Educational software

Abstract: INTRODUCTIONEducation is no longer restricted within the four walls of a regular classroom setting in many countries of the world. The noticeable advancements had even called for the redefinition of formal education in some instances. Access to formal education has continued to grow for interested persons and teachers roles are being redefined continually from being the sage at the centre of instructional system to the-guide-by the-side. Students at different levels are also able to learn more facts in less time due to the embrace of technology by education (Iyeke, 2011).Researchers at various times have investigated the efficacy of Information and Communication Technology (ICT) in teaching and learning situations and have reported its positive impact when appropriately used. While authors such as Yusuf (1997), Egunjobi (2003), Ibode (2004), AduwaOgiegbaen and Iyamu (2005), Tijani (2009), Adeyemo (2010) and Omiola (2011) reported that ICT facilitates improved students' achievements across various subjects at the secondary school levels, others such Krubu and Osawaru (2011), Palmen (2011), Adebayo (2012), and Zambuk and Ya'uGital (2012) submitted that ICT facilitates effective and efficient educational administrative processes.ICT as a concept has been explained by several authors in different lights; Zuochen and Dragana (2008), Ajayi and Ekundayo (2009), Adeyemo (2010), Adomi and Kpangban (2010) and Iyeke (2011) all agreed that ICT is a convergence of modern technological products (software and hardware) that can be used to collect, store, process and transfer information from one point to the other. Deductively therefore, ICT can be defined as all modern technological products (software and hardware) that can be used to access, collect, gather, store, process and transmit learning contents from one point to the other by learners and teachers.The development in the educational software sector cannot be divorced from the initial gains of ICT among people of all ages (Vannucci & Colla, 2010). Evolutionarily, educational software was designed by the US military to enhance personnel performances and was limited to user-software interaction in a text, less graphical way. According to Vannucci and Colla (2010), not until the 1960s that other civil institutions including universities began to embrace computer software for educational purposes. Educational software (ES) can be described as all software that can be used by teachers and students to support teaching-learning activities (National Centre for Technology in Education, 2007). There are five major types of ES: Tutorials software that are usually designed to introduce learners to new concepts in a step-by-step manner; Drill-andpractice software which primarily aims to help students re-learn facts; Games software encourage users to follow established rules with the aim of accumulating entertainment value; Simulation software afford users to experience live situations that are difficult, expensive and dangerous; and Problem-solving software presents problematic situations to the students expecting them to apply their cognitive skills to solving the problems (Cennamo, Ross & Ertmer, 2010).The acceptance of ES is gradually gaining momentum worldwide, however not much educational gains can be recorded if usability components of such software are neglected (Jeffel, 2011; Ali, 2013; Brook, 2013). According to Zaharias (2004), Tsai (2006) and Luckin, Bligh, Manches, Ainsworth, Crook and Noss (2012), usability is a key quality assurance of e-learning materials and ensures that users' needs remain cardinal in technological developments. Any software or applications which fail usability evaluation may record low patronage from potential users (Minovic, Stavijanin, Milovanovic & Starcevic, 2009; Imtian, Chang & Issa, 2013). Usability as a concept has to do with users' experiences at the end of interaction with software or technological products (Usabilityfirst, 2013; Usability. …

Abstract: Artificial Neural Networks (ANN) is an important data processing algorithm for students, researches, scientist, mathematicians, academicians and engineers which is inspired by human brain and human brain’s learning methods. Complex nature and mathematical structures of ANN makes it difficult to learn. Due to this reason, new methods have to be employed to teach ANN. In this study, we design and develop web based educational software which combines advantages of examined works to teach artificial neural networks with the support of multimedia course content. In addition, relevant studies such as Neuro-Lab, EasyLearnNN, NeuroFuzz and related most popular professional commercial tools such as MATLAB, Statistica, Mathematica, NeuroSolutions, JOONE are also examined. Developed software will help researchers from students to scientist to train, test an ANN model and understand fundamentals of ANN.

Abstract: The purpose of this study was to investigate the impact of blended learning and multimedia software on Iranian ESP students' vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through multimedia software while the control group received traditional instructions. The data were collected through a vocabulary posttest and classroom observations. The results indicated the great level of disparity between the two groups of learners regarding their acquisition of new vocabulary - in other words, multimedia software had positive effect on students' vocabulary learning. In addition, learning with technology also showed positive activity engagement. Based on the current study, suggestions were made on how multimedia software can be adopted and incorporated more effectively in ESP classes.

Abstract: This work is about the application of computational technology in education. It discusses the pedagogic significance of using highly interactive metaphors in the construction of educational software, it also introduces a model of interaction that uses educational games in virtual reality. When the apprentice builds knowledge by taking part in his environment and interacting with, he is allowed to become an active agent of his own learning process. This work presents an authoring system for creating educational environments based in role-playing games and adventure games. It was the intention of this work to examine “educational adventures” that are thought to be good learning environments. The authoring system is intended to facilitate the work of teachers that want to create educational environments. An authoring system prototype was specified and partially developed. Also, a prototype model of an application was developed in order to show the system’s capabilities. This application includes concepts related to engineering.