not yet being fully embraced and funded despite the vital tool technology has become in mathematics. The purpose of this quantitative study was to gather data on community college math students’ degree of learning engagement when interactive whiteboards are used in the classroom. The sample used in the study was a convenience non-probability sample of approximately n = 100 community college students selected from four classrooms of two different math courses at the study site where smart boards are used in the math classes. The quantitative data collection method used in the study was a 13-item survey with a 4-point Likert scale ranging from strongly agrees to strongly disagree. Surveys were collected and an analysis was conducted to determine the degree, if any, of math students’ self-report of learning engagement when whiteboards are used in the classroom. The results of this study showed that the respondents self- reported an increase in learning engagement in classrooms equipped with interactive whiteboard technology. In addition, this study revealed no significant differences in the findings from two separate independent groups. The findings propose the indications for further practice is the use of interactive whiteboard in math courses. The study findings also indicate a need for future research investigating the research question in other settings. Further, the need for research to investigate methods to increase professional development for instructor’s usage was also indicated.
Butcher, Margaret Miller. "McLuhan revisited : adaptive instructional strategies for interactive television /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074382.
Повний текст джерелаStanton, Judith Carroll. "An Investigation of Teacher Librarians' Use of Interactive Whiteboard Technology for Literacy Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/203.
Повний текст джерелаBirch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16698/1/Dawn_Birch_Thesis.pdf.
Повний текст джерелаBirch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.
Повний текст джерелаManzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.
Повний текст джерелаSchut, Christina. "Student Perceptions of Interactive Whiteboards in a Biology Classroom." Cedarville University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1202225704.
Повний текст джерелаWells, Amy Tracy. "Hypermedia and learning contrasting interfaces to hypermedia systems /." Diss., Connect to online resource - MSU authorized users, 2008.
Знайти повний текст джерелаTitle from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 221-229). Also issued in print.
Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.
Повний текст джерелаAlkhawajah, Amirah. "Guidelines for Remote Usability Testing of Children's Interactive Products." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1525711014013404.
Повний текст джерелаZhang, Liang. "Application of web-based interactive and multimedia technology in an introductory engineering course." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou1177522206.
Повний текст джерелаZolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.
Повний текст джерелаCommittee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
Smith, Samuel Joseph Chester. "The Development of Interactive Technology for Conveying Symbols, Signs, and Meaning for Beginning Learners of Arabic." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3254.
Повний текст джерелаRivers, Grier Kivette. "Interactive Whiteboards in Third Grade Science Instruction." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/289.
Повний текст джерелаSwanepoel, Gerhard. "An investigation into the viability of introducing technology-mediated interactive learning into the business school curriculum." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51614.
Повний текст джерелаENGLISH ABSTRACT: The information technology revolution has not really impacted the core processes of learning and teaching in business schools. Business schools stand in stark contrast to organisations where IT forms the new infrastructure for communication, decision-making, product development and service delivery. In this context, advanced and emerging information technologies are increasingly viewed as a key resource in enabling new and effective learning process. and educational innovations. The study introduces an interactive computer-mediated learning system designed for the field of People and Change Management that, whilst interacting with the student, also integrates seamlessly with traditional information sources.
AFRIKAANSE OPSOMMING: Die informasie tegnologie revolusie het nog nie regtig 'n groot impak op die kern prosesse van leer en onderwysing in besigheidskole gemaak nie. Besigheidskole staan in skerp kontras met organisasies waar IT die nuwe infrastruktuur vorm vir kommunikasie, besluitneming, produk ontwikkeling en dienslewering. In hierdie konteks word gevorderde en ontwikkelende informasie tegnologieë gesien as al hoe meer van kern belang in die daarstelling van nuwe en effektiewe leer prosesse en onderwys innovasie. Die studie boekstaaf die ontwikkeling van 'n rekenaar model om hierdie probleem aan te spreek in die veld van Menslike Hulpbronne en Veranderingsbestuur. Die impak is tweeledig van aard, die daarstelling van 'n interaktiewe leer proses, sowel as integrasie met tradisionele inligting bronne.
Gleason, Jeanne. "Development of an interactive multimedia presentation for use in a public delivery setting." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01052009-132354/.
Повний текст джерелаVita. Accompanied by videocassette (sd., col. ; 1/2 in.) with title: A vip tour of the Ntural resource extravaganza. Abstract. Includes bibliographical references (leaves 92-108). Also available via the Internet.
Abou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.
Повний текст джерелаSnyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
Повний текст джерелаSource: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
Schroeder, Barbara A. "Multimedia-enhanced instruction in online learning environments /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179968651&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.
Повний текст джерелаWilson, Gregory. "Experiences with the Mobile Interactive Learning Table: a custom table for education." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36090.
Повний текст джерелаMaster of Science
Mendez, Eduardo. "Groundwater Interactive: Interdisciplinary Web-Based Software Incorporating New Learning Methodologies and Technologies." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35796.
Повний текст джерелаMaster of Science
Schlueter, Vincent J. "Leading for Educational Equity in a Context of Accountability| A Research Study on Teachers' Understanding of Mathematical Pedagogy and Willingness to Utilize Interactive Whiteboard Software to Enhance Mathematics Instruction at the K-8 Level." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125490.
Повний текст джерелаThe purpose of this mixed methods study is to test teachers’ capacity towards understanding of mathematical pedagogy and their willingness to utilize interactive whiteboard software to provide visual representations through virtual manipulatives and to understand how teachers are using interactive whiteboard software during instruction. Based Upon Linda Lambert’s Capacity Theory and Michelle Hodara’s five strands of Math Pedagogy, this study attempted to answer how we can improve mathematics instruction through implementing interactive whiteboards. This study looked at the relationship between teachers’ understanding of math pedagogy and their willingness to implement interactive whiteboards to enhance and engage instruction at the kindergarten through eighth grade. Included in this study is the role administrators play in improving mathematics instruction. Additionally, attitudes towards engaging instruction in both teachers and administrators were analyzed. The findings and discussions led to the adaptation of Linda Lambert’s 4-quadrant matrix to a new Improving Capacity to Teach Math matrix.
Alreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.
Повний текст джерелаLangan-Perez, Julie A. "An Investigation of the Effects of Interactive Whiteboards as Perceived by Ohio High School Foreign Language Teachers." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1382223498.
Повний текст джерелаMcClaran, Robin R. "INVESTIGATING THE IMPACT OF INTERACTIVE APPLETS ON STUDENTS’ UNDERSTANDING OF PARAMETER CHANGES TO PARENT FUNCTIONS: AN EXPLANATORY MIXED METHODS STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/stem_etds/2.
Повний текст джерелаGriffin, Jean. "Learning to Program From Interactive Example Code (With and Without Intentional Bugs)." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488614.
Повний текст джерелаPh.D.
Computing education for learning to program has made great strides in the current century. Exciting educational technologies are now available and active learning pedagogies are increasingly used. Interest is strong, but the longstanding problem remains: learning to program as an analytical endeavor is quite frustrating for many. The purpose of this study is to discover ways to mitigate this frustration. It researches ways to help students comprehend code by guiding them to take it apart (through reading, tracing, completing, and debugging) as they learn to write code on their own. This study contributes to the understanding of learning from errors. It also builds upon and further develops the emergent pedagogy of de-constructionism. The de-constructionist approach involves taking things apart, practice, and learning from errors. This study applies a de-constructionist approach in an experiment with ~80 undergraduates learning Python in an introductory programming class. During weekly lab periods, students engaged with web-based interactive practice problems that emphasize reading, tracing, completing, and in some cases, debugging code. Students also wrote code for lab and homework assignments. Approximately half of the students were given some that involved learning from bugs that were intentionally placed in the provided code, while the others were not. Learning gains were assessed using pre/post tests and exams. Surveys were used to measure attitudes. Learning gains and attitudes were compared according to condition (Bugs, NoBugs), prior experience, gender, minority status, and class size. This study demonstrates that bugs can be intentionally incorporated into practice problems that students like to solve, without detrimental effects on learning or attitudes about computing. It also contributes to the literature on code comprehension.
Temple University--Theses
Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.
Повний текст джерелаBibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
Miller, Olga Lesley. "Multisensory environments : the use of interactive technology in effective pedagogy with learners who have severe and complex forms of special educational needs." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10019803/.
Повний текст джерелаSanjari, Pirmahaleh Seyedeh Azin. "Examining Mathematical Modeling of Fifth Grade Students Using InteractiveSimulations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563290145665376.
Повний текст джерелаClarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.
Повний текст джерелаHelsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.
Повний текст джерелаTweissi, Adiy. "The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092.
Повний текст джерелаThompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.
Повний текст джерелаLeach, Owen S. "Parallel Hearts Mathematics Game: Using Educational Games To Address the STEM Field Gender Gap." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/292.
Повний текст джерелаMurray, Richard. "A comparison of interactive televised courses, and traditional face-to-face courses at California State University, San Bernardino." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2352.
Повний текст джерелаAmicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.
Повний текст джерелаPercefull, John Allen. "Multiple literacies, multimedia, and multimodality in the classroom." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Percefull_JMITthesis2009.pdf.
Повний текст джерелаGilley, William. "Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of Computer Science." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32899.
Повний текст джерелаDue to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows:
- Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
- Artificial Intelligence - Overview of current applications in this discipline.
- Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
- Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
- Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
- Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
- Programming Languages - Explanation of the fundamental concepts in procedural programming languages.
- Software Engineering - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms.
Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: http://courses.cs.vt.edu/csonline/.
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Master of Science
Orwick, Ogden Sherri L. "Agent for Interactive Student Assistance: A Study of an Avatar-Based Conversational Agent's Impact on Student Engagement and Recruitment at BGSU's College of Technology." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1319804597.
Повний текст джерела