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Journal articles on the topic 'Evaluation of educative software'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Squires, D., and A. McDougall. "Software evaluation: a situated approach." Journal of Computer Assisted Learning 12, no. 3 (1996): 146–61. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00047.x.

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2

Scriven, Michael. "The evaluation of hardware and software." Studies in Educational Evaluation 16, no. 1 (1990): 3–40. http://dx.doi.org/10.1016/s0191-491x(05)80070-7.

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3

Iglesias, Omar A., Carmen N. Paniagua, and R�ul A. Pessacq. "Evaluation of university educational software." Computer Applications in Engineering Education 5, no. 3 (1997): 181–88. http://dx.doi.org/10.1002/(sici)1099-0542(1997)5:3<181::aid-cae5>3.0.co;2-9.

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4

Malouf, David B., Janis Morariu, Doug B. Coulson, and Vicki S. Maiden. "Special Education Teachers' Preferences for Sources of Software Evaluation Information." Journal of Special Education Technology 9, no. 3 (1989): 144–55. http://dx.doi.org/10.1177/016264348900900303.

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This article describes a survey of special education teachers' ratings of usefulness for specific items of software evaluation information and their preferences regarding the sources from which to obtain these items of information. The survey found that the highest usefulness ratings were given to items of information related to hardware compatibility, appropriateness for students, and software operation and use Software tryout without students was the most preferred source of information, followed by software documentation/manuals, and written ratings/descriptions from evaluations or reviews.

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5

Leclerc, Mariel, Louise Dubuc, and Yves Begin. "The evaluation of educational software in Canada." Prospects 17, no. 4 (1987): 597–603. http://dx.doi.org/10.1007/bf02193679.

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6

Romero Andonegi, Ainara, and Carlos Castaño Garrido. "PREVENIR LAS DIFICULTADES LECTORAS: DISEÑO Y EVALUACIÓN DE UN SOFTWARE EDUCATIVO." Píxel-Bit, Revista de Medios y Educación, no. 49 (2016): 207–23. http://dx.doi.org/10.12795/pixelbit.2016.i49.14.

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7

Liaupsin, Carl J. "The Comprehensive Evaluation of Professional Development Software: A Critique of Methodology." Journal of Special Education Technology 18, no. 1 (2002): 29–37. http://dx.doi.org/10.1177/016264340301800103.

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Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is b

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8

White, James A., and Stephanie S. VanDeventer. "A Successful Model for Software Evaluation." Computers in the Schools 8, no. 1-3 (1991): 323–26. http://dx.doi.org/10.1300/j025v08n01_48.

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9

Hardin, Paul C., and Janet Reis. "Interactive Multimedia Software Design: Concepts, Process, and Evaluation." Health Education & Behavior 24, no. 1 (1997): 35–53. http://dx.doi.org/10.1177/109019819702400106.

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This article provides the health educator with a review of the design and construction of computer-based health education materials. Specifically, this review considers questions of instructional objectives as defined in the field of instructional design, a body of expertise not often deployed in the area of health education. It discusses in some detail the computer materials development process, associated documentation, and the range of personnel required. This article also briefly updates discussion of the costing process, and current costs for multimedia hardware and authoring software. Th

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10

Duhrkopf, Richard, and Nancy B. Bell. "Evaluating Biological Software for Process Skills: Part I. Evaluation Criteria." American Biology Teacher 50, no. 8 (1988): 517–19. http://dx.doi.org/10.2307/4448817.

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11

Schueckler, Linda M., and Thomas J. Shuell. "A Comparison of Software Evaluation Forms and Reviews." Journal of Educational Computing Research 5, no. 1 (1989): 17–33. http://dx.doi.org/10.2190/ae0l-kt93-0u4n-mk59.

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Various evaluation forms and reviews used to evaluate instructional software are compared with regard to the criteria employed in their assessments, and the usefulness and appropriateness of these criteria for making instructional decisions are discussed. Among the evaluation forms considered are those developed by the National Council of Teachers of Mathematics, the National Science Teachers Association, and the Software Evaluation Project at the State University of New York at Buffalo. Software awards such as those sponsored by Classroom Computer Learning and reviews by monthly publications

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12

Dudley-Marling, Curt, Ron G. Owston, and Dennis Searle. "A Field-Testing Approach to Software Evaluation." Computers in the Schools 5, no. 1-2 (1988): 241–50. http://dx.doi.org/10.1300/j025v05n01_22.

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13

Kim, Sara, Douglas C. Schaad, Craig S. Scott, Lynne S. Robins, and Michael L. Astion. "A Longitudinal Evaluation of an Educational Software Program." Academic Medicine 76, no. 11 (2001): 1136–43. http://dx.doi.org/10.1097/00001888-200111000-00018.

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14

Lasa, Arrate, Idoia Larretxi, Edurne Simón, et al. "New Software for Gluten-Free Diet Evaluation and Nutritional Education." Nutrients 11, no. 10 (2019): 2505. http://dx.doi.org/10.3390/nu11102505.

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Following a gluten-free diet (GFD) is the only treatment for celiac disease. This diet must ensure the absence of gluten but also needs to be nutritionally balanced. Dietitians working in this field cannot properly evaluate energy and nutrient intake of celiac people because dietary programs available on the market do not contain the nutritional composition of gluten-free products (GFP). Here we present a new GFD evaluation software that contains more than 700 gluten-free rendered foodstuffs and their macronutrient composition. Apart from diet evaluation and design, the software represents a t

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15

Ward, R., P. Lindley, A. Rostron, D. Sewell, and R. Cubie. "An evaluation of the Language and Thought software." Journal of Computer Assisted Learning 1, no. 2 (1985): 66–72. http://dx.doi.org/10.1111/j.1365-2729.1985.tb00013.x.

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16

Grabinger, R. Scott. "An evaluation of three authoring-language software packages." TechTrends 30, no. 4 (1985): 20–23. http://dx.doi.org/10.1007/bf02782551.

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17

Duchastel, Philippe C. "Structures and methodologies for the evaluation of educational software." Studies in Educational Evaluation 13, no. 1 (1987): 111–17. http://dx.doi.org/10.1016/s0191-491x(87)80025-1.

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18

KURILOVAS, Eugenijus, and Silvija SERIKOVIENE. "Learning Content and Software Evaluation and Personalisation Problems." Informatics in Education 9, no. 1 (2010): 91–114. http://dx.doi.org/10.15388/infedu.2010.06.

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19

Stanojević, Dragana, Zoran Stanković, and Jelena Maksimović. "ELECTRONIC EVALUATION IN TEACHING CLASS: ASSESSMENT VALUE OF EDUCATIONAL SOFTWARE." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 2 (2018): 185. http://dx.doi.org/10.22190/futlte1702185s.

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As a result of the expansion of informatics era, in the last decade is a noticeable focus on the development and application of ICT in education, which, thanks to its rapid development marks the era of electronic education. The goal of electronic education is actually a modernization of the teaching process, which will enable teachers the reduction of teaching duties, simplify preparation and teaching and testing students' knowledge, which with the electronic platform is becoming an important component of a multimedia approach to teaching. The main objective of this work is to draw attention t

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20

Boyce, Brenda A. Brady, and Maria D. Winne. "Developing an Evaluation Tool for Instructional Software Programs." Nurse Educator 25, no. 3 (2000): 145–48. http://dx.doi.org/10.1097/00006223-200005000-00015.

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21

Connor, J., L. Moss, and B. Grover. "Student evaluation of mathematical statements using dynamic geometry software." International Journal of Mathematical Education in Science and Technology 38, no. 1 (2007): 55–63. http://dx.doi.org/10.1080/00207390600967380.

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22

Yu, Bin-Bin. "Incorporation of Automated Writing Evaluation Software in Language Education: A Case of Evening University Students‟ Self-Regulated Learning in Taiwan." International Journal of Information and Education Technology 5, no. 11 (2015): 808–13. http://dx.doi.org/10.7763/ijiet.2015.v5.616.

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23

Guilherme Andrade, Marson. "Instructional Software for Biochemistry Education." Revista de Ensino de Bioquímica 2, no. 2 (2004): 2. http://dx.doi.org/10.16923/reb.v2i2.134.

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In the last decades the world has witnessed a revolution in the expansion and access to knowledge, whi-ch has dramatically changed the relationship between labor and production. According to UNESCO(United Nations Educational, Scientical and Cultural Organization) and ILO (International LaborOrganization), in the of information it is fundamental that Higher Education Institutes educate pro-fessionals capable to update their knowledge in the course of professional life. The so-called life-longlearning s pointed out as a request for creating and maintaining jobs, and for supporting the develop-me

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24

Johnson, Philip. "Design and Evaluation of an “Athletic” Approach to Software Engineering Education." ACM Transactions on Computing Education 19, no. 4 (2019): 1–25. http://dx.doi.org/10.1145/3344273.

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25

Cho, Sang-Young, and Sung-Kyu Yoo. "A Quality Evaluation Model for Hardware-Control Software." Advanced Science Letters 23, no. 10 (2017): 9607–11. http://dx.doi.org/10.1166/asl.2017.9757.

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26

Bonekamp, L. W. F. "Courseware Evaluation Activities in Europe." Journal of Educational Computing Research 11, no. 1 (1994): 73–90. http://dx.doi.org/10.2190/q0uh-4e3p-hc3t-l3ht.

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In the ECOSET-project data on evaluation activities of nineteen organizations in ten member states of the EG are gathered by questionnaire. Four of the organizations are interviewed for more and detailed information about these activities. Ten out of nineteen organizations do as well summative as formative evaluations and four organizations only perform summative evaluation activities. Five organizations are involved in formative evaluation activities only. The summative evaluation activities in the member states vary from a critical appraisal of a piece of courseware to extensive in-depth tes

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27

Russell, Glenn. "Implications of Context-Based Software Development for Education." Australian Journal of Education 38, no. 2 (1994): 157–73. http://dx.doi.org/10.1177/000494419403800206.

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Criteria for the selection of a computer adventure game were established following an investigation into students' use of computer adventure games in a secondary school. The development of one piece of educational software, based on these criteria, is described. The importance of improving educators' abilities to select appropriate software by the identification of appropriate criteria in a context-based evaluation is stressed in a time of devolution and fiscal restraint.

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28

Lumsden, Keith, and Alex Scott. "A Characteristics Approach to the Evaluation of Economics Software Packages." Journal of Economic Education 19, no. 4 (1988): 353. http://dx.doi.org/10.2307/1182347.

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29

Jordan, Calvin. "Software review: A first evaluation of Fliptrack® learning systems." American Journal of Distance Education 4, no. 1 (1990): 89–90. http://dx.doi.org/10.1080/08923649009526695.

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30

Dutke, S., and T. Reimer. "Evaluation of two types of online help for application software." Journal of Computer Assisted Learning 16, no. 4 (2008): 307–15. http://dx.doi.org/10.1046/j.1365-2729.2000.00143.x.

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31

Belevska, Jana. "The Impact of Psycho-Education on in Vitro Fertilisation Treatment Efficiency." PRILOZI 36, no. 2 (2015): 211–16. http://dx.doi.org/10.1515/prilozi-2015-0069.

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Abstract Aim: The aim of the study was to examine the efficiency of psycho-education of candidates for the IVF in stress, anxiety and depression decreasing, and the impact of the psycho educative techniques on the successfulness of the treatment. Method: A random sample of 64 candidates for IVF treatment is divided in two groups: control group without psycho-education (32 candidates) and intervention group of 32 candidates included in psycho-education. Depression, anxiety and stress scale (DASS) was used as a psychometric test. It’s a multiple choice, self-reported inventory for measuring the

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32

Stonehouse, Pauline, and Jared Keengwe. "Technology Evaluation Tools and Teacher Performance in Public Schools." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 60–69. http://dx.doi.org/10.4018/jicte.2013010106.

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The purpose of this study was, (a) to describe the introduction of MVAL software and Charlotte Danielson Rubrics (CDR) as teacher evaluation tools; (b) to compare the process and outcomes of the new initiative with traditional systems, and (c) to evaluate the software from the perspective of participants in the system. This study highlights the need for public school district to improve the process of teacher evaluation using technlogy evaluation tools such as the mVal software. Addtionally, educational policy makers ought to examine effective standards-based criteria and the impact of technol

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33

BLANDFORD, ANN E., SIMON J. BUCKINGHAM SHUM, and RICHARD M. YOUNG. "Training software engineers in a novel usability evaluation technique." International Journal of Human-Computer Studies 49, no. 3 (1998): 245–79. http://dx.doi.org/10.1006/ijhc.1998.0204.

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34

Harrison, Colin. "Criteria for Evaluating Microcomputer Software for Reading Development: Observations Based on Three British Case Studies." Journal of Educational Computing Research 1, no. 2 (1985): 221–34. http://dx.doi.org/10.2190/bqwb-v31c-067d-4uj0.

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Differences in sets of criteria for evaluating microcomputer software are discussed. They are set against the results of three studies in which UK teachers evaluated five programs which were used in reading or English lessons. A comparison of the checklist criteria with the case study data was made using Stake's matrix of evaluation concerns [1]. This suggested a heavy emphasis on antecedents in the checklists and on transactions in the case studies. In general, neither checklists nor case studies devoted great attention to empirically measured outcomes. A possible interpretation of the result

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35

As’ari, Diah Rahmawati. "PEMANFAATAN WORDERSHARE QUIZ CREATOR DALAM PEMBUATAN SOAL-SOAL BAHASA ARAB." Arabi : Journal of Arabic Studies 2, no. 1 (2017): 37. http://dx.doi.org/10.24865/ajas.v2i1.24.

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The development of technology and information give a positive impact on the development of education. Technology and information development provide various softwares to facilitate teachers in developing teaching media and creating attractive evaluation tool. An evaluation inArabic language teaching is to measure the extent to which students master the Arabic materials. Many softwares were developed to be evaluation tool in technology based learning, and of the one is Wordershare Quiz Creator. This software is quiz or test processing program that is easy to use. With this application, it is ex

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36

Omieno, Kelvin Kabeti, Laban Oenga, and Dr George Raburu. "Usability Evaluation Approach for VLS: A Conceptual Framework." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 6, no. 2 (2013): 317–20. http://dx.doi.org/10.24297/ijct.v6i2.3496.

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E-learning software systems have been proposed by many researchers and academics as alternative platform for pedagogy other than traditional face-to-face. One of such information systems (IS) is Virtual learning Systems (VLS). VLS are becoming an increasingly common form of education due to the need for a platform that provides ability to connect people with required sets of skills, regardless of their location in the world.Â However, user satisfaction has always been a major factor in the success of software, regardless of whether the software is closed proprietary or open source software (OS

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37

Dobrić, Goran, Željko Durišić, and Zlatan Stojković. "Software Tool for Evaluation of Electrical Energy Produced by Photovoltaic Systems." International Journal of Electrical Engineering & Education 49, no. 4 (2012): 383–401. http://dx.doi.org/10.7227/ijeee.49.4.3.

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This paper presents a software tool for evaluation of electrical energy generated by photovoltaic (PV) systems. The software was developed using the MATLAB software package and contains the elements of an expert system. The software is designed for engineers who are involved in photovoltaic system design and for students (undergraduates and Masters) of electrical engineering who, using the software, adopt theoretical assumptions and solve practical engineering problems. The structure, organization and software capabilities are illustrated within the example of the design of an actual photovolt

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38

SHAUGHNESSY, MICHAEL. "CALL, commercialism and culture: inherent software design conflicts and their results." ReCALL 15, no. 2 (2003): 251–68. http://dx.doi.org/10.1017/s0958344003000922.

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This article investigates commercial software design practices as they specifically relate to foreign language education. Commercial educational software companies currently produce the majority of language learning software available on the market. Commercial ventures producing CALL software share many design practices that call into question their educational validity. The design practices of commercial CALL software companies are incongruent with the goals of foreign language education. The problems associated with commercial CALL ventures can be seen in the cultural aspects of the programs

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39

Boytchev, Pavel, and Svetla Boytcheva. "Gamified Evaluation in STEAM for Higher Education: A Case Study." Information 11, no. 6 (2020): 316. http://dx.doi.org/10.3390/info11060316.

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The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology im

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40

Zehavi, Nurit. "Evaluation of the Effectiveness of Mathematics Software in Shaping Students' Intuitions." Journal of Educational Computing Research 4, no. 4 (1988): 391–401. http://dx.doi.org/10.2190/hgke-gtre-q92t-7n20.

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Within a curriculum project (the Rehovot Program) a software was designed to shape students' intuitions in the understanding of graphs of quantitative relationships. By intuition we mean a non-formal (without algebraic equations) appreciation of sets of points (e.g., straight lines) and their verbal description. A background study was conducted with eighth-grade students ( n = 54), which showed that students who only used the regular program textbook were at a low stage of readiness for the encounter with graphs, whereas students ( n = 84) who used the software exhibited high readiness. A subs

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41

Sitaraman, Murali, Timothy J. Long, Bruce W. Weide, E. James Harner, and Liqing Wang. "Teaching Component-Based Software Engineering: A Formal Approach and Its Evaluation." Computer Science Education 12, no. 1-2 (2002): 11–36. http://dx.doi.org/10.1076/csed.12.1.11.8210.

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42

Silveira, Aleph Campos, Ronei Ximenes Martins, and Estela Aparecida Oliveira Vieira. "E-Guess: Usability Evaluation for Educational Games." RIED. Revista Iberoamericana de Educación a Distancia 24, no. 1 (2020): 245. http://dx.doi.org/10.5944/ried.24.1.27690.

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Usabilidad es un aspecto relevante en el análisis de la interfaz hombre-máquina, ya que se trata del diálogo que se establece entre sujetos, artefacto y calidad de uso e interacción que permite el sistema. Este trabajo presenta una heurística específica para la evaluación de juegos educativos, creada a partir de Game User Experience Satisfaction (GUESS) y, concomitantemente, las herramientas de evaluación de Nielsen. Para ello, se realizó una investigación aplicada con un enfoque cuantitativo-cualitativo - con la participación de 3 usuarios especializados y 4 usuarios potenciales en un juego e

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43

KAROLČÍK, Štefan, Elena ČIPKOVÁ, Roman HRUŠECKÝ, and Milan VESELSKÝ. "The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)." Informatics in Education 14, no. 2 (2015): 243–64. http://dx.doi.org/10.15388/infedu.2015.14.

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44

de Jong, Menno, and Leo Lentz. "Focus: Design and Evaluation of a Software Tool for Collecting Reader Feedback." Technical Communication Quarterly 10, no. 4 (2001): 387–401. http://dx.doi.org/10.1207/s15427625tcq1004_2.

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45

Gilmore, Brynne, Eilish McAuliffe, Jessica Power, and Frédérique Vallières. "Data Analysis and Synthesis Within a Realist Evaluation: Toward More Transparent Methodological Approaches." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985975. http://dx.doi.org/10.1177/1609406919859754.

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Realist evaluations are increasingly used in the study of complex health interventions. The methodological procedures applied within realist evaluations however are often inexplicit, prompting scholars to call for increased transparency and more detailed description within realist studies. This publication details the data analysis and synthesis process used within two realist evaluation studies of community health interventions taking place across Uganda, Tanzania, and Kenya. Using data from several case studies across all three countries and the data analysis software NVivo, we describe in d

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46

García Sánchez, Dr Eduardo, Mtro Osbaldo Vite Chávez, Mtro Miguel Ángel Navarrate Sánchez, Mtro Miguel Ángel García Sánchez, and Dra Verónica Torres Cosío. "Metodología para el desarrollo de software multimedia educativo MEDESME." CPU-e, Revista de Investigación Educativa, no. 23 (July 6, 2016): 216–26. http://dx.doi.org/10.25009/cpue.v0i23.2169.

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En este trabajo se presenta una nueva metodología para el desarrollo de software multimedia educativo, constituida por ocho fases principales: concepto o pre–producción, análisis, diseño, desarrollo, implementación, evaluación y validación del programa, producción y elaboración del material complementario. El objetivo principal es facilitar, a través de la descripción de los elementos y actividades requeridos para generar el entorno general, pedagógico y técnico/estético, el desarrollo del software multimedia educativo. AbstractTthis work presents a new methodology for the development of multi

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47

Stojanov, Zeljko, Dalibor Dobrilovic, and Branko Perisic. "Integrating software change request services into virtual laboratory environment: Empirical evaluation." Computer Applications in Engineering Education 22, no. 1 (2011): 63–71. http://dx.doi.org/10.1002/cae.20529.

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48

Gare, Louise, Susan Denman, and James Pearson. "Evaluation of In Focus: a computer software resource for drug education in schools." Health Education 99, no. 3 (1999): 116–28. http://dx.doi.org/10.1108/09654289910272790.

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49

Kim, Han-Sung, and Soo-Jin Jun. "Elementary Teacher Perceptions of Evaluation Methods about Suitability and Usefulness in Software Education." Journal of The Korean Association of Information Education 21, no. 3 (2017): 267–75. http://dx.doi.org/10.14352/jkaie.21.3.267.

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50

Duhrkopf, Richard, and Nancy B. Bell. "Evaluating Biological Software for Process Skills: Part II. Evaluation Process. Catalog Review: The First Step." American Biology Teacher 51, no. 1 (1989): 54–56. http://dx.doi.org/10.2307/4448844.

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