Relevant bibliographies by topics / Visualization of educational information

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Visualization of educational information'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Visualization of educational information"

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Derbak, N. V. "METHODOLOGICAL RECOMMENDATIONS FOR VISUALIZING EDUCATIONAL INFORMATION." Informatics in school, no. 10 (December 23, 2019): 31–35. http://dx.doi.org/10.32517/2221-1993-2019-18-10-31-35.

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The article presents recommendations on the visualization of educational information and its use in the educational process at informatics lessons. The recommendations will be useful to both current teachers in preparation for lessons, and students of pedagogical universities. The principles of visualization of educational information, visualization methods, as well as visualization software, including online services, are examined in detail. The tasks that are solved in the course of informatics when using visualization are outlined.
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Wang, Yang, and Yu F. Katkhanova. "Information Visualization Development Trends in Educational Environment." Prepodavatel XXI vek, no. 1, 2020 (2020): 154–58. http://dx.doi.org/10.31862/2073-9613-2020-1-154-158.

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The article considers the issues of information visualization, its relevance, classification of methods and basic principles of building visualization systems. Visualization methods are classified according to the field of implementation, levels, methods of presenting information and the type of user interaction with the software interface of the visualization system. The process of designing visualization system has been explained, which consists of data conversion, visual display and transformation of various objects that are represented in design education, where visualization, as a language of the designer, occupies a dominant place. As a result, the author proposes to include in the educational design program material on the art of visualization, as well as on models of visualized teaching that correspond to the modern educational environment.
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Macedo, Maylon Pires, Ranilson Oscar Araújo Paiva, Isabela Gasparini, and Luciana A. M. Zaina. "Building information visualization of e-learning data with Vis2Learning guidelines." Journal on Interactive Systems 13, no. 1 (2022): 42–53. http://dx.doi.org/10.5753/jis.2022.1967.

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Information Visualization provides techniques to make better charts that enhance human perception about patterns in data and consequently support the user interpretation. In the educational area, visualizations help professionals to analyze a great amount of data to inform decisions to improve the learning­teaching process. The literature has shown that there is a gap in the development of educational data visualizations that fulfill end­user needs. This paper presents Vis2Learning: a scenario­based set of guidelines for the development of visualizations in the e­learning context. Vis2Learning provides a set of scenarios from which educational data visualizations can be developed, for each scenario, we provide the recommended chart, its aim, characteristics and examples of its application in the e­learning context. Besides, we provide a set of guidelines to improve users’ interaction with each chart. We applied an online questionnaire with 34 end­users (Brazilian teachers), evaluating visualizations that were created by using the Vis2Learning. The results reveal: (1) the visualizations, based on Vis2Learning, were more suitable to be applied in the e­learning context; (2) some non­traditional visualization formats are difficult to interpret by users who did not have previous experience with visualizations in the e­learning context; and (3) experience in teaching is not strictly related to knowledge of charts about educational data.
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Katkhanova, Yulia F., Elena A. Levashova, and Galina M. Saltykova. "Visualization of Educational Information by Multimedia Means." Prepodavatel XXI vek, no. 3-1 (2021): 187–92. http://dx.doi.org/10.31862/2073-9613-2021-3-187-192.

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Miller, Charles, Lucas Lecheler, Bradford Hosack, Aaron Doering, and Simon Hooper. "Orchestrating Data, Design, and Narrative." International Journal of Cyber Behavior, Psychology and Learning 2, no. 2 (2012): 1–15. http://dx.doi.org/10.4018/ijcbpl.2012040101.

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Information visualization involves the visual, and sometimes interactive, presentation and organization of complex data in a clear, compelling representation. Information visualization is an essential element in peoples’ daily lives, especially those in data-driven professions, namely online educators. Although information visualization research and methods are prevalent in the diverse fields of healthcare, statistics, economics, information technology, computer science, and politics, few examples of successful information visualization design or integration exist in online learning. The authors provide a background of information visualization in education, explore a set of potential roles for information visualization in the future design and integration of online learning environments, provide examples of contemporary interactive visualizations in education, and discuss opportunities to move forward with design and research in this emerging area.
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Liu, Zhi-Jiang, Vera Levina, and Yuliya Frolova. "Information Visualization in the Educational Process: Current Trends." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (2020): 49. http://dx.doi.org/10.3991/ijet.v15i13.14671.

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The rapid development of computer visualization techniques as well as virtual and augmented reality has led to the possibility of perfect data visualization and the creation of a special virtual space for educating new generation. Simultaneously, the increase in the amount of data to be processed requires a proper selection and presentation of data for solving specific problems. Education sets such tasks as 1) improving the efficiency of presenting information and its assimilation by stu-dents, and 2) increasing the convenience and quality of the teachers’ work. The purpose of this study is to test an acceleration and improvement of the teacher’s response to students studying with more productive visualized learning material. Meanwhile, the created visualization system was based on minimizing the efforts and costs of its preparation and constant support. Only free cloud-based services and visualization tools were used. Students were given the opportunity to con-stantly, in real time control their learning process and create education markers with the help of perspicuous visual environment. To create a visualization system, already existing works on the implementation and verification of the system was used. The study was based on the results of applying this technology. A survey of 300 students from three universities in China, Russia and Kazakhstan was conducted. The control group consisted of 150 students from the same universi-ties who did not use visualization to master the same educational material. Ac-cording to the results of the study, students who used information visualization showed a sharp increase in the subjective assessment of the speed and quality of their learning (58.58% and 37.73%, respectively, of the total number of partici-pants gave a high rating, while in the control group – only12.25%). Further, the level of anxiety associated with an assimilation of new language material was significantly decreased (13.54% in the study group did not feel anxiety, while on-ly 7% – in the control group).
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Gadzhieva, Elena A., and Tatiana S. Komissarova. "Graphic as a signature visualization language educational information." Pushkin Leningrad State University Journal, no. 2 (2021): 417–27. http://dx.doi.org/10.35231/18186653_2021_2_417.

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Gadzhieva, Elena. "Visualization of Educational Information by Means of Graphics." Profession-Oriented School 8, no. 4 (2020): 3–6. http://dx.doi.org/10.12737/1998-0744-2020-3-6.

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The article examines the modern direction of information visualization in the context of educational activities. Graphics is a visualization language and it "speaks" with graphemes. Infographics call their works infographics. In our understanding, grapheme is a consequence of information processing by the infocartographic method that we have developed. The method integrates techniques of cartography and infographics. Educational information is a didactically processed scientific information representing concepts, patterns, laws, structure, functioning of systems within the framework of the discipline being studied. Or, we can say that this is information about the subject itself and the methods of studying it.
 The versatility of the infocartographic method lies in its "end-to-end" capabilities to show, visualize any information, "translate" it from verbal language into the language of gratification.
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Alekseeva, Elena E. "Visualization of information in a digital educational environment." Samara Journal of Science 12, no. 2 (2023): 203–7. http://dx.doi.org/10.55355/snv2023122301.

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The development of a digital society as well as the digital transformation of education has a significant impact on the modern educational process. An increase in the volume of educational material involuntarily leads the student to the need to continuously process information flows both educational and extracurricular. Incoming data must be analyzed, comprehended, divided into useful and redundant, which in turn leads to the need to use innovative tools, digital content visualization technologies that would contribute to its perception, analysis, memorization, interpretation and reproduction. Infographics can become one of these tools, as well as improve the information and computer literacy of students as well as teachers in a digital educational environment. The skills of working with infographics in a digital educational environment can be useful for students in their future professional life and for social adaptation. The paper reveals the relationship between the development of digital literacy of students and the use of infographics and its elements for this purpose, which would allow students to master subject knowledge, skills and abilities as well as meta-subject competencies of the digital society. Infographics is a way of graphical representation of complex information, the purpose of which is to concisely, accurately and reliably represent large amounts of data without losing information. As a result of the analysis of the possibilities of using infographics as a way to visualize digital educational content and its elements in the classroom, for the development of digital literacy of students, it has been found that infographics can be used, for example, to explain the operation of various devices, when teaching programming, to visually illustrate facts or events, to create problematic situations, as reference materials in solving problems.
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Корыгин, А. И. "Visualization technologies in the educational environment." Bulletin of Pedagogical Sciences, no. 4 (May 13, 2024): 150–55. http://dx.doi.org/10.62257/2687-1661-2024-4-150-155.

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в статье рассматривается практико-ориентированный характер визуализации учебной информации, которая детерминирует выбор таких технологий, которые способствуют наглядному, наиболее полному представлению учебного материала и эффективному обучению. Одним из наиболее важных аспектов использования визуализации является возможность создания интерактивных и привлекательных учебных материалов, которые способствуют лучшему усвоению информации студентами. При этом, следует учитывать не только технические аспекты визуализации, но и педагогические методы ее применения для достижения оптимальных результатов в образовании. Важно поддерживать постоянное развитие и совершенствование подходов к визуализации учебного материала с целью повышения эффективности образовательного процесса. Описываемые технологии, включая: интеллект-карту с центральным блоком, ветвями и дополнительными блоками; скрайбинг как сопровождение текста визуальными элементами; таймлайн, позволяющий структурировать информацию и представить её в логическом порядке; кроссенс в виде ассоциативной цепочки, способствует визуализации любых объемов учебного материала, представленного в образовательной среде и в своей основе опираются на традиционные принципы наглядности. Такие методы визуализации информации значительно облегчают процесс обучения, делая его более доступным и увлекательным для студентов. Использование современных технологий позволяет создавать интерактивные и запоминающиеся материалы, способствуя лучшему усвоению знаний. В статье так же отмечаются особенности, которые присущи педагогическому образованию, а также то, в каком виде визуализация учебной информации способна помочь в успешной подготовке преподавателей изобразительного искусства. В конечном итоге, эти инновационные подходы к визуализации учебной информации играют важную роль в современном образовании, помогая стимулировать интерес и повышать эффективность обучения. the article discusses the practice-oriented nature of visualizing educational information, which determines the choice of technologies that contribute to a vivid, comprehensive presentation of educational material and effective learning. One of the most important aspects of using visualization is the ability to create interactive and engaging educational materials that enhance students' comprehension of information. It is essential to consider not only the technical aspects of visualization but also pedagogical methods of its application to achieve optimal results in education. It is important to maintain continuous development and improvement of approaches to visualizing educational material to enhance the efficiency of the educational process. The described technologies include: a mind map with a central block, branches, and additional blocks; sketching as a complement to text with visual elements; a timeline, which allows structuring information and presenting it logically; cross-sense in the form of an associative chain, facilitating the visualization of any volume of educational material presented in the educational environment and based on traditional principles of clarity. Such methods of visualizing information significantly facilitate the learning process, making it more accessible and engaging for students. The use of modern technologies enables the creation of interactive and memorable materials, contributing to better knowledge acquisition. The article also highlights the peculiarities inherent in pedagogical education, as well as how visualization of educational information can assist in the successful training of visual arts educators. Ultimately, these innovative approaches to visualizing educational information play an important role in modern education, helping to stimulate interest and enhance learning effectiveness.
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Dissertations / Theses on the topic "Visualization of educational information"

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Johnson, Aaron W. "Centralized Visualization of Distributed Collaborative Note-taking." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3147.

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This development project originated in response to the enormous daily increase of information that becomes available on the internet as a result of social media activities. Twitter, a quintessential example of social media, can also be considered a framework for collaborative note-taking. The October 2010 General Conference of the Church of Jesus Christ of Latter-day Saints provided an interesting example of distributed collaborative note-taking as thousands of Twitter users took notes on the conference addresses. The result was a collection of 26,479 tweets. The purpose of this project is to describe a novel information visualization algorithm that generates a centralized visual representation of the conference tweets to facilitate absorption of the ideas presented therein. This algorithm could feasibly be used in many other massively distributed collaborative note-taking activities. It is hoped that this algorithm, as well as the variant approaches that it may inspire, will assist larger groups to deal with the potential information overload that can arise in these collaborative note-taking activities.
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Runhem, Alexandra. "Adding insight in educational lecture environments with ARS : A post-presentation analysis using an interactive visualization tool." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254991.

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Feedback plays an important role in evaluating and developing courses in higher education. Due to inefficient factors, the feedback cycle does not meet its full potential and can therefore be counterproductive. Current evaluation methods typically demand much effort from both students and teachers, when asking for feedback at the end of the course and analyzing the results. Lack of engagement can thus be observed in both parties. Moreover, we can see an increasing trend of ARS used in educational settings, to improve learning quality and enhance the relationship between the presenter and audience. This study’s aim was to make the feedback process more efficient and to explore how to provide insight in lecture quality for continuous course development. To fully understand the target user, a pre-study was conducted to identify design requirements and to investigate which areas to evaluate during the courses and why. The interview sessions resulted in four main dimensions to evaluate; Meaningfulness, comprehension, knowledge and attitude. Based on these dimensions, a feedback tool was developed to gather the feedback data from students in two different cohorts. The tool was developed in a survey format, with the help of an existing ARS. The feedback was then collected after two university lectures during two courses. To explore the potential of providing useful insight to the lecturer, and to facilitate the analytical step of the process, an interactive visualization tool was prototyped to display the data. The visualization tool was evaluated, both in terms of usability and its overall concept, with a total of eight lecturers, two of which were lecturers in the courses used to gather the feedback data. Even though the results show that it might be difficult to draw a single conclusion of the tools’ usability, the users found the concept interesting and were positive towards the idea. The perception of the tool’s intended use varied and is discussed along with future development.<br>Feedback spelar en viktig roll när det kommer till utvärdering och utveckling av kurser inom högre utbildning. På grund av ineffektiva faktorer uppnår feedbackcykeln inte sin fulla potential och kan därför vara kontraproduktiv. Aktuella utvärderingsmetoder kräver typiskt mycket ansträngning från både elever och lärare och brist på engagemang kan således observeras hos båda parter. Dessutom kan vi se en ökande trend av ARS som används i utbildningsinstitutioner, för att förbättra utbildningskvaliteten samt förhållandet mellan presentatören och publiken. Syftet med studien var att göra feedbackprocessen mer effektiv och undersöka hur man kan ge insikt i föreläsningskvaliteten för kontinuerlig kursutveckling. För att förstå slutanvändaren genomfördes en förundersökning för att identifiera deras begär och för att undersöka vilka områden som ska utvärderas under kurserna och varför. Intervjuerna resulterade i fyra huvuddimensioner att utvärdera och ge insikt inom; Betydelse, förståelse, kunskap och attityd. Baserat på dessa dimensioner utvecklades ett feedbackverktyg. Verktyget var i form av ett formulär och producerades med hjälp av ett befintlig ARS. Feedbackdatan samlades sedan in efter två universitetsföreläsningar under två kurser. För att undersöka möjligheten att ge föreläsaren användbar insikt och för att underlätta det analytiska steget i processen, utvecklades ett interaktivt visualiseringsverktyg. Visualiseringsverktyget utvärderades, både vad gäller användbarhet och dess övergripande koncept, med totalt åtta föreläsare. Även om resultaten visar att det kan vara svårt att dra en enda slutsats av verktygets användbarhet, fann användarna konceptet intressant och var överlag positiva. Uppfattningen av verktygets avsedda användning varierar och diskuteras tillsammans med framtida utveckling.
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Ragan, Eric Dennis. "Supporting Learning through Spatial Information Presentations in Virtual Environments." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23207.

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Though many researchers have suggested that 3D virtual environments (VEs) could provide advantages for conceptual learning, few studies have attempted to evaluate the validity of this claim. While many educational VEs share the challenge of providing learners with information within 3D spaces, few researchers have investigated what approaches are used to help learn new information from 3D spatial representations. It is not understood how well learners can take advantage of 3D layouts to help understand information. Additionally, although complex arrangements of information within 3D space can potentially allow for large amounts of information to be presented within a VE, accessing this information can become more difficult due to the increased navigational challenges.<br />Complicating these issues are details regarding display types and interaction devices used for educational applications. Compared to desktop displays, more immersive VE systems often provide display features (e.g., stereoscopy, increased field of view) that support improved perception and understanding of spatial information. Additionally, immersive VE often allow more familiar, natural interaction methods (e.g., physical walking or rotation of the head and body) to control viewing within the virtual space. It is unknown how these features interact with the types of spatial information presentations to affect learning.<br />The research presented in this dissertation investigates these issues in order to further the knowledge of how to design VEs to support learning. The research includes six studies (five empirical experiments and one case study) designed to investigate how spatial information presentations affect learning effectiveness and learner strategies. This investigation includes consideration for the complexity of spatial information layouts, the features of display systems that could affect the effectiveness of spatial strategies, and the degree of navigational control for accessing information. Based on the results of these studies, we created a set of design guidelines for developing VEs for learning-related activities. By considering factors of virtual information presentation, as well as those based on the display-systems, our guidelines support design decisions for both the software and hardware required for creating effective educational VEs.<br /><br>Ph. D.
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Söderström, Arvid, and Johanna Thorheim. "Design and evaluation of an educational tool for understanding functionality in flight simulators : Visualising ARINC 610C." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-137686.

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The use of simulation in aircraft development and pilot training is essential as it saves time and money. The ARINC 610C standard describes simulator functionality, and is developed to streamline the use of flight simulators. However, the text based standard lacks overview and function descriptions are hard to understand for the simulator developers, who are the main users. In this report, an educational software tool is conceptualised to increase usability of ARINC 610C. The usability goals and requirements were established through multiple interviews and two observation studies. Consequently, six concepts were produced, and evaluated in a workshop with domain experts. Properties from the evaluated concepts were combined in order to form one concluding concept. A prototype was finally developed and evaluated in usability tests with the potential user group. The results from the heuristic evaluation, the usability tests, and a mean system usability score of 79.5 suggests that the prototyped system, developed for visualising ARINC 610C, is a viable solution.
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Carvalho, Marta Pinto de. "U-TRACER® - the use of communication technology in higher education - an information visualization tool for the context of Portuguese public higher education." Doctoral thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/13140.

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Doutoramento em Multimédia em Educação<br>Information Visualization is gradually emerging to assist the representation and comprehension of large datasets about Higher Education Institutions, making the data more easily understood. The importance of gaining insights and knowledge regarding higher education institutions is little disputed. Within this knowledge, the emerging and urging area in need of a systematic understanding is the use of communication technologies, area that is having a transformative impact on educational practices worldwide. This study focused on the need to visually represent a dataset about how Portuguese Public Higher Education Institutions are using Communication Technologies as a support to teaching and learning processes. Project TRACER identified this need, regarding the Portuguese public higher education context, and carried out a national data collection. This study was developed within project TRACER, and worked with the dataset collected in order to conceptualize an information visualization tool U-TRACER®. The main goals of this study related to: conceptualization of the information visualization tool U-TRACER®, to represent the data collected by project TRACER; understand higher education decision makers perception of usefulness regarding the tool. The goals allowed us to contextualize the phenomenon of information visualization tools regarding higher education data, realizing the existing trends. The research undertaken was of qualitative nature, and followed the method of case study with four moments of data collection.The first moment regarded the conceptualization of the U-TRACER®, with two focus group sessions with Higher Education professionals, with the aim of defining the interaction features the U-TRACER® should offer. The second data collection moment involved the proposal of the graphical displays that would represent the dataset, which reading effectiveness was tested by end-users. The third moment involved the development of a usability test to the UTRACER ® performed by higher education professionals and which resulted in the proposal of improvements to the final prototype of the tool. The fourth moment of data collection involved conducting exploratory, semi-structured interviews, to the institutional decision makers regarding their perceived usefulness of the U-TRACER®. We consider that the results of this study contribute towards two moments of reflection. The challenges of involving end-users in the conceptualization of an information visualization tool; the relevance of effective visual displays for an effective communication of the data and information. The second relates to the reflection about how the higher education decision makers, stakeholders of the U-TRACER® tool, perceive usefulness of the tool, both for communicating their institutions data and for benchmarking exercises, as well as a support for decision processes. Also to reflect on the main concerns about opening up data about higher education institutions in a global market.<br>A Visualização de Informação emerge gradualmente como uma área que assiste a representação e a compreensão de dados sobre as instituições de Ensino Superior. Esta compreensão e conhecimento aprofundado sobre as instituições de Ensino Superior tem uma importância internacional reconhecida. Uma das áreas emergentes do Ensino Superior, com um impacte transformador das práticas educativas em todo o mundo e que urge conhecer e compreender de forma sistematizada, relaciona-se com o uso das Tecnologias da Comunicação no suporte às práticas pedagógicas. No foco deste trabalho está a necessidade de representar visualmente um conjunto de dados recolhido no âmbito do projeto TRACER, sobre e o uso que as Instituições de Ensino Superior Público Português fazem das Tecnologias da Comunicação como suporte aos processos de ensino e aprendizagem. O projeto TRACER identificou esta necessidade e fez uma recolha de dados a nível nacional. Este estudo desenvolveu-se no âmbito deste projeto, e utilizou os dados recolhidos com o objetivo de conceptualizar uma ferramenta de visualização de informação - U-TRACER® - que daria visibilidade a esses dados. Os principais objetivos deste estudo prendem-se com: a conceptualização da ferramenta de visualização de informação denominada U-TRACER®, para o contexto do Ensino Superior Português; a compreensão sobre a utilidade desta plataforma para decisores das instituições de Ensino Superior Português, no suporte a processos de tomada de decisão. Os objetivos permitiram contextualizar o fenómeno das ferramentas de visualização da informação com dados sobre instituições de Ensino Superior, perceber as tendências de uso da visualização de informação nesse contexto.A investigação de natureza qualitativa, seguiu princípios de Investigação & Desenvolvimento adotando o método de estudo de caso desenvolvido em quatro fases de recolha de dados. A primeira fase prendeu-se com a conceptualização da plataforma U-TRACER®, tendo-se desenvolvido duas sessões de focus group com profissionais do ensino superior, com o objetivo de conhecer de definir os requisitos de interação da ferramenta. A segunda fase deu origem à proposta de representação gráfica dos dados recolhidos no Âmbito do projeto TRACER “O uso das Tecnologias da Comunicação no Ensino Superior Público Português”, e um teste à eficácia de leitura dos gráficos propostos. A terceira fase envolveu um teste de usabilidade à ferramenta U-TRACER®, por profissionais do Ensino Superior enquanto utilizadores finais, tendo resultado na proposta de melhorias ao protótipo final. A quarta fase de recolha de dados envolveu a realização de entrevistas semiestruturadas, realizadas a decisores de Instituições de Ensino Superior Público Português, com o objetivo de compreender a sua perceção relativamente à utilidade da U-TRACER®. Considera-se que os resultados deste estudo contribuíram para a área da visualização de informação como suporte à representação de dados sobre o Ensino Superior; refletir sobre a necessidade de envolvimento dos utilizadores finais no processo de conceptualização da ferramenta; a importância da representação gráfica na comunicação eficaz da informação; e conhecer a perceção dos decisores das instituições do ensino superior sobre a utilidade desta ferramenta utilizada como meio para a comunicação de informação sobre a sua instituição, como exercício de benchmarking, e a sua utilidade como suporte a processos informação e decisão que envolvem o uso das Tecnologias da Comunicação. Este estudo contribui ainda para a reflexão sobre a abertura de dados de instituições de Ensino Superior num mercado global.
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Moore, Jacob Preston. "Promoting Conceptual Understanding via Adaptive Concept Maps." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23678.

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The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A literature review has been conducted to identify possible methods to promote conceptual understanding in the context of a digital textbook, and these hypothesized solutions will be evaluated through a prototype tool. The primary method that has been selected for this study to promote conceptual understanding in textbooks is the concept map. When concept maps are used as advance organizers or navigation aids for hypermedia documents, they have been shown to promote conceptual understanding. Issues with scalability exist, however. When maps become too large or complicated, a phenomenon labeled "map-shock" occurs. Map-shock is a result of cognitive overload that nullifies the positive effects the concept map has on learning. In order to eliminate map-shock, one needs to manage the cognitive load imposed on the learner. This project proposes using information visualization techniques leveraged from the computer science domain to develop an interactive concept map based navigation system that will retain the positive effects of concept maps, and also present the visuals in a way that does not cognitively overload the user. <br /><br />This study seeks to answer the research question: "How can a large-scale concept map visualization tools be realized in a way that promotes conceptual understanding and manages cognitive load?" To answer the research question, a prototype tool, labeled the "Adaptive Map tool", was developed and populated with engineering statics content. This prototype contains content that is similar to the material in a traditional statics textbook, but the information is accessed through the proposed adaptive concept map visualization. The tool was then given to students in engineering statics class to be used as a supplemental textbook. The effects of the Adaptive Map tool were evaluated through a multiple case study approach that allowed researchers to understand how this tool fit into the larger learning context of a class. Results indicated that some students did integrate the Adaptive Map tool into the learning process, and furthermore that the tool did promote meaningful learning behaviors that lead to better conceptual understanding of the material.<br>Ph. D.
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Musunuru, Venkata Krishna Kanth. "Virtuo-ITS: An Interactive Tutoring System to Teach Virtual Memory Concepts of an Operating System." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495481049986755.

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Olsson, Marie. "Digital learning resources for programming in higher education – a multimodal perspective." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153200.

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Digital technology is developing rapidly, and educators are currently in the process of exploring what opportunities new technology can have for learning and teaching. This applies not least to the field of education in programming, as   learning to program is a great challenge for many students. Therefore, educators and researchers have sought to find educationally effective digital learning resources to facilitate the programming learning process. In this thesis, multimodal online learning environments, providing accessible and learner-focused learning activities, and multimodal software visualizations, striving at concretizing the abstract building blocks in programming languages, were exploratory investigated. The aim was to expand the understanding of how digital learning resources can be used to support students’ understanding of basic programming concepts and dynamics. Empirical studies were conducted at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden. The data were collected during introductory programming courses in which the author had an active role as designer of the software visualizations, teacher and researcher. In these courses, the digital learning resources were explored as additional course resources. The research was conducted both through field experiments and case studies and data was collected using questionnaires, interviews and group discussions. Results strengthened the claims that abstract phenomena like programming can be made visible and understandable through visualization, in particular program dynamics.  When visualizations illustrated more conceptual elements, further guidance was required, to facilitate students’ interpretation and understanding. Regarding the online learning environments, guiding to the right learning pathways was the most critical factor found from the results. When adequate instructions and feedback were lacking in the learning environments, users became cognitively overloaded and disoriented. Finally, findings in all compiled studies indicate that teacher planning and orchestration of the learning situations should be conducted with more reflection.
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Шкарупа, Ганна. "Використання інформаційних технологій візуалізації у процесі розвитку компетентностей майбутніх дизайнерів". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10495.

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Проаналізовано дослідження останніх років в галузі розвитку професійної компетентності майбутніх дизайнерів. Зокрема, таких компонентів як творчість, здатність до просторових маніпуляцій з проектованими об'єктами, а також використання інформаційних технологій візуалізації.<br>The proposed theses analyze the research of recent years in the development of professional competence of future designers. In particular, such components as creativity, the ability to spatial manipulations with projected objects, as well as the use of information technology visualization.
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Dario, Dineide. "Aplicação de técnicas de visualização de informação em ferramentas para apoio à avaliação formativa em sistemas de EaD." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275767.

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Orientador: Heloísa Vieira da Rocha<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação<br>Made available in DSpace on 2018-08-17T10:16:12Z (GMT). No. of bitstreams: 1 Dario_Dineide_M.pdf: 3873231 bytes, checksum: 611985fd918b6460c572282b88cfc915 (MD5) Previous issue date: 2010<br>Resumo: Com o crescimento da Educação a Distância online (EaD), cresce também a necessidade de suporte a novos e mais efetivos métodos de avaliação para esta modalidade, como a Avaliação Formativa, que permite monitorar e orientar continuamente a participação dos alunos no desenvolvimento de uma ação de aprendizagem. As ferramentas para suporte a este método de avaliação coletam muitos indicadores de participação, que são gerados na forma de volumosos dados, o que geralmente dificulta a sua análise e consequente uso no processo de acompanhamento pelo avaliador. Por isso, é proposta neste trabalho a aplicação de técnicas de Visualização de Informação sobreas informações geradas por uma ferramenta de Avaliação Formativa para auxiliar na análise dos dados coletados, por meio de representações gráficas interativas que permitam explorar as informações em diferentes níveis de granularidade. Para avaliar a proposta, foi desenvolvido um protótipo da ferramenta de Visualização de Informação integrada à ferramenta de Avaliação Formativa implementada na segunda fase do projeto TIDIA-Ae pelo grupo e-Labora. A avaliação desse protótipo em uma simulação de curso indicou a efetividade da proposta, mostrando que a aplicação de técnicas de Visualização de Informação na análise das informações geradas por uma ferramenta de suporte à Avaliação Formativa auxilia formadores e aprendizes nesse processo, trazendo maior agilidade, dinamismo e praticidade ao acompanhamento da ação de aprendizagem, através de novas e significativas visões acerca das participações<br>Abstract: The growth of online Distance Education (e-learning) causes growth of the need to support new and more effective methods of assessment, as the Formative Assessment, which allows continuous monitoring and guidance of students participation in the development of a learning action. The tools to support this assessment method collect many indicators of participation, which are generated in the form of huge amounts of data, often complicating the analysis and consequent use of this information in the monitoring process by the assessor. Therefore this work proposes the application of techniques of Information Visualization on the information generated by a Formative Assessment Tool to assist in analyzing the data collected through interactive graphical representations to exploit the information at different levels of granularity. In order to evaluate the proposal, a prototype for an Information Visualization Tool has been developed integrated with Formative Assessment Tool implemented in the second phase of theproject TIDIA-Ae by the e-Labora group. The evaluation of this prototype in a simulated course demonstrated the effectiveness of the proposal, indicating that the application of Information Visualization techniques to analyze the information generated by a support tool for Formative Assessment helps teachers and learners in this process. The monitoring of a learning action gained greater agility, dynamism and practicality, through new and significant visions about the participation<br>Mestrado<br>Visualização de Informação<br>Mestre em Ciência da Computação
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Books on the topic "Visualization of educational information"

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Gavrilov, Leonid. Information technologies in commerce. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085795.

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The textbook discusses the technologies of the digital economy in commerce: visualization systems, virtual and mixed reality technologies, risk management, budgeting and planning, service-oriented enterprise architecture. The use of intelligent information systems in the work of the enterprise and for forecasting sales, scoring, combating fraud in the banking sector and trade; wireless information networks of 4G and 5G standards, Internet of Things networks, mobile technologies in the work of retail and wholesale enterprises is shown.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; For students of higher educational institutions studying in the field of training "Trade business".
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Strothotte, Thomas. Computational Visualization: Graphics, Abstraction and Interactivity. Springer Berlin Heidelberg, 1999.

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Oreshina, Marina, and Andrey Garnov. Information management technologies in the context of digital transformation. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2186397.

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The textbook provides a general description of the processes of collecting, transmitting, and storing information using information management systems in organizations and enterprises, and discusses information processing methods and tools, including data visualization using the Yandex DataLens service. The creation of a complex of interrelated models of information processes is considered, the development of methods that allow automated solutions to various problems of an applied nature is presented, ways and means of implementing information technologies are shown: methodological, informational, mathematical, algorithmic, technical and programmatic. The basic concepts of modeling information systems and processes are defined, the classification and types of models of information management systems are given. The issues of information system security are considered. Meets the requirements of the latest generation of federal state educational standards for higher education. It is intended for students studying in the fields of 09.03.03 "Applied Informatics", 01.04.05 "Statistics" and 10.03.01 "Information Security".
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A, Ditson Leslie, Kessler Rohn, Anderson-Inman Lynne, and Mafit Dana, eds. Concept-mapping companion: For Inspiration version 6.0. 2nd ed. International Society for Technology in Education, 2001.

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Wolny, Philip. Creating electronic graphic organizers / Philip Wolny. Rosen Central, 2011.

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Spence, Robert. Information Visualization. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07341-5.

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Kerren, Andreas, John T. Stasko, Jean-Daniel Fekete, and Chris North, eds. Information Visualization. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-70956-5.

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Agosti, Maristella, Nicola Ferro, Pamela Forner, Henning Müller, and Giuseppe Santucci, eds. Information Retrieval Meets Information Visualization. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36415-0.

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Zhang, Jin, ed. Visualization for Information Retrieval. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-75148-9.

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Tergan, Sigmar-Olaf, and Tanja Keller, eds. Knowledge and Information Visualization. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/b138081.

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Book chapters on the topic "Visualization of educational information"

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de Souza Alencar, Wanderley, Hugo Alexandre Dantas do Nascimento, Walid Abdala Rfaei Jradi, Fabrizzio Alphonsus A. M. N. Soares, and Juliana Paula Felix. "Information Visualization for Highlighting Conflicts in Educational Timetabling Problems." In Advances in Visual Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33720-9_21.

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Karpov, Alexey, Vladimir Klepov, and Alexey Nikitin. "On Mathematical Visualization in Education." In Convergent Cognitive Information Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37436-5_2.

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Vande Moere, Andrew, and Stephanie Patel. "The Physical Visualization of Information: Designing Data Sculptures in an Educational Context." In Visual Information Communication. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0312-9_1.

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Canossa, Alessandro, Luis Laris Pardo, Michael Tran, and Alexis Lozano Angulo. "From Data Humanism to Metaphorical Visualization – An Educational Game Case Study." In Communications in Computer and Information Science. Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19682-9_15.

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Rudenko, Roman, Arsénio Reis, José Sousa, and João Barroso. "Visualization of Scientific Phenomena for Education." In Communications in Computer and Information Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73988-1_37.

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Yamamoto, Takehiro, Nobuyuki Esaki, and Tetsuo Takeshita. "Educational Character Recognition System Implementing an Interactive Visualization of Multi-dimensional Distribution." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39476-8_25.

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González-Torres, Antonio, Mónica Hernández-Campos, Jeferson González-Gómez, Vetria L. Byrd, and Paul Parsons. "Information Visualization as a Method for Cybersecurity Education." In Innovations in Cybersecurity Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50244-7_4.

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Vidakis, Nikolas, Anastasios Kristofer Barianos, Apostolos Marios Trampas, Stamatios Papadakis, Michail Kalogiannakis, and Kostas Vassilakis. "in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game." In Communications in Computer and Information Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7_30.

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Shi, Zhuo, Sijie Chen, and Yi Zeng. "Research on Information Visualization Design of Dong Culture." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-344-3_33.

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Roy, Chandrima, Ekansh Maheshwari, Manjusha Pandey, Siddharth Swarup Rautaray, and Rabindra K. Barik. "GeoCloud4EduNet: Geospatial Cloud Computing Model for Visualization and Analysis of Educational Information Network." In Advances in Intelligent Systems and Computing. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0475-2_2.

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Conference papers on the topic "Visualization of educational information"

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Lopes, Renata, Regina Reznik, and Doris Kosminsky. "Teaching Information Visualization through Situated Design: Case Studies from the Classroom." In 2024 IEEE VIS Workshop on Visualization Education, Literacy, and Activities (EduVIS). IEEE, 2024. http://dx.doi.org/10.1109/eduvis63909.2024.00010.

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Zhu, Haitian. "Innovative visualizations in aviation safety training leveraging artificial data for educational advancement." In International Conference on Computer Application and Information Security (ICCAIS 2024), edited by Sadiq Ali Safaa, Pandey Hari Mohan, and Boussaid Farid. SPIE, 2025. https://doi.org/10.1117/12.3062709.

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Komissarova, Tatyana, Elena Gadzhieva, and Maria Lebedeva. "INFORMATION AND CARTOGRAPHIC APPROACH TO VISUALIZATION OF EDUCATIONAL INFORMATION." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/5.2/s22.094.

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Nguyen, Huyen N., Caleb M. Trujillo, Kevin Wee, and Kathleen A. Bowe. "Interactive Qualitative Data Visualization for Educational Assessment." In IAIT2021: The 12th International Conference on Advances in Information Technology. ACM, 2021. http://dx.doi.org/10.1145/3468784.3469851.

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Amabili, Lorenzo, M. Eduard Gröller, and Renata G. Raidou. "Show Me the GIFference! Using data-GIFs as Educational Tools." In Computer Science Research Notes. University of West Bohemia, Czech Republic, 2024. http://dx.doi.org/10.24132/csrn.3401.7.

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We investigate the use of data-GIFs, i.e., graphics interchange format files containing short animations, to engage visualization viewers in learning about data visualization design pitfalls. A large number of data visualizations are generated every day to convey information to the general population, among which, also several with bad data designs. To support non-expert viewers in recognizing common visualization design mistakes, we propose data-GIFs. These are short educational animations played in automatic repetition with a single core message on how the design flaws of a given visualization can be identified. After defining what bad data visualization design entails, we inform the design requirements for the data-GIFs. We, subsequently, designed four variants: two data-GIFs, which use respectively interchangeability and smooth transitions, a static variant with juxtaposition, and a data-video approach with audio. In a controlled user study with 48 participants, we compare the four variants. We demonstrate that interchangeability and smooth transitions effectively support viewers in assessing why elements characterizing bad data visualizations are indeed bad. Yet, smooth transitions are more engaging, and data-videos are more efficient for the identification of differences between bad and good data visualization designs.
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Stamenković, Srećko, Bojan Vasović, Zoran Jovanović, Violeta Milićević, and Sandra Stanković. "Software systems for simulation and visualization of abstract theoretical concepts." In 1st International Scientific Conference on Economy, Management and Information Technologies – ICEMIT 2023. Toplica Academy of Applied Studies, Department of Business Studies Blace, 2023. http://dx.doi.org/10.46793/icemit23.295s.

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Abstract theory presented in a traditional way often causes apathy in students, while connecting it to something real and physical usually leads to greater interest and enthusiasm. This paper discusses the importance of using educational software systems in the teaching process, which are effective auxiliary tools for mastering complex theoretical constructions in engineering education. The introduction and adoption of new information technologies in learning and teaching has evolved rapidly in recent years. The role of technology in higher education is to encourage students to think about the problem of study and to enhance the educational process, not to reduce it to a set of procedures for the delivery of content. Therefore, this paper lists the essential aspects of software systems that are necessary for the system to be characterized as educational, that is, as a learning support system.
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Tadjihodzhayeva, Elvira. "VISUALIZATION OF EDUCATIONAL MATERIALS - AS A TOOL FOR EFFECTIVE INVOLVEMENT OF STUDENTS IN THE EDUCATIONAL PROCESS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.5.

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The article discusses the process of translating verbal educational information into visual information using visualization objects. Visualization of educational materials is aimed at the development of cognitive processes of students. The subject of the research is methods, means and objects of visualization of educational information that ensure the activation of cognitive activity of students. The goal is the maximum replacement of textual information with visualization objects, activation of cognitive activity of students. The use of visualization technologies in the creation of educational material using visualization tools provides positive changes in cognitive activity.
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Mikhailutsa, Olena, Tatiana Melikhova, Andriy Pozhuyev, and Hennadiy Kravtsov. "Innovative Methods of Information Visualization in Transport Logistics and Training Organization." In Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010931800003364.

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Koyama, Yuichi, Yasushi Hirano, Shoji Kajita, et al. "Educational Application and Evaluation of Medical Dialogue Visualization Method." In 2008 3rd International Conference on Innovative Computing Information and Control. IEEE, 2008. http://dx.doi.org/10.1109/icicic.2008.243.

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Wenhuan Lu and Jianguo Wei. "Dynamic visualization of Evolutionary Curricula Model." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607621.

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Reports on the topic "Visualization of educational information"

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Holub, Oleksandr, Mykhailo Moiseienko, and Natalia Moiseienko. Fluid Flow Modelling in Houdini. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4128.

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The modern educational environment in the field of physics and information technology ensures the widespread use of visualization software for successful and deep memorization of material. There are many software for creating graphic objects for presentations and demonstrations, the most popular of which were analyzed. The work is devoted to the visualization of liquids with different viscosity parameters. The article describes the development of a fluid model in the form of a particle stream. The proposed methodology involves using the Houdini application to create interactive models. The developed model can be used in the educational process in the field of information technology.
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Ivanova, Halyna I., Olena O. Lavrentieva, Larysa F. Eivas, Iuliia O. Zenkovych, and Aleksandr D. Uchitel. The students' brainwork intensification via the computer visualization of study materials. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3859.

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The paper the approaches to the intensification of the students’ brainwork by means of computer visualization of study material have been disclosed. In general, the content of students’ brainwork has been presented as a type of activity providing the cognitive process, mastering the techniques and ways of thinking, developing the capabilities and abilities of the individual, the product of which is a certain form of information, as a result of the brainwork the outlook of the subject of work is enriched. It is shown the visualization is the process of presenting data in the form of an image with the aim of maximum ease of understanding; the giving process of visual form to any mental object. In the paper the content, techniques, methods and software for creating visualization tools for study material has exposed. The essence and computer tools for creating such types of visualization of educational material like mind maps, supporting notes and infographics have been illustrated; they have been concretized from the point of view of application in the course of studying the mathematical sciences. It is proved the use of visualization tools for study materials helps to increase the intensity and effectiveness of students’ brainwork. Based on the results of an empirical study, it has been concluded the visualization of study materials contributes to the formation of students’ key intellectual competencies and forming their brainwork culture.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, et al. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Semerikov, Serhiy, Illia Teplytskyi, Yuliia Yechkalo, Oksana Markova, Vladimir Soloviev, and Arnold Kiv. Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson, Welcome Back. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3178.

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The authors of the given article continue the series presented by the 2018 paper “Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot”. This time, they consider mathematical informatics as the basis of higher engineering education fundamentalization. Mathematical informatics deals with smart simulation, information security, long-term data storage and big data management, artificial intelligence systems, etc. The authors suggest studying basic principles of mathematical informatics by applying cloud-oriented means of various levels including those traditionally considered supplementary – spreadsheets. The article considers ways of building neural network models in cloud-oriented spreadsheets, Google Sheets. The model is based on the problem of classifying multi-dimensional data provided in “The Use of Multiple Measurements in Taxonomic Problems” by R. A. Fisher. Edgar Anderson’s role in collecting and preparing the data in the 1920s-1930s is discussed as well as some peculiarities of data selection. There are presented data on the method of multi-dimensional data presentation in the form of an ideograph developed by Anderson and considered one of the first efficient ways of data visualization.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Sledge, Carol A. Information Assurance Building Educational Capacity. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada452451.

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