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Relevant bibliographies by topics / Prolog (Computer program language) – Computer-assisted instruction / Dissertations / Theses

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Dissertations / Theses on the topic 'Prolog (Computer program language) – Computer-assisted instruction'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Fogel, Earl. "Teaching Prolog using intelligent computer-assisted instruction and a graphical trace." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27923.

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Two methods for improving the quality of Computer Assisted Instruction are examined. They are: using Intelligent Computer Assisted Instruction techniques to make the CAI system more flexible, and using graphics to increase the efficacy of teaching. Two computer systems for teaching the Logic Programming language Prolog were developed. The first is an ICAI system which uses the prerequisite relationships of the course material to plan a course of study. It distinguishes between methods of instruction and topics of instruction, giving students a great deal of freedom in choosing either one. The second is an animated trace which graphically illustrates the execution of Prolog programs. Information is displayed in three windows — one for Prolog goals, one for the database, and one for output from the program being traced. Results indicate that ICAI and graphics can both be used effectively in the teaching of programming languages, particularly in combination.
Science, Faculty of
Computer Science, Department of
Graduate

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2

Lin, Yinghua. "Computer aided instruction of special relativity." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774750.

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This thesis creates an small expert system that is based on Einstein's special relativity. The basic knowledge of special relativity and the bases for building an expert system are described. The concepts of special relativity are put into a knowledge base by changing the formulas into rules and facts. The Prolog language was used to develop the expert system. New information can be input that does not contradict the rules and facts already in the database. The system also uses computer graphics to demonstrate the physical concepts of relativity. By using this expert system, one can teach the basic knowledge of special relativity and solve some problems related to frames of reference moving with high speed.
Department of Computer Science

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3

Ouren, Leslie Serine. "Integrating computer software within the Houghton Mifflin Language Arts program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2918.

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This project was created for third grade teachers who use the Houghton Mifflin Language Arts series and want to integrate computer software into their writing curriculum. The website created includes all the writing assignments that the students are to complete and the required software used to complete the assignment.

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4

Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.

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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.
The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.

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5

Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.

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6

Van, Boxtel James V. "An evaluation of interactive curriculum using the Java Instructional Gaming Engine." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/j_vanboxtel_041510.pdf.

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Thesis (M.S. in computer science)--Washington State University, May 2010.
Title from PDF title page (viewed on July 28, 2010). "School of Engineering and Computer Science." Includes bibliographical references (p. 65-67).

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7

Schultz, Peter A. "A Descriptive Study of Two Teachers' Use of Technology in a Midwestern High School German Program." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1022804612.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xvi, 336 p.); also contains graphics (some col.). Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 297-302).

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8

Charron, Rhona. "The influence of different degrees of assistance in automated intelligent tutoring /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61997.

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9

陳志雄 and Chi-hown Johnny Chan. "Implementation of computer simulation software in learning low-level computer language: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256120.

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10

Wolfe, James S. "Let the computer teach itself : an examination of teaching machines among other methods of teaching in computer science." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546138.

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Better methods for teaching computer science are needed. While no clear winner emerges in studies on the effectiveness of teaching media, the use of several media can be mutually reinforcing. Methods available to computer science teachers include lecturing, giving projector demonstrations, conducting hands-on sessions, monitoring independent study, and making a teaching machine available for group or individual use.A main strength of the teaching machine is its furnishing immediate feedback as students answer its quizzes. Teaching machines can assist in the major components of instruction: presenting information, guiding students, providing practice, and assessing student learning. They may take the form of tutorials, drills, simulations, or games. Good tutorials include directions, presentation frames, quizzes, assessment of student responses (with hints following mistakes), and facility to branch to different parts of the machine. A teaching machine's usefulness may be validated by comparing pre-test and post-test scores, by tracking student performance, and by field observation. Machines may be used solo or as a supplement and used with a whole class or as a means for bright students to forge ahead or slow students to catch up.
Department of Computer Science

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11

White, Jeff. "A vital matter : adjunct faculty transitions in a computer-oriented writing program." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203651.

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This study investigated the strategies employed by adjunct writing teachers in their attempts to reconcile changes in writing program policy with their existing pedagogies. The methods of investigation combined class observation with extensive interviews with three Ball State University adjunct faculty members to identify the means by which these writing instructors brought new pedagogical goals in their classrooms. It also sought to identify the mechanisms each teacher used to integrate computer-oriented teaching styles into his or her course planning. The purpose of this study was to identify means by which a writing program administration could better introduce change to its teachers of first year composition courses, who are largely adjunct staff.The results of this study showed that while each faculty member felt committed to using technology in his or her teaching, each confronted change differently. Studies in faculty vitality were examined to identify development strategies which could effectively address the differences in faculty change. This study recommends, based on the strategies of each participant, that writing programs seek more kairic models of development. These models would seek to foster continuous discussion of change in order that fitting incentives for development could arise in "the proper time," or kairically, for individual teachers.
Department of English

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12

Wilcox, Catherine C. "Evaluating the effects of a reinforcement system for students participating in the Fast Forword language program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002238.

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13

Cheng, Yuk-ching, and 鄭毓正. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962488.

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14

Shoaib, Rao Mohammad 1960. "Meta assembler and emulator for the Intel 8086 microprocessor." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276966.

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The thesis describes a Universal meta cross assembler and an emulator for the Intel 8086 microprocessor. The utility is designed to be used as an instructional tool to teach assembly language programming to students. One implementation is available to allow students to run Intel 8086 programs on the university's vax mainframe, so that students can test their programs at their convenience. This setup also results in low operating costs with no additional equipment requirements. Several options are provided in the emulator to debug the 8086 assembly language programs composed by students. The assembler, besides generating Intel 8086 machine code, has the capability to generate machine code for a number of microprocessors or microcontrollers. The machine code file generated by the assembler is the input to the emulator. Both the assembler and the emulator are completely portable and can be recompiled to run on any system with a standard C compiler.

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15

Karlquist, David Roy. "The Book Look Nook: An informational system literature search program." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1432.

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16

Hassan, Hossam Mohamed. "A tutorial system for studying chromatography techniques." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2353.

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The goal of this project is to use the Generic Tutorial System for the Sciences (GTSS) tools to develop a prototype interactive chromatography simulation with the Chrom-Quiz system. This will demonstrate Chrom-Quiz/chromatography integration as a teaching system.

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17

Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

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18

Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.

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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.

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19

Reddy, Neeta. "Java prototype of hypercard bibliography past implementation and present choices." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2071.

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This project was started with JDK Version 1.0 and was later upgraded to version JDK Version 1.2.2, to create a graphical user interface using the Abstract Window Toolkit (AWT) to a HyperCard bibliography of software engineering. The bibliographic index tool is designed to facilitate searching for text and is run as a Java applet. It presents an alphabetically ordered list of author names and subjects. With the bibliography index tool one can manipulate a bibliographic list directly over the World Wide Web on a computer that lists electronic bibliographies.

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20

Wang, Jianmin. "WIKI-style administration of online course content." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2445.

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A Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. This project created the program, "Wiki-Style Administration of Online Course Content" (WAOCC) which can be used as a teaching assistant board. Students can edit their works online and the instructor can review the work and correct it directly if necessary from the WAOCC.

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21

Tredoux, Francois. "Stellenbosch Safari : a multimedia program based on suggestopedic principles for the teaching of Afrikaans to international students at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2270.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.
I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.

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22

Van, Rooyen Marinda. "An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6620.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations.
AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.

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23

Wylie, Lisa Marie. "TUTOR: A computer-aided tutorial in PROLOG." 1985. http://hdl.handle.net/2097/27612.

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24

Fuentes, Jesús. "Effects of a writing program on second language skills of Hispanic students." 1989. http://catalog.hathitrust.org/api/volumes/oclc/29494686.html.

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25

Hamidie, Andrea. "Girls design, construct, and program with LEGO/Logo a case study /." Diss., 1998. http://catalog.hathitrust.org/api/volumes/oclc/40252947.html.

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26

Padayachee, Indira. "A methodology for evaluating intelligent tutoring systems." Diss., 2000. http://hdl.handle.net/10500/15728.

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Dissertation
This dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes.
Educational Studies
M. Sc. (Information Systems)

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27

Cambridge, Darren Robert. "Techne in action online rhetoric and the webcenter /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110739.

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