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Journal articles on the topic 'Computers Computer science'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Chakraborty, Pinaki. "Computer, Computer Science, and Computational Thinking: Relationship between the Three Concepts." Human Behavior and Emerging Technologies 2024 (March 28, 2024): 1–6. http://dx.doi.org/10.1155/2024/5044787.

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Digital computers were invented in the 1940s. They are sophisticated and versatile machines whose functioning is grounded in elaborate theory. Advances in theory and the availability of computers helped computer science to develop as an academic discipline, and university departments for the same started coming up in the 1960s. Computer science covers all phenomenon related to computers and consists primarily of man-made laws governing building, programming, and using computers. Computational thinking is a way of thinking influenced by computers and computer science. There are two schools of thought on computational thinking. The first school sees computational thinking as the use of computers to explore the world, while the other sees computational thinking as the application of concepts from computer science to solve real-world problems. Scholars typically agree that computational thinking has four essential components, viz., abstraction, decomposition, algorithm design, and generalization. Computational thinking is often feted by computer scientists as a useful skill that can be used by anybody anywhere. However, it is necessary to find out ways for successfully using computational thinking in domains other than computer science before it can be declared a universal skill.

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Barron, D. W. "Two cultures: computer science and personal computers." Endeavour 13, no. 1 (January 1989): 25–28. http://dx.doi.org/10.1016/0160-9327(89)90047-1.

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Chen, Sifei. "Application of Computer Science Technology in Computer Education." Journal of Education and Culture Studies 8, no. 1 (February 19, 2024): p65. http://dx.doi.org/10.22158/jecs.v8n1p65.

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The arrival of the era of big data, making the computer in all walks of life are widely used in the teaching process is also inseparable from the application of computers, some of the traditional teaching methods have also been replaced by computer technology, computer teaching has become the mainstream of the times, and has become a very effective means of teaching as well as teaching tools. The application and popularization of computers has brought great convenience to people's daily life, and has a great effect on the improvement of teaching quality. In the process of computer popularization, it is widely used in real life. And the computer as an education and learning tools, for computer education itself has great significance. In assisting teachers in the management of teaching and practical work at the same time, but also to provide students with richer learning resources and learning efficiency, so that the teaching and learning process is more concise and easy. The arrival of the era of big data, making the computer in all walks of life are widely used in the teaching process is also inseparable from the application of computers, some of the traditional teaching methods have also been replaced by computer technology, computerized teaching has become the mainstream of the times, and has become a very effective means of teaching as well as the teaching tools of the times. The application and popularization of computers has brought great convenience to people's daily life, and has a great effect on the improvement of teaching quality. Especially in the cultivation of talents in colleges and universities, the application of computers can have a great role in promoting the cultivation of innovation ability of college students. This article briefly analyzes the application of computer science and technology in computer education, starting from computer science and technology.

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Chen, Yaozhang. "Analysis of the Development of Computer Science and its Future Trend." Applied and Computational Engineering 8, no. 1 (August 1, 2023): 341–45. http://dx.doi.org/10.54254/2755-2721/8/20230180.

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Computer science is one of the most influential innovations of the last century, including data structures, computer and network design, modeling data and information processes, and artificial intelligence. With the development of computer science, more and more people begin to pay attention to the importance of computers. This paper tells the history of computer science, and introduces some frontier technology of computer science. Computers have greatly improved people's work and lifestyle, developed modern society, and become an indispensable part of people's lives. Computers have entered the era of artificial intelligence, which has a major impact on the development of human society.

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Prokhorov, S. P. "THE FUNDAMENTAL CONTRIBUTION OF THE ACADEMY OF SCIENCES TO THE DEVELOPMENT OF RUSSIAN COMPUTER SCIENCE AND COMPUTER TECHNOLOGY." Вестник Российской академии наук 93, no. 10 (October 1, 2023): 980–88. http://dx.doi.org/10.31857/s0869587323100092.

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The history of the creation of the first Soviet universal electronic computers is an excellent example of the ability and readiness of the Academy of Sciences to be a leader in the creation and development of new areas of science and technology. All work, starting with the design of computers and ending with the stage of creating computers and software, was carried out at the institutes of the Academy of Sciences. On December 4, 1948, I.S. Brook and B.I. Rameev received a copyright certificate for the invention of an automatic digital machine. It was the first official document indicating the beginning of work on the creation of computers in the USSR. The first Soviet computer, the M-1, was created at the Power Energy Institute under the leadership of Corresponding Member I.S. Brook. At the Institute of Precise Mechanics and Computer Engineering, under the guidance of Academician S.A. Lebedev, the most successful series of Soviet computers, BESM, was produced. The first copies of all new models of computers before being launched into a series were subjected to comprehensive tests at the Institute of Applied Mathematics, whose director was Academician M.V. Keldysh. Academician S.L. Sobolev was the ancestor of the Russian school of programming. The article contains little-known information about the first steps of computer science in Russia. Some facts about the history of those years were hidden in the archives for a long time and are now published for the first time.

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Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (March 2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.

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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.

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7

Proctor, Romina M., and Paul C. Burnett. "Computer Attitude and Classroom Computers." Computers in the Schools 12, no. 3 (November 22, 1996): 33–41. http://dx.doi.org/10.1300/j025v12n03_05.

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8

Fagan, Jody Condit, and David J. Gaines. "EBSCO Computers and Applied Sciences Complete and ProQuest Computer Science Collection." Charleston Advisor 13, no. 1 (July 1, 2011): 14–17. http://dx.doi.org/10.5260/chara.13.1.14.

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9

Singh, Siddhart. "Use of Computer Technology in Research." Procedure International Journal of Science and Technology 1, no. 3 (2024): 31–38. http://dx.doi.org/10.62796/pijst.2024v1i304.

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Due to the infinite capabilities of the computer, it can be called a miracle. As a result of the development of fast working electronic digital computers and their use in various fields, a new revolution has been initiated in all the fields of knowledge and science. Due to computers, there has been a very significant and meaningful change in the thinking, working style and effectiveness of humans. Research work done in various fields is also not untouched by the influence of computers. The use of computers has affected not only the research work done in the field of physical sciences but also in the field of social sciences. The availability of computer facilities has had a special impact on two most important dimensions of research work in social and behavioral sciences. First, computers have made the preparation and presentation of research reports more simple and form. Second, computers have made the work of analysis easier and accurate. In fact, as a result of computers working at very fast speed, there has been significant development in the field of data storage, processing and analysis. As a result of computers, the problem of complexity of statistical calculation tasks has ended. Computers have made it possible to do calculation work of years in months, calculation work of months in days, calculation work of days in minutes and calculation work of minutes in seconds. Many such research works, which were not possible earlier due to the complex complexity of calculations used in data analysis and excessive timeconsumption, can be easily done today due to the availability of fast calculation facility on computers. The use of computers in research is increasing day by day. Its use in research is increasing day by day due to many reasons. Firstly, all those big calculations can be done easily and quickly in a computer today which was either never possible earlier or there was a possibility of some error if done by the human brain. Therefore, first of all, because of the ease with which the computer can calculate quantitative facts, it is used in research. The second advantage is that the computer can absorb a lot of quantitative or explanatory facts without demanding much space and presents them in the blink of an eye. It becomes very easy to send facts because they can be easily taken out as a second copy by the computer.

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Berque, Dave, Terri Bonebright, and Michael Whitesell. "Using pen-based computers across the computer science curriculum." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 61–65. http://dx.doi.org/10.1145/1028174.971324.

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11

Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (February 1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.

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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on attitudes toward computers than sex. Pupils owning computers were more motivated to become familiar with computers; felt a stronger need for computers in their lives and had more positive affective attitudes toward computers than pupils who don't have computers at home. Sex differences in affective and cognitive attitudes were also observed where boys had significantly more positive affective attitudes toward computers than girls. They perceived computers as being more “enjoyable,” “special,” “important,” “friendly,” and “cheaper” than girls. Furthermore, boys tended to hold more stereotyped attitudes about who is capable of using computers and had more positive attitudes toward the computer as a medium of instruction than girls.

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12

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

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

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13

Giza, Piotr. "CREATIVITY IN COMPUTER SCIENCE." Creativity Studies 14, no. 2 (November 9, 2021): 444–60. http://dx.doi.org/10.3846/cs.2021.14699.

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The aim of this paper is to briefly explore creative thinking in computer science, and compare it to natural sciences, mathematics or engineering. It is also meant as polemics with some theses of the pioneer work under the same title by Daniel Saunders and Paul Thagard because I point to important motivations in computer science the authors do not mention, and give examples of the origins of problems they explicitly deny. Computer science is a very specific field for it relates the abstract, theoretical discipline – mathematics, on the one hand, and engineering, often concerned with very practical tasks of building computers, on the other. It is like engineering in that it is concerned with solving practical problems or implementing solutions, often with strongly financial reasons, e.g. increasing a company’s income. It is like mathematics in that is deals with abstract symbols, logical relations, algorithms, computability problems, etc. Saunders and Thagard analyse rich experimental material from historical and contemporary work in computer science and argue that, as opposed to natural sciences, computer science is not concerned with describing and explaining natural phenomena. Now, I argue that there is a field of research in artificial intelligence (which, in turn, is a branch of computer science), called machine discovery, where explanation of natural phenomena, finding experimental laws and explanatory models is the primary goal. This goal is achieved by constructing computer systems whose job is to simulate various processes involved in scientific discovery done by human researchers, and help them in making new discoveries. On the other hand, motivations that give rise to ingenious projects in computer science can be very strange and include curiosity, fun or attempts to be famous out of boring, stable life of a successful programmer in a big corporation. A good example is the phenomenon of open-source software, especially the development of the Linux operating system and its applications when, from economical point of view, Microsoft absolutely dominated the software market of personal computers.

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Dugdale, Sharon, Elyon Dekoven, and Mi-Kyung Ju. "Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra." Journal of Educational Computing Research 18, no. 1 (January 1998): 49–62. http://dx.doi.org/10.2190/6uak-j8h1-5d49-jpac.

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The increasing use of computer technology in schools has brought with it concerns about equity of access to this new resource. Research has documented gender, social class, and racial inequalities in access to computers, and has linked computer access and experience to success in computer-related courses. This study examined the effects of home computer access and computer course enrollment on mathematically weak high school students' success in applying computers as a learning resource in a pre-algebra course. The course featured regular use of teacher-designed spreadsheet activities that engaged students in mathematical investigation and problem solving. Enrollment in a computer course was a significant predictor of success during students' early experiences in applying computers for mathematical problem solving. Home computer access was related to initial success for females, and the advantage of enrollment in a computer course was greater for females who had access to home computers than for those who did not. These initial advantages diminished with continued use of computers in the curricular context.

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Jia, Yuchen. "Application and development of artificial intelligence based on computer science." Applied and Computational Engineering 6, no. 1 (June 14, 2023): 874–78. http://dx.doi.org/10.54254/2755-2721/6/20230947.

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Artificial intelligence (AI) technology has become widely utilized in all spheres of life due to the quick growth of information technology. AI operations are added to computer technologies such as information and network technology so that computers may think like humans do, ultimately taking computers to a level above humans. This study undertakes a thorough examination of the classification, development, application, and trend of computer AI technology. It can be concluded that computer AI technology has great application potential in the field of automatic driving, medical diagnosis, scientific research, and problem solving. Besides, the improvement of smart chip, the optimization of facial recognition, and the combination with the Internet can be some of the trends for the future development of computer AI technology.

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Jirari, Ahmed. "Future of Computer Science Profession." International Journal of Scientific Research and Management 10, no. 04 (April 15, 2022): 809–11. http://dx.doi.org/10.18535/ijsrm/v10i4.ec01.

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As society becomes more reliant on computers and the Internet, A computer science degree is a great way to start a career in IT. You can find many different roles that suit your interests and strengths. The best thing about computer science is that it teaches you to think logically and solve problems. Computer hardware and software technology quickly expand in power and complexity as this process unfolds. Because developments happen so quickly, predicting where the area of computer science will go in the next 10 to 20 years can be challenging. The area of computer science is expected to undergo significant changes shortly.

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GÜLER, Çetin. "Algorithmic Thinking Skills without Computers for Prospective Computer Science Teachers." Kuramsal Eğitimbilim 14, no. 4 (October 19, 2021): 570–85. http://dx.doi.org/10.30831/akukeg.892869.

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18

Vasu, Ellen Storey, and Michael Lee Vasu. "Integrating Computers into Social Science Curricula: Computer Literacy and Beyond." Social Science Microcomputer Review 3, no. 1 (April 1985): 1–13. http://dx.doi.org/10.1177/089443938500300102.

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19

Volper, Dennis J. "The use of computers in an introductory computer science course." Education and Computing 4, no. 4 (January 1988): 233–40. http://dx.doi.org/10.1016/s0167-9287(88)90666-8.

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Fan, Tai-Sheng, and Yi-Ching Li. "Gender issues and computers: college computer science education in Taiwan." Computers & Education 44, no. 3 (April 2005): 285–300. http://dx.doi.org/10.1016/j.compedu.2004.02.003.

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21

GOTO, Eiji. "Using Computers and Computer Networks in U.S.A." Journal of Agricultural Meteorology 50, no. 2 (1994): 135–39. http://dx.doi.org/10.2480/agrmet.50.135.

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

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

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AKL, SELIM G. "THREE COUNTEREXAMPLES TO DISPEL THE MYTH OF THE UNIVERSAL COMPUTER." Parallel Processing Letters 16, no. 03 (September 2006): 381–403. http://dx.doi.org/10.1142/s012962640600271x.

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It is shown that the concept of a Universal Computer cannot be realized. Specifically, instances of a computable function [Formula: see text] are exhibited that cannot be computed on any machine [Formula: see text] that is capable of only a finite and fixed number of operations per step. This remains true even if the machine [Formula: see text] is endowed with an infinite memory and the ability to communicate with the outside world while it is attempting to compute [Formula: see text]. It also remains true if, in addition, [Formula: see text] is given an indefinite amount of time to compute [Formula: see text]. This result applies not only to idealized models of computation, such as the Turing Machine and the like, but also to all known general-purpose computers, including existing conventional computers (both sequential and parallel), as well as contemplated unconventional ones such as biological and quantum computers. Even accelerating machines (that is, machines that increase their speed at every step) cannot be universal.

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Russell, Michael. "Testing On Computers." education policy analysis archives 7 (June 8, 1999): 20. http://dx.doi.org/10.14507/epaa.v7n20.1999.

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Russell and Haney (1997) reported that open-ended test items administered on paper may underestimate the achievement of students accustomed to writing on computers. This study builds on Russell and Haney's work by examining the effect of taking open-ended tests on computers and on paper for students with different levels of computer skill. Using items from the Massachusetts Comprehensive Assessment System (MCAS) and the National Assessment of Educational Progress (NAEP), this study focuses on language arts, science and math tests administered to eighth grade students. In addition, information on students' prior computer use and keyboarding speed was collected. Unlike the previous study that found large effects for open-ended writing and science items, this study reports mixed results. For the science test, performance on computers had a positive group effect. For the two language arts tests, an overall group effect was not found. However, for students whose keyboarding speed is at least 0.5 or one-half of a standard deviation above the mean, performing the language arts test on computer had a moderate positive effect. Conversely, for students whose keyboarding speed was 0.5 standard deviations below the mean, performing the tests on computer had a substantial negative effect. For the math test, performing the test on computer had an overall negative effect, but this effect became less pronounced as keyboarding speed increased. Implications are discussed in terms of testing policies and future research.

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Becker, Henry Jay, and Carleton W. Sterling. "Equity in School Computer Use: National Data and Neglected Considerations." Journal of Educational Computing Research 3, no. 3 (August 1987): 289–311. http://dx.doi.org/10.2190/427x-rkel-qla5-puk9.

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Since schools began using computers for instruction, social critics have questioned the equity of the apportionment of computer resources by sex, race, and social status. Data from our national survey of schools describe how computers are used with different groups of students. We find that the use of school computers differs most dramatically by student interest and ability. Boys and “better” students tend to dominate computer use. But the evidence is weak on the actual consequences of differential uses of computers. We raise, without resolving, the issue of whether schools should reallocate computer resources toward girls and less able students. A fair policy depends upon the relative value of computer-based instruction to fill the educational needs of all children. We need more experimental research to assess the relative value of computer applications in education.

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McClean, Jarrod R., Nicholas C. Rubin, Joonho Lee, Matthew P. Harrigan, Thomas E. O’Brien, Ryan Babbush, William J. Huggins, and Hsin-Yuan Huang. "What the foundations of quantum computer science teach us about chemistry." Journal of Chemical Physics 155, no. 15 (October 21, 2021): 150901. http://dx.doi.org/10.1063/5.0060367.

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With the rapid development of quantum technology, one of the leading applications that has been identified is the simulation of chemistry. Interestingly, even before full scale quantum computers are available, quantum computer science has exhibited a remarkable string of results that directly impact what is possible in a chemical simulation with any computer. Some of these results even impact our understanding of chemistry in the real world. In this Perspective, we take the position that direct chemical simulation is best understood as a digital experiment. While on the one hand, this clarifies the power of quantum computers to extend our reach, it also shows us the limitations of taking such an approach too directly. Leveraging results that quantum computers cannot outpace the physical world, we build to the controversial stance that some chemical problems are best viewed as problems for which no algorithm can deliver their solution, in general, known in computer science as undecidable problems. This has implications for the predictive power of thermodynamic models and topics such as the ergodic hypothesis. However, we argue that this Perspective is not defeatist but rather helps shed light on the success of existing chemical models such as transition state theory, molecular orbital theory, and thermodynamics as models that benefit from data. We contextualize recent results, showing that data-augmented models are a more powerful rote simulation. These results help us appreciate the success of traditional chemical theory and anticipate new models learned from experimental data. Not only can quantum computers provide data for such models, but they can also extend the class and power of models that utilize data in fundamental ways. These discussions culminate in speculation on new ways for quantum computing and chemistry to interact and our perspective on the eventual roles of quantum computers in the future of chemistry.

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in, Amirudd, Grace T. Pontoh, and Endang Sriningsih. "Determinants of Attitudes of Computer Users: an Approach to the Technology Acceptance Model and Social Cognitive Theory." Webology 18, SI03 (January 13, 2021): 92–111. http://dx.doi.org/10.14704/web/v18si03/web18022.

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This work desires to observe and analyze (1) the computer anxiety consequence, self-adequacy of technology, perceived playfulness and understood ease of use the approach of using computers; (2) the consequence of computer anxiety, computer self-adequacy, and perceived playfulness, on the attitude of using computers mediated by. This study is a significant research and uses survey methods with data collection techniques using questionnaires and data analyzed using AMOS statistical software. The outcomes demonstrated that (1) computer self-adequacy, perceived playfulness and had a serious influence on the mentality of utilizing computers; (2) computer anxiety doesn’t have a straight influence on the attitude of using a computer; and (3) computer self-efficacy, computer anxiety and perceived playfulness have a serious influence on the potential of using computers across whole variable anticipated usability. This research can give to the development of science and technology with the Technology Acceptance Model and Social Cognitive Theory which theoretically can provide evidence and support for the progress of research in the scope of behavioral accounting, can form a positive attitude of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.

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Agarwal, Shresth. "THE IMPACT OF COMPUTER SCIENCE ON EDUCATION." International Journal of Social Science and Economic Research 07, no. 12 (2022): 4153–60. http://dx.doi.org/10.46609/ijsser.2022.v07i12.021.

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Computer science and its different applications have drastically revolutionized the whole world. Computer technology is an essential part in every walk of life. Education system is one of the most developed sectors witnessing the utilization of technology as a magical wand. Teaching and learning methods with the emergence of computers has converted dreams into reality. The Internet, virtual reality, and artificial intelligence are the new ways of learning. This paper focuses on the emergence of the traditional education system and the impact of computer science in both positive and negative ways.

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Crable, Elaine A., James D. Brodzinski, Robert F. Scherer, and Phillip D. Jones. "The Impact of Cognitive Appraisal, Locus of Control, and Level of Exposure on the Computer Anxiety of Novice Computer Users." Journal of Educational Computing Research 10, no. 4 (June 1994): 329–40. http://dx.doi.org/10.2190/k2yh-mmjv-gbbl-yttu.

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With the mass introduction of computers in the workplace researchers have spent considerable time, over the last two decades, investigating methods to effectively integrate this technology into the daily routines of employees at all levels within the organization [1–3]. An exogenous variable, and precursor to introduction of computers, is computer anxiety [4–6]. Computer anxiety is generally defined as an anxious response by the individual to the anticipated or actual contact with computers [7]. This article examined the relationship of cognitive appraisal, locus of control, prior exposure, and computer anxiety. It was hypothesized that an individual's appraisal of a computing situation, whether the person was internally or externally focused, and their prior experience with computers would affect their level of computer anxiety as measured by the Computer Concerns Questionnaire. A stepwise multiple regression was performed and the results indicated that cognitive appraisal and exposure were significant predictors of computer anxiety. The authors conclude that early assessments of a novice user's appraisal of the situation should be used to tailor training programs to the specific individual's needs.

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Quigley, Aaron. "Welcome to Computers––A New Open Access Journal for Computer Science." Computers 1, no. 1 (November 10, 2011): 1–2. http://dx.doi.org/10.3390/computers1010001.

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Jones, R. "Digital Evidence and Computer Crime: Forensic Science, Computers and the Internet." International Journal of Law and Information Technology 11, no. 1 (March 1, 2003): 98–100. http://dx.doi.org/10.1093/ijlit/11.1.98-a.

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Walker, Clive. "Digital Evidence and Computer Crime: Forensic Science, Computers and the Internet." Crime Prevention and Community Safety 3, no. 1 (January 2001): 87–88. http://dx.doi.org/10.1057/palgrave.cpcs.8140084.

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Kellenberger, David. "Predicting Preservice Teacher Perceived Computer Use under Differential Access to Resources." Journal of Educational Computing Research 16, no. 1 (January 1997): 53–64. http://dx.doi.org/10.2190/rtyk-y31f-r619-hwvy.

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This study examined the effectiveness of experience-related and value-related factors in predicting preservice teachers' perceived computer use with a class under differential access to four resources: computers, programs, a computer-knowledgeable individual, and an individual to initially teach students how to use a computer. The three experience-related factors were: number of computer courses taken, perceived past computer experience, and success of past experience. The six value-related factors used were the value of computers for preservice teachers': own needs, career, spouse, children, future students, and society in general. The sample consisted of 222 Primary/Junior (junior kindergarten through grade six) preservice teachers who completed a questionnaire. Results indicate that the value of computers for preservice teachers' career and future students were the best predictors of perceived computer use under differential access to the first three resources while value for own needs and, again, value for future students were the best predictors for perceived computer use associated with the fourth resource. None of the experience-related factors, nor the value of computers for spouse, children, or society were significant.

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Chen, Milton. "Gender and Computers: The Beneficial Effects of Experience on Attitudes." Journal of Educational Computing Research 2, no. 3 (August 1986): 265–82. http://dx.doi.org/10.2190/wdry-9k0f-vcp6-jccd.

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This study examines gender differences in computer attitudes and experiences of adolescents. A sample of students from five Bay Area high schools was surveyed for their uses of computers before and during their high school years, in both formal instruction and informal settings. Adolescent males had greater total exposure to computers, based primarily on higher enrollments in computer programming classes and participation in voluntary experiences, such as home computer use. Fewer gender differences were found in enrollment in classes using computers for purposes other than programming. Overall, males held more positive attitudes of interest in and confidence with computers than did females. Controlling for amount of computer experience, however, males and females responded with similar levels of interest. Social influences, especially those among peer groups, are explored as important factors for differential rates of participation in computer activities.

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Dannenberg, Roger B., Nicolas E. Gold, Dawen Liang, and Guangyu Xia. "Methods and Prospects for Human–Computer Performance of Popular Music." Computer Music Journal 38, no. 2 (June 2014): 36–50. http://dx.doi.org/10.1162/comj_a_00238.

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Computers are often used in performance of popular music, but most often in very restricted ways, such as keyboard synthesizers where musicians are in complete control, or pre-recorded or sequenced music where musicians follow the computer's drums or click track. An interesting and yet little-explored possibility is the computer as highly autonomous performer of popular music, capable of joining a mixed ensemble of computers and humans. Considering the skills and functional requirements of musicians leads to a number of predictions about future human–computer music performance (HCMP) systems for popular music. We describe a general architecture for such systems and describe some early implementations and our experience with them.

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Guo, Yang Yong. "Integration Development of Network Communication and Computer Technology." Applied Mechanics and Materials 539 (July 2014): 234–38. http://dx.doi.org/10.4028/www.scientific.net/amm.539.234.

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Through the computer network we can communicate with each other, and the development of the mobile communication technology cannot do without the computer technology. The program-controlled exchange, management, billing and so on in the telecommunication network are completed using the computers. The core network of the mobile communication system depends on the support of computer technology, and many of its elements are the computers of specific functions. The mobile communication and the computer network communication are the science processing the information, with the same signal styles, and they have many of the same subject theories, and a lot of the same technologies are also used in practice.

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Matsuzaka, Yasunari, and Ryu Yashiro. "AI-Based Computer Vision Techniques and Expert Systems." AI 4, no. 1 (February 23, 2023): 289–302. http://dx.doi.org/10.3390/ai4010013.

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Computer vision is a branch of computer science that studies how computers can ‘see’. It is a field that provides significant value for advancements in academia and artificial intelligence by processing images captured with a camera. In other words, the purpose of computer vision is to impart computers with the functions of human eyes and realise ‘vision’ among computers. Deep learning is a method of realising computer vision using image recognition and object detection technologies. Since its emergence, computer vision has evolved rapidly with the development of deep learning and has significantly improved image recognition accuracy. Moreover, an expert system can imitate and reproduce the flow of reasoning and decision making executed in human experts’ brains to derive optimal solutions. Machine learning, including deep learning, has made it possible to ‘acquire the tacit knowledge of experts’, which was not previously achievable with conventional expert systems. Machine learning ‘systematises tacit knowledge’ based on big data and measures phenomena from multiple angles and in large quantities. In this review, we discuss some knowledge-based computer vision techniques that employ deep learning.

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Zhao, Jinghai. "Modern Application of Computer Science and Technology." Lifelong Education 9, no. 6 (September 28, 2020): 154. http://dx.doi.org/10.18282/le.v9i6.1329.

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In the current era of rapid development of science and technology, computer technology has been used in various fields and has become an indispensable part of people’s lives. Nowadays, the quality of life has improved significantly, and at the same time, people are pursuing higher and higher goals. In order to meet the ideal living conditions that people are pursuing, relevant computer personnel are also working hard to explore modern applications of computers and technology. The connection makes the computer a symbol of the development of the times. At this stage in China, since computer technology is not yet mature, this article discusses the problems in the modern application of computer science and technology and the methods to solve the existing problems.

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Oberquelle, Horst, and Oskar Beckmann. "Beckmann's Studio Computers Specified for Early Computer Art." IEEE Annals of the History of Computing 30, no. 3 (July 2008): 20–31. http://dx.doi.org/10.1109/mahc.2008.40.

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Sarwat Hussain. "About artificial intelligence..." Journal of the Pakistan Medical Association 72, no. 2 (March 24, 2022): 208–10. http://dx.doi.org/10.47391/jpma.22-02.

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Early computers were used as automatic calculation tools. Later, as the Industrial Revolution began, manufacturing devices, were developed to automate more complex tasks, such as guiding weaving patterns on looms. It was not until 1950s, that the Computer Science began to be established as a defined academic discipline. Early on, researchers realized that, based on the ability of the computer to process logic, it may be possible to programme computers to mimic mental capabilities generally associated with basic human intelligence and intellect. In 1956 this attribute was termed, Artificial Intelligence (AI) by John McCarthy, an Americancomputer scientist.1 Nothing much happened for several decades. In 1997, computer science once again came in the lime light, when a massive worldwide media coverage was given to a computer, IBM Deep Blue beating the reigning world chess champion, Gary Kasparov. In a 6-game match the computer won 2-1 with three draws.2 A computer wining in a game, requiring intellect and analytic thinking, brought the world's attention to the extraordinary capabilities of computers. Subsequent surge in investment in AI research surged and the convergence of the following three elements brought the AI to its current prominence:

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Kersteen, Zoe A., Marcia C. Linn, Michael Clancy, and Curtis Hardyck. "Previous Experience and the Learning of Computer Programming: The Computer Helps Those Who Help Themselves." Journal of Educational Computing Research 4, no. 3 (August 1988): 321–33. http://dx.doi.org/10.2190/9le6-mbxa-jdpg-ug90.

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Recent developments in mathematics education indicate that previous experience is the best predictor of high school math achievement scores. Given this information we hypothesized that previous experience with computers would serve as a predictor of performance in college computer science courses. Also of interest was the possible interaction of gender, prior computing experience and computer science course performance. To examine these issues, we designed and administered a questionnaire to students across two semesters of the first year Pascal programming course at the university level. Roughly one-quarter of the students enrolled across the two semesters were female. Results show that males have more prior experience, especially in advanced computer science topics, than females, and that much of this prior experience is gained outside of school through “hacking” and unguided exploration. Amount of prior computing experience was found to predict course performance for males. For females very little prior experience was reported and this limited amount of experience was not predictive of course performance. The question of why women have so little prior experience with computers and are so sparsely represented in computer science courses is addressed.

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McCluer, Forrest. "Computer Virus Sculptures and the Science That Inspired Them." Leonardo 47, no. 3 (June 2014): 206–12. http://dx.doi.org/10.1162/leon_a_00704.

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This article explores the remarkable shape and structure of biological viruses through the lens of sculptures composed of parts from discarded computers. The science that inspired these sculptures is briefly reviewed. Collectively, these artworks are called the Computer Virus Sculpture series.

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Guha, Smita. "Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations." Journal of Educational Computing Research 24, no. 3 (April 2001): 275–303. http://dx.doi.org/10.2190/69w7-hptu-wmqv-m8p3.

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This study explored elementary grade teachers' personal experience with instructional computing and the role of computers they would like to see in classroom instruction. One hundred forty-nine teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training and knowledge in computers, their comfort level in using computers for teaching, and computer usage in classroom instruction. The teachers also answered to what extent do they prefer to receive more training, be more comfortable using computers, and integrate computers more in their teaching. Based on teachers' responses, significant differences and positive correlation were found between teachers' present computer training, level of comfort, and computer usage in the classrooms as compared to their preferred training, comfort, and usage.

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Amit Kumar Bansal, Ankit Sharma, Harsh Sahal, Sonu Jaat. "A Review Analysis on Human Computer Interaction and Usage." Tuijin Jishu/Journal of Propulsion Technology 43, no. 4 (November 25, 2023): 210–13. http://dx.doi.org/10.52783/tjjpt.v43.i4.2338.

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People who paintings with computers are called "users," and the field of human computer studies appears at a way to make computers paintings higher for human beings. To make computer systems which can be helpful and easy to use, people from psychology and different social research work together with humans from laptop science and associated technical fields. It consists of input and output gadgets in addition to the approaches that human beings use them to communicate. The version of Human Computer Interaction and the emotional intelligence of a person are at the coronary heart of this have a look at.

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Smith, Jody R. "Digital Image Metamorphosis as a Research Tool for Paleontology." Paleontological Society Special Publications 7 (1994): 341–46. http://dx.doi.org/10.1017/s2475262200009631.

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This is an exciting era to be a scientist, due to the increasing levels of technology available to us; particularly due to the advances that have been made in the field of computer science. Advances in electronic technology have made computer hardware very powerful and affordable, while advances in software design and human/computer interfaces have made computers more natural to use. Computers have been utilized in nearly every field of scientific study, permitting new levels of development in those fields that wouldn't be possible otherwise. Computer graphics are useful visualization tools that help scientists understand complex data, and convey ideas to others.

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Zhang, Yixin, and Sue Espinoza. "Affiliations of Computer Self-Efficacy and Attitudes with Need for Learning Computer Skills." Journal of Educational Computing Research 17, no. 4 (December 1997): 371–83. http://dx.doi.org/10.2190/3gny-apr6-51q8-402n.

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This study investigated relationships concerning computer efficacy, attitudes toward computers, and need for learning computer skills. A total of 296 undergraduate students from a regional state university participated in this study in 1996. Three research questions were measured by Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of simultaneous multiple regression, ANOVA and Tukey's HSD. ANOVA revealed that students from computer classes had more need for learning computing skills than students from a non-computer class. Multiple regression revealed that attitudes toward computers, and computer self-efficacy, were significant predictors of the need for learning computing skills between two groups of students, although students from computer classes demanded a higher level of computing skills than those from a non-computer class.

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Belavina, I. G. "The Child's Perception of Computers and Computer Games." Russian Education & Society 37, no. 2 (February 1995): 29–41. http://dx.doi.org/10.2753/res1060-9393370229.

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Mandinach, Ellen B., and Marcia C. Linn. "The Cognitive Effects of Computer Learning Environments." Journal of Educational Computing Research 2, no. 4 (November 1986): 411–27. http://dx.doi.org/10.2190/tvfd-b7t8-gubf-fw86.

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The potential cognitive consequences of computers in education are just starting to emerge. The power and capabilities of computers change rapidly. Researchers often working with outmoded computer learning environments have just begun to catalog and analyze the activities that occur in these situations. There is clear agreement that computers can help students learn to solve problems and that computers might help to ameliorate the dearth of problem-solving activities in classrooms. A useful way to think about the potential advantages of the computer learning environments is in terms of a chain of cognitive accomplishments culminating in problem-solving skill. Such a chain can be identified and used to assess instruction using computers for programming, simulations, and tools such as spreadsheets. The chain emphasizes the need for students to learn templates or stereotypic sequences of actions for solving problems. It also makes clear that planning and testing are central components of problem solving. The articles in this issue illustrate how far along the chain students in typical computer learning environments progress. They offer conjectures about why students fail to proceed further and suggestions about how the situation can be improved.

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Barker, Bradley S., and Debra K. Meier. "Nebraska 4-H Household Technology and Interest Survey." Journal of Youth Development 1, no. 2 (September 1, 2006): 101–11. http://dx.doi.org/10.5195/jyd.2006.391.

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Nationally, 4-H has placed renewed emphasis in the areas of Science and Technology as a way to prepare youth for the 21st century workplace. Home access may become necessary to youth as they develop science and technology literacy via 4-H programs. A survey was sent to a random sample of 1,414 Nebraska families from a total population of 13,516. The survey examined the percentage of families that have access to computers and the Internet at home, computer components, use characteristics and specific areas of interest in science and technology. Results indicate that 96 percent of Nebraska 4-H families have access to computers at home. Nearly 92 percent of families had a connection to the Internet with a majority using dial-up connections. Families are interested in technology programs focused on basic computer knowledge and office application. In science, 4-H families indicated environment sciences and botany were areas of interest.

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'Yaghi, Hussein. "The Role of the Computer in the School as Perceived by Computer Using Teachers and School Administrators." Journal of Educational Computing Research 15, no. 2 (September 1996): 137–55. http://dx.doi.org/10.2190/tt8m-ywfk-e1ru-qur3.

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The academic capabilities of the computer and its social, cultural, and psychological impact within the school context were widely investigated by researchers throughout the world. The present study attempts to examine how the role of computers in the school is perceived by teachers and schools administrators in schools that use computers. Though some significant differences appeared in the views of the three groups to some issues related to computer usage in schools, the overall trend was an agreement on the necessity to train all teachers on computer skills, the motivational role of the computer, the integration of computer education into the regular curricula, and the necessity to have curriculum guidelines for computer education activities.

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