- -

Appling visual learning in the teaching of software measurement concepts

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Appling visual learning in the teaching of software measurement concepts

Mostrar el registro completo del ítem

Cuadrado-Gallego, JJ.; Martin Herrera, B.; Pastor López, O.; Marín, B. (2011). Appling visual learning in the teaching of software measurement concepts. International Journal of Software Engineering and Knowledge Engineering. 21(3):431-446. https://doi.org/10.1142/S021819401100530X

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/39550

Ficheros en el ítem

Metadatos del ítem

Título: Appling visual learning in the teaching of software measurement concepts
Autor: Cuadrado-Gallego, juan José Martin Herrera, Borja Pastor López, Oscar Marín, Beatriz
Entidad UPV: Universitat Politècnica de València. Departamento de Sistemas Informáticos y Computación - Departament de Sistemes Informàtics i Computació
Universitat Politècnica de València. Centro de Investigación en Métodos de Producción de Software - Centre d'Investigació en Mètodes de Producció de Software
Fecha difusión:
Resumen:
Applying new learning methodologies in education, such as visual learning based on virtual reality and three-dimensional (3D) environments, is an important aspect in education, since it offers possibilities that can ...[+]
Palabras clave: Project , Abstract concept , Education systems , Focus of Attention , Functional size measurement methods , Human being , Learning models , Mental process , Physical characteristics , Technological advances
Derechos de uso: Cerrado
Fuente:
International Journal of Software Engineering and Knowledge Engineering. (issn: 0218-1940 )
DOI: 10.1142/S021819401100530X
Editorial:
World Scientific Publishing
Versión del editor: http://www.worldscientific.com/doi/abs/10.1142/S021819401100530X
Código del Proyecto:
info:eu-repo/grantAgreement/MICINN//TIN2010-19130-C02-02/ES/PRODUCCION DE SOFTWARE ORIENTADO A SERVICIOS BASADA EN REQUISITOS: LA PARTE FUNCIONAL/
info:eu-repo/grantAgreement/GVA//PROMETEO09%2F2009%2F015/ES/Métodos de desarrollo orientados a la calidad de las tecnologías de la información (Orca)/
Agradecimientos:
We would like to thank the Alcala University for supporting this research study through the research funds assigned to professor Cuadrado-Gallego under the program I3. We would also like to thank MEC under the project ...[+]
Tipo: Artículo

References

Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216. doi:10.1037/h0054367

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177. doi:10.1037/h0074428

Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189-208. doi:10.1037/h0061626 [+]
Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216. doi:10.1037/h0054367

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177. doi:10.1037/h0074428

Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189-208. doi:10.1037/h0061626

Tolman, E. C. (1938). The determiners of behavior at a choice point. Psychological Review, 45(1), 1-41. doi:10.1037/h0062733

Stasko, J. T. (1990). Tango: a framework and system for algorithm animation. Computer, 23(9), 27-39. doi:10.1109/2.58216

Bowyer, K., Stockman, G., & Stark, L. (2000). Themes for improved teaching of image computation. IEEE Transactions on Education, 43(2), 221-223. doi:10.1109/13.848076

Felder, R. M., Felder, G. N., & Dietz, E. J. (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students. Journal of Engineering Education, 87(4), 469-480. doi:10.1002/j.2168-9830.1998.tb00381.x

B. Higgs and M. McCarthy, Emerging Issues in the Practice of University Learning and Teaching (Dublin, Ireland, 2005) pp. 37–44.

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231. doi:10.1002/j.2168-9830.2004.tb00809.x

Tzafestas, C. S., Palaiologou, N., & Alifragis, M. (2006). Virtual and Remote Robotic Laboratory: Comparative Experimental Evaluation. IEEE Transactions on Education, 49(3), 360-369. doi:10.1109/te.2006.879255

Rodrguez, D., Sicilia, M. ngel, Cuadrado-Gallego, J. J., & Pfahl, D. (2006). e-Learning in Project Management Using Simulation Models: A Case Study Based on the Replication of an Experiment. IEEE Transactions on Education, 49(4), 451-463. doi:10.1109/te.2006.882367

Basili, V. R., & Rombach, H. D. (1988). The TAME project: towards improvement-oriented software environments. IEEE Transactions on Software Engineering, 14(6), 758-773. doi:10.1109/32.6156

Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., & Wesslén, A. (2000). Experimentation in Software Engineering. The Kluwer International Series in Software Engineering. doi:10.1007/978-1-4615-4625-2

Pfahl, D., Laitenberger, O., Ruhe, G., Dorsch, J., & Krivobokova, T. (2004). Evaluating the learning effectiveness of using simulations in software project management education: results from a twice replicated experiment. Information and Software Technology, 46(2), 127-147. doi:10.1016/s0950-5849(03)00115-0

[-]

recommendations

 

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro completo del ítem